Integrated Design of Knowledge Dimensions and Thinking Process Levels in Measurement Materials for High School Physics Learning

Ahmad, Hanifah (2021) Integrated Design of Knowledge Dimensions and Thinking Process Levels in Measurement Materials for High School Physics Learning. Skripsi thesis, Universitas Negeri Padang.

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Abstract

The learning objectives of the 2013 curriculum expect changes and improvements in students' competencies. To encourage the achievement of these learning objectives, the learning tools should refer to the Graduate Competency Standards (SKL) which have been regulated in Permendikbud number 20 of 2016. It is explained that the revised Bloom's taxonomy is a reference in developing SKL. The revised Bloom's Taxonomy developed by Anderson and Krathwohl in 2001 categorizes learning outcomes by referring to the dimensions of knowledge and levels of thinking processes. However, the reality is that the intensity of the dimensions of knowledge and the level of thinking processes in learning devices is still not balanced. Thus, the learning objectives cannot be achieved optimally. This study aims to produce a design in the form of a learning device that is oriented to the integration of the dimensions of knowledge and the level of thinking processes. The type of research used is R & D (Research and Development) using a development model, namely the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation) which is limited to the stage development with valid criteria. The object of research is a learning device that includes lesson plans, teaching materials and evaluation instruments that are oriented towards the integration of the dimensions of knowledge and the level of thinking processes in the measurement material. The results showed that the lesson plans were in the valid category with an average value of 3.23, teaching materials with an average value of 3.40 in the very valid category, and evaluation instruments with an average value of 3.42 in the very valid category. Thus, it can be concluded that the learning tools oriented to the integration of the dimensions of knowledge and the level of thinking processes are in the very valid category with an overall average value of 3.38.

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