Module (Novick Learning) Physics to Improve Critical Thinking
Sudi Dul Aji
1
, Muhammad Nur Hudha
1
, Rahmawaty Muktar
1
, Choirul Huda
1
, Andista Candra
Yusro
2
, John Rafafy Batlolona
3
, Cep Ubad Abdullah
4
, Asep Bayu Dani Nandiyanto
4
, Ade Gafar
Abdullah
4
and Pamadya Vitasmoro
5
1
Physics Education Study Program, Universitas Kanjuruhan Malang, Jl. S. Supriadi no 48, Malang 65148, Indonesia
2
Physics Education Study Program, Universitas PGRI Madiun, Jl. Setiabudi No.85, Madiun 63118, Indonesia
3
Physics Education Study Program, State University of Malang, Jl. Semarang No.5, Malang 65145, Indonesia
4
Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi no 229, Bandung 40154, Indonesia
5
Fakultas Ilmu Kesehatan, Universitas Kadiri, Jl. Selomangleng no 1, Kediri, Indonesia
sudi@unikama.ac.id
Keywords: Novick Learning, Critical Thinking.
Abstract: Critical thinking is a skill which must be owned by the students. The purpose of this study is to improve
physics module based on Novick Learning on the thermo dynamic theme to improve physics module based
on the Novick Learning on the thermo dynamic theme to improve the students’ critical thinking. The critical
thinking skill is a must to be owned by the students. It is the development research (R& D) 4-D Thiagrajan
(Define, Design, Develop, & Disseminate). The instrument of this research is answer sheet for the material
expert, media expert, the teacher and the students of Junior High School as the respondent. The subject of this
research consists of the experts, physics Junior High School teacher, and the students of Junior High School
as the respondent of early field study. The result of the study is Novick Learning Module for thermo dynamic
theme to increase students’ critical thinking. It is hoped, this module can explore the early students concept
and create conceptual conflict so the students can improve the critical thinking.
1 INTRODUCTION
The critical thinking capability is needed to be
improved for the students since the school age
(Ismail, 2018).
It is suggested the educator must support the
students to think critically by comprehend their
curriculum and define the specific skills and make
sure they have gotten the right module (Larsson,
2017; Castle, 2009). The capability of critical
thinking can improve by many ways. (Huda, 2018)
One of the ways to improve critical thinking is
improving Novick Learning module (Özsoy-Güneş,
2015) this learning can improve the physics learning
achievement surely (Ratnaningdyah, 2017) and
critical thinking capability (Sulaiman, 2012).
The improvement of Novick learning is still rare
to use. This research purpose is to improve the
module of learning based on the Novick Learning to
improve critical thinking of the students for
thermodynamic theme.
2 METHODS
The application development procedure is adapted
from the 4D model (Define, Design, Develop, and
Disseminate) (Aji, 2018; Hudha, 2018). The steps are
arranged as in Figure 1.
The subject of this research are the experts, physic
teacher of Junior high School, and the students of
Junior High School. During the legible test students,
the instrument used is three kind of data namely:
students needed questionnaire, product validity
questionnaire, and students’ response’ questionnaire.
The instrument can be seen generally in table 1.
Table 1: The blue print of research instrument generally.
No
Data
Source
Instrument
Validity of
RPP
The expert
of lecturer
Physics
teacher of
Junior High
School
Validity
questionnaire of
RPP
466
Aji, S., Hudha, M., Muktar, R., Huda, C., Yusro, A., Batlolona, J., Abdullah, C., Nandiyanto, A., Abdullah, A. and Vitasmoro, P.
Module (Novick Learning) Physics to Improve Critical Thinking.
In Proceedings of the Annual Conference on Social Sciences and Humanities (ANCOSH 2018) - Revitalization of Local Wisdom in Global and Competitive Era, pages 466-469
ISBN: 978-989-758-343-8
Copyright © 2018 by SCITEPRESS – Science and Technology Publications, Lda. All rights reserved
Figure 1: Research Procedure.
3 RESULTS AND DISCUSSION
The result of module product of physics learning is
the RPP validity, the result of sufficient test, and the
trial test of the students. The trial test is done to know
the response data as user.
The RPP validity analyse result is shown in Table
2.
Table 2: The result of RPP validity analyse.
No
Component
Score
Subject identity
Competent
4
3,67
2,83
Competent
achievement
indicator
Learning goal
Learning material
Learning modele
Learning Instruction
Learning Source
Scoring
2,67
3
3
3
3
2,67
Good
Good
Good
Good
Good
Good
Learning plan is very important to succed the
teaching learning process (Moxley, 2017; Gülten,
2013). The expert teacher in learning plan have many
fluently and efficiency, and more concentrate of
learning design and activity choice pattern. Their duty
Module (Novick Learning) Physics to Improve Critical Thinking
467
is compatible and supported with the teachers
knowledge about pedagogic (Li, 2017).
Qualification data is gotten from two experts of
material and media, and one Junior High School
physics teacher. The data gotten is qualitative and
quantitative data. The quantitative data is gotten by
answer sheet of module by using likert scale and to
know the qualification of module. While qualitative
data is gotten is the suggestion used to revise module.
The result of learning modul qualification can be
shown on Table 3.
Table 3: The result of Qualification Component Analyzis of
Learning Module Content.
No
Component
Score
Criteria
Content Qualificationa
The
suitability
with KD
3
Good
Material
Accuracy
3
Good
Additional
Material
2,83
Good
Update
material
2,92
Good
From the trial test of XI MIPA SMA Negeri 6
Malang class is gotten quantitative data and
qualitative data. Quantitative data is taken from
answer sheet of the students toward the module by
using gutman scale while quantitative data is taken
from students suggestion. The result of trial test is
shown in Table 4.
Table 4: The response analyze result of Learning Module.
No
Component
Score
Criteria
Module content
Concept map based on
material
0,9
agree
Concept map to make the
easy memorizing the
material
0,8
agree
Concept map for material
for easy understanding
0,9
agree
The problem appear is the
real daily problem
1
agree
The problem appear
based on the material
discussion
0,8
agree
The problem appear need
analyze and
understanding of previous
material
1
agree
The practice make the
material easier to
understand
0,8
agree
Material appearance is
suitable with the problem
appearance
0,8
agree
Content and writing style
of module give
impression of the module
is useful to know
0,7
agree
The exercises of task
make understanding of
material well
0,8
agree
The task is suitable with
the material
1
agree
The content of the module is very important for
the learning process. The language improvement and
content give a strong contribution for students reading
capability (Pollard-Durodola, 2016). So it is
important for having a book or a module based on the
teachers and students needed.
4 CONCLUSION
The quality of physics module based on the Novick
learning with thermo dynamic theme of validator has
good quality and based on the students response also
got the agree category. The module is hoped can
support the students in learning physics and help the
teachers to improve the critical thinking of the
students.
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