The Validity and Practicality of the Contextual Analysis of Science and Laboratory Problems (CANLABS) Learning Model in Science Learning

Authors

Aris Singgih Budiarso , Sutarto Sutarto , I Ketut Mahardika , Pramudya Dwi Aristya Putra , Dian Nur Indah Sari , Finda Nor Laela

DOI:

10.29303/jppipa.v8i1.1069

Published:

2022-01-07

Issue:

Vol. 8 No. 1 (2022): January

Keywords:

CANLABS learning model, Validity, Practicality

Research Articles

Downloads

How to Cite

Budiarso, A. S., Sutarto, S., Mahardika, I. K. ., Putra, P. D. A. ., Sari, D. N. I. ., & Laela, F. N. . (2022). The Validity and Practicality of the Contextual Analysis of Science and Laboratory Problems (CANLABS) Learning Model in Science Learning. Jurnal Penelitian Pendidikan IPA, 8(1), 94–102. https://doi.org/10.29303/jppipa.v8i1.1069

Downloads

Download data is not yet available.

Metrics

Metrics Loading ...

Abstract

The learning model about Contextual Analysis of Science and Laboratory Problems (CANLABS) is a model that provides opportunities for students to choose several natural events around them that are relevant to the material which is being studied and then explore the phenomenon profoundly in the laboratory. This study aims to analyze the validity and practicality of the CANLABS learning model for science mastery for junior high school students. The trial results of the model development were carried out in the 7th grade of the former Besuki residency (Jember, Bondowoso, Situbondo, and Banyuwangi) with a total of 120 students. The sampling technique was carried out using a purposive sampling area. To measure the validity, use the model validity sheet carried out by experts through the Focus Group Discussion (FGD). Meanwhile, to measure practicality, an observation sheet on the implementation of the learning implementation plan was used by the observer. Based on the analysis, it was found that the content validation and construct validation respectively scored an average of 4.08 and 4.11 with the reliability of the model 96%. Meanwhile, the implementation of the learning implementation plan in preliminary activities, core activities, strengthening activities, closing, and classroom atmosphere with an average score of 3.39 is categorized as very good. Based on the results of the study, it can be concluded that the CANLABS learning model meets the criteria of validity and practicality so that it is suitable in science learning for junior high school students.

References

Agatha, N. D., Prihatin, J., & Narulita, E. (2018). Pengembangan Buku Komik Pokok Bahasan Sistem Peredaran Darah. Jurnal Bioedukatika, 5(2), 59. https://doi.org/10.26555/bioedukatika.v5i2.7200.

Ahmad, S., Helsa, Y., & Ariani, Y. (2020). Pendekatan Realistik dan Teori Van Hiele. Deepublish.

Anisa, A. (2017). Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Melalui Pembelajaran IPA Berbasis Potensi Lokal Jepara. Jurnal Inovasi Pendidikan IPA, 3(1), 1. https://doi.org/10.21831/jipi.v3i1.8607.

Arikunto, S. (2010). Prosedur Penelitian Suatu Pendekatan Praktik. Rineka Cipta.

Borg, W. R., & Gall, M. D. (2005). Educational Research: An Introduction, Fourth Edition. Longman Inc.

Borich, G. D. (1994). Observation Skill for Effective Teaching. Mac Millian Publishing Company.

Budiarso, A. S. (2021). Contextual Analysis of Science and Laboratory Problems (CANLABS). CV. Pustaka Abadi, 157.

Budiarso, A. S., & Rohmatillah, S. (2020). Optimalisasi Pendidikan dalam Rekontruksi Pembelajaran Berbasis Sains dan Teknologi di Era New Normal. Webinar Pendidikan Disika 2020. 5(1), 27–32.

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2020). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140. https://doi.org/10.1080/10888691.2018.1537791.

Dewi, E. Y., Supeno, & Subiki. (2012). Peningkatan Kemampuan Kerja Ilmiah dan Hasil Belajar Fisika dengan Model Inkuiri Terbimbing pada Siswa Kelas VIIC SMP Negeri 1 Tapen Bondowoso. Jurnal Pembelajaran Fisika, 1(1), 106–111. https://doi.org/10.19184/jpf.v1i1.23144

Eggen, P., & Kauchak, D. (2012). Strategi dan Model Pembelajaran Mengajar Konten dan Keterampilan Berfikir. Indeks.

Hekmah, N., Wilujeng, I., & Suryadarma, I. G. P. (2019). Web-Lembar Kerja Siswa IPA Terintegrasi Lingkungan untuk Meningkatkan Literasi Lingkungan Siswa. Jurnal Inovasi Pendidikan IPA, 5(2), 129–138. https://doi.org/10.21831/jipi.v5i2.25402.

Isrok’atun, & Rosmala, A. (2018). Model–model Pembelajaran Matematika. PT. Bumi Aksara.

Jan van den, A., Gravemeijer, K., Koeno, S., & Nieveen, N. (2006). Educational Design Research. Routledge Taylor & Francis Group, 279.

Joyce, B., Weil, M., & Calhoun, E. (2011). Models of Teaching, Eighth Edition. Pearson Education Inc.

Khairah, D. I. U., Mudakir, I., & Wahono, B. (2017). Penerapan Model Pembelajaran Kooperatif Tipe Think Talk Write (TTW) untuk Meningkatkan Hasil Belajar Siswa Kelas VIII D SMPN 1 Mangaran Situbondo. Jurnal Edukasi, 4(3), 6. https://doi.org/10.19184/jukasi.v4i3.6046.

Kumalasari, D., Sudarti, & Lesmono, A. D. (2015). Dampak Model Discovery Learning Terhadap Keterampilan Proses Sains dan Hasil Belajar IPA-FISIKA Siswa di MTs Negeri Jember. Jurnal Pendidikan Fisika, 4(1), 80–86. Retrieved from https://jurnal.unej.ac.id/index.php/JPF/article/view/1866

Laksana, D. N. L. (2017). The Effectiveness of Inquiry Based Learning for Natural Science Learning in Elementary School. Journal of Education Technology, 1(1), 1. https://doi.org/10.23887/jet.v1i1.10077.

Mahanal, S., Zubaidah, S., Sumiati, I. D., Sari, T. M., & Ismirawati, N. (2019). RICOSRE: A Learning Model to Develop Critical Thinking Skills for Students with Different Academic Abilities. International Journal of Instruction, 12(2), 417–434. https://doi.org/10.29333/iji.2019.12227a.

Maksum, H., & Purwanto, W. (2019). Model Pembelajaran Pedidikan Vokasi Otomotif. UNP Press.

March, S. T., & Smith, G. F. (1995). Design and Natural Science Research on Information Technology. Decision Support Systems, 15(4), 251–266. https://doi.org/10.1016/0167-9236(94)00041-2.

Mayer, R. E. (2008). Applying the Science of Learning: Evidence-Based Principles for the Design of Multimedia Instruction. American Psychologist, 63(8), 760–769. https://doi.org/10.1037/0003-066X.63.8.760.

Mustami, M. K., Syamsudduha, S., & Ismail, M. I. (2019). Validity, Practicality, and Effectiveness Development of Biology Textbooks Integrated with Augmented Reality on High School Students. International Journal Technology Enhanced Learning, 11(2), 187–200. https://doi.org/10.1504/IJTEL.2019.098789

Nawzad, L., Rahim, D., & Said, K. W. (2018). The Effectiveness of Technology for Improving the Teaching of Natural Science Subjects. Indonesian Journal of Curriculum and Educational Technology Studies, 6(1), 15–21. https://doi.org/10.15294/ijcets.v6i1.22863.

Plomp, T., & Nieveen, N. M. (2010). An introduction to educational design research: Proceedings of the seminar conducted at the East China Normal University, Shanghai (PR China), November 23-26, 2007. SLO.

Prahani, B. K., Nur, M., Yuanita, L., & Limatahu, I. (2017). Validitas Model Pembelajaran Group Science Learning; Pembelajaran Inovatif di Indonesia. Vidya Karya, 31(1). https://doi.org/10.20527/jvk.v31i1.3976.

Pratiwi, I. (2019). Improving Students’ Learning with NHT Model of Teaching in Natural Science Courses. 2(3), 153–156.

Puspaningrum, A., Mahardika, I. K., & Supriadi, B. (2015). Peningkatkan Kemampuan Multirepresentasi IPA (Fisika) dengan Model Quantum Learning disertai Metode Eksperimen pada Siswa Kelas VIII-A SMP Negeri 7 Jember. Jurnal Pendidikan Fisika, 3(4), 342–348.

Sadiqin, I. K., Santoso, U. T., & Sholahuddin, A. (2017). Pemahaman Konsep IPA Siswa SMP Melalui Pembelajaran Problem Solving pada Topik Perubahan Benda-benda di Sekitar Kita. Jurnal Inovasi Pendidikan IPA, 3(1), 52. https://doi.org/10.21831/jipi.v3i1.12554.

Sagala, ‪Syaiful. (2011). Konsep dan Makna Pembelajaran. Alfabeta.

Santrock, J. W. (2011). Educational Psychology. McGraw Hill.

Sari, M. (2019). Mengenal Lebih Dekat Model Blended Learning Dengan Facebook (NBL-FB): Model Pembelajaran Untuk Generasi Digital. Deepublish.

Setiawan, Y., & Mustangin, M. (2020). Validitas Model Pembelajar IDEA (Issue, Discussion, Establish, and Apply) untuk Meningkatkan Pemahaman Konsep. JP3M (Jurnal Penelitian Pendidikan dan Pengajaran Matematika), 6(1), 53-60. https://doi.org/10.37058/jp3m.v6i1.1432.

Sukarni, W., Astalini, A., & Agus Kurniawan, D. (2021). Literatur Review: Sistem Sosial Model Pembelajaran Problem Solving Terhadap Sikap Sosial Siswa. Edumaspul: Jurnal Pendidikan, 5(1), 106-115. https://doi.org/10.33487/edumaspul.v5i1.1102.

Uryawati, E., & Osman, K. (2017). Contextual Learning: Innovative Approach towards the Development of Students’ Scientific Attitude and Natural Science Performance. EURASIA Journal of Mathematics, Science and Technology Education, 14(1). https://doi.org/10.12973/ejmste/79329.

Umbara, U. (2017). Psikologi Pembelajaran Matematika Melaksanakan Pembelajaran Matematika Berdasarkan Tinjauan Psikologi. Deepublish.

Wen, P. (2018). Application of Bruner’s Learning Theory in Mathematics Studies. Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018). Proceedings of the International Conference on Contemporary Education, Social Sciences and Ecological Studies (CESSES 2018), Moscow, Russia. https://doi.org/10.2991/cesses-18.2018.53.

Wicaksono, I., Supeno, & Budiarso, A. S. (2020). Validity and Practicality of the Biotechnology Series Learning Model to Concept Mastery and Scientific Creativity. International Journal of Instruction, 13(3), 157–170. https://doi.org/10.29333/iji.2020.13311a.

Xi, J., & Lantolf, J. P. (2021). Scaffolding and the Zone of Proximal Development: A Problematic Relationship. Journal for the Theory of Social Behaviour, 51(1), 25–48. https://doi.org/10.1111/jtsb.12260.

Author Biographies

Aris Singgih Budiarso, University of Jember

Sutarto Sutarto, University of Jember

I Ketut Mahardika, University of Jember

Pramudya Dwi Aristya Putra, University of Jember

Dian Nur Indah Sari, University of Jember

Finda Nor Laela, University of Jember

License

Copyright (c) 2022 Aris Singgih Budiarso, Sutarto Sutarto, I Ketut Mahardika, Pramudya Dwi Aristya Putra, Dian Nur Indah Sari, Finda Nor Laela

Creative Commons License

This work is licensed under a Creative Commons Attribution 4.0 International License.

Authors who publish with Jurnal Penelitian Pendidikan IPA, agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Jurnal Penelitian Pendidikan IPA.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).