Pengembangan Program Perkuliahan Fisika Inti Melalui Nuclear Physics Inquiry Remote Laboratory Untuk Meningkatkan Keterampilan Berpikir Kritis dan Pemecahan Masalah Mahasiswa

Pengembangan Program Perkuliahan Fisika Inti Melalui Nuclear Physics Inquiry Remote Laboratory untuk Meningkatkan Keterampilan Berpikir Kritis dan Pemecahan Masalah Mahasiswa Abstrak Penelitian ini dilatarbelakangi oleh pentingnya peran pendidikan dalam mengatasi tantangan terhadap efek negatif nuklir yang dapat diperbaiki melalui perkuliahan fisika inti. Penelitian ini bertujuan mengembangkan program perkuliahan fisika inti melalui nuclear physics inquiry remote laboratory (NPIRL) untuk meningkatkan dimensi proses kognitif, keterampilan berpikir kritis, dan pemecahan masalah pada mahasiswa. Penelitian ini menggunakan metode penelitian campuran dengan embedded experimental model. Subjek penelitian ini adalah mahasiswa program studi pendidikan fisika di salah satu Universitas di Banjarmasin berjumlah 38 orang mahasiswa yang masing-masing terbagi menjadi 19 orang pada kelompok eksperimen 1 dan 2. Instrumen penelitian ini adalah tes dimensi proses kognitif terintegrasi keterampilan berpikir kritis, dan keterampilan pemecahan masalah berbentuk esai, tes pra laboratorium, rubrik penilaian LKM, lembar penilaian skala sikap, dan pedoman wawancara. Program perkuliahan Fisika Inti melalui NPIRL yang dikembangkan yaitu melatihkan tahapan inkuiri pada tahap pra laboratorium dan laboratorium menggunakan remote laboratory yaitu Internet Reactor Laboratory (IRL) Kartini PSTA Batan BRIN. Berdasarkan hasil analisis data diperoleh (1) karakteristik program perkuliahan ini yaitu inkuiri sebagai dasar kegiatannya, menggunakan remote laboratory yaitu IRL, dan melibatkan pusat reaktor nuklir; (2) program perkuliahan ini dapat meningkatkan penguasaan dimensi proses kognitif, keterampilan berpikir kritis, dan keterampilan pemecahan masalah mahasiswa berdasarkan N-Gain berkategori sedang; (3) program perkuliahan ini berdampak positif terhadap dimensi proses kognitif mahasiswa, keterampilan berpikir kritis, dan keterampilan pemecahan masalah mahasiswa; (4) terdapat interaksi parsial antara keterampilan berpikir kritis terhadap dimensi proses kognitif mahasiswa dan keterampilan pemecahan masalah terhadap dimensi proses kognitif mahasiswa, serta secara simultan terdapat interaksi keterampilan berpikir kritis dan keterampilan pemecahan masalah terhadap dimensi proses kognitif mahasiswa; (5) keunggulan program ini yaitu mengintegrasikan kegiatan perkuliahan dan praktikum melalui kegiatan inkuiri, mengarahkan untuk meningkatkan dimensi proses kognitif, keterampilan berpikir kritis, dan keterampilan pemecahan masalah. Keterbatasan program perkuliahan ini adalah kurangnya kestabilan jaringan internet. Untuk penelitian selanjutnya perlu dikembangkan materi praktikum lain yang melibatkan fasilitas reaktor nuklir. Katakunci: Perkuliahan Fisika Inti, NPIRL, Keterampilan Berpikir Kritis, Keterampilan Pemecahan Masalah Development of Nuclear Physics Course Program Using Nuclear Physics Inquiry Remote Laboratory to Improve Students' Critical Thinking and Problem-Solving Skills Abstract This research is motivated by the education's role in overcoming the challenges posed by negative nuclear effects, which can be enhanced through nuclear physics course. This research aims to develop a nuclear physics course program using the nuclear physics inquiry remote laboratory (NPIRL) to enhance students' dimensions of cognitive processes, critical thinking, and problem-solving skills. The mixed method with an embedded experimental model was employed in this research. The participants in this research were 38 students enrolled in Physics Education Study Program at one of the university in Banjarmasin. Each experimental group consisted of 19 students. This research instruments included dimensions of cognitive process essay tests integrated with critical thinking and problem-solving skills, pre-laboratory tests, student worksheet assessment rubrics, attitude rating scale sheet, and interview guidelines. The nuclear physics course program using NPIRL consisted of inquiry stages training in the pre-laboratory and laboratory using remote laboratory named Internet Reactor Laboratory (IRL) Kartini PSTA Batan BRIN. The results of data analysis showed that (1) the characteristics of this course program are inquiry as the basis of its activities, using a remote laboratory, namely IRL, and involving a nuclear reactor center; (2) this program can improve students' dimensions of cognitive processes, critical thinking skills, and problem-solving skills based on moderate N-Gain; (3) this program has a positive impact on students' dimensions of cognitive processes, critical thinking skills, and problem-solving skills; (4) there is a partial interaction between students’ critical thinking skills and dimensions of cognitive processes and between problem-solving skills and dimensions of cognitive processes, and simultaneously there is an interaction of critical thinking skills and problem solving skills on students' dimensions of cognitive processes; (5) the advantages of this program are integrating lecture and practicum through inquiry activities and directing to improve dimensions of cognitive processes, critical thinking skills, and problem-solving skills. This course program is limited on lack of stable internet network. It is necessary to develop additional practicum materials involving nuclear reactor facilities for future research. Keywords: Nuclear Physics Course, NPIRL, Critical Thinking Skills, Problem-Solving Skill

Digital mobile-based behaviour change interventions to assess and promote critical thinking and research skills among undergraduate students

University students’ attempts at critical thinking in research projects frequently require supervisor interventions in the form of advice giving, feedback and supportive information. Providing such interventions to each student through classroom teaching or conventional meetings is restrictive as to timing and place. By using a Digital Behaviours Change Intervention (DBCI) technique, students can get continual assistance from supervisors in their research work through the web or mobile platforms. This research sought to understand students’ perceptions of using digital mobile-based behaviour change interventions to improve their critical thinking and research skills. A survey instrument inspired by the Paul-Elder Critical Thinking Framework was designed to measure student self-perceived critical thinking abilities before and after an experiment. Five supervisors were interviewed to validate the instrument and the behaviour change intervention content. An experimental study was conducted to explore how students interact with a mobile app-based behaviour change intervention, which was developed using the LifeGuide Toolbox platform, to support critical thinking over three months of a research project. The results showed a significant improvement in students’ critical thinking skills with respect to five intellectual standards (clarity, precision, relevance, logic, and fairness) after using the system.</p