PENGEMBANGAN MODEL PEMBELAJARAN MATA KULIAH FISIKA OPTIK BERBASIS CASE-BASED LEARNING (CBL) MENGGUNAKAN MOBILE MICROLEARNING

IRNIN AGUSTINA DWI ASTUTI, . (2026) PENGEMBANGAN MODEL PEMBELAJARAN MATA KULIAH FISIKA OPTIK BERBASIS CASE-BASED LEARNING (CBL) MENGGUNAKAN MOBILE MICROLEARNING. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Mata kuliah Fisika Optik memiliki karakteristik materi yang abstrak dan kompleks, yang menuntut kemampuan visualisasi kognitif tingkat tinggi. Kelemahan utama dalam pembelajaran fisika optik saat ini terletak pada penyajian media pembelajaran yang bersifat statis hanya berupa powerpoint. Pembelajaran fisika optik di kelas juga belum kontekstual, padahal materi fisika optik erat hubungannya dengan kehidupan sehari-hari. Tanpa pendekatan yang kontekstual, Fisika Optik hanya dianggap sebagai kumpulan rumus hafalan yang berimplikasi langsung pada rendahnya kapasitas physics problem solving mahasiswa. Sebagai upaya untuk memecah kompleksitas materi tersebut, diperlukan sebuah inovasi desain instruksional yang mampu menghadirkan unit-unit pengetahuan yang fokus dan kontekstual melalui model Case-Based Learning (CBL) berbasis Mobile Microlearning. Penelitian ini menggunakan pendekatan Research and Development (R&D) yang menggunakan model pengembangan Borg & Gall sebagai penelitian pendahuluan, kemudian dilanjutkan menggunakan Langkah-langkah model pengembangan Dick and Carey sebagai Step of System Approach Model of Educational Research and Development dan pengembangan produk pembelajaran menggunakan model Rapid Prototyping. Subjek penelitian adalah mahasiswa pendidikan fisika Universitas Indraprasta PGRI sejumlah 25 orang. Penelitian ini menghasilkan sebuah desain instruksional model SOEEER (Submit, Observe, Examine, Explain, Evaluate, dan Reflect). Berdasarkan saran dan masukan dari uji ahli, one-to-one learners, kelompok kecil, dan kelompok besar pada uji lapangan, menunjukkan kelayakan terkait desain instruksional yang sudah dirancang. Model pembelajaran ini menunjukkan adanya peningkatan nilai rata-rata pre-test dan post-test sebesar 31,44. Sedangkan nilai rata-rata N-Gain skor sebesar 62% yang menunjukkan bahwa model pembelajaran mata kuliah fisika optik berbasis CBL menggunakan mobile microlearning ini cukup efektif dalam pembelajaran fisika optik. Penelitian ini memiliki novelty melalui penerapan model Case-Based Learning (CBL) pada mata kuliah Fisika Optik yang diintegrasikan secara terpadu ke dalam konten microlearning berbasis aplikasi android yang didalamnya tidak hanya berisi materi, melainkan menyatu secara sistematis dengan sintak pembelajaran SOEEER untuk membimbing mahasiswa memecahkan kasus fisika optik secara mandiri. Integrasi sintak pembelajaran SOEEER dengan aplikasi mobile microlearning secara efektif memfasilitasi kemandirian belajar mahasiswa sekaligus menstimulasi peningkatan kemampuan physics problem solving secara sistematis dan terstruktur. (*****) The Optics Physics course is characterized by abstract and complex material, which demands high-level cognitive visualization skills. The primary weakness in current optics physics learning lies in the presentation of instructional media, which remains static and limited only to PowerPoint slides. Furthermore, classroom learning in optics physics is not yet contextual, even though the material is closely related to everyday life. Without a contextual approach, Optics Physics is merely perceived as a collection of memorized formulas, directly impacting the students' low physics problem-solving capacity. As an effort to break down the complexity of the material, an instructional design innovation is required to deliver focused and contextual knowledge units through the Case-Based Learning (CBL) model based on Mobile Microlearning. This study employs a Research and Development (R&D) approach, utilizing the Borg & Gall development model as a preliminary study, followed by the steps of the Dick and Carey development model as the Step of System Approach Model of Educational Research and Development, and utilizing the Rapid Prototyping model for instructional product development. The research subjects are 25 students from the Physics Education program at Universitas Indraprasta PGRI. This study resulted in an instructional design called the SOEEER model (Submit, Observe, Examine, Explain, Evaluate, and Reflect). Based on suggestions and feedback from expert reviews, one-to-one learners, small group, and large group field trials, the results demonstrate the feasibility of the designed instructional model. This learning model showed an increase in the mean score from pre-test to post-test by 31.44. Meanwhile, the average N-Gain score reached 62%, indicating that this CBL-based optics physics course model using mobile microlearning is moderately effective in teaching optics physics.The novelty of this research lies in the application of the Case-Based Learning (CBL) model in the Optics Physics course, which is integrated seamlessly into Android-based microlearning app content. This app does not merely contain learning materials but is systematically unified with the SOEEER learning syntax to guide students in solving optics physics cases independently. The integration of the SOEEER learning syntax with the mobile microlearning application effectively facilitates students' self-regulated learning while simultaneously stimulating the improvement of physics problem-solving skills in a systematic and structured manner.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Basuki Wibawa, ; 2). Prof. Dr. M. Japar, M.Si.
Subjects:	Pendidikan > Teori, Penelitian Pendidikan Pendidikan > Media Pembelajaran Sains > Fisika
Divisions:	PASCASARJANA > S3 Teknologi Pendidikan
Depositing User:	Irnin Agustina Dwi Astuti .
Date Deposited:	19 Aug 2026 07:44
Last Modified:	19 Aug 2026 07:44
URI:	http://repository.unj.ac.id/id/eprint/71631

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