TANGGAPAN MAHASISWA DAN DOSEN TERHADAP PEMBELAJARAN BERBASIS PROSES BERPIKIR KAUSALITAS DAN BERPIKIR ANALITIK DALAM PERKULIAHAN FISIKA

Abstrak: Telah dikembangkan model pembelajaran berbasis proses berpikir kausalitas dan berpikir analitik (PBK-BA) untuk meningkatkan kemampuan problem-solving (KPS) mahasiswa calon guru fisika. Penelitian ini bertujuan mendesain pembelajaran berbasis PBK-BA dan menentukan pola PBK-BA yang perlu dikembangkan. Penelitian menggunakan metoda mixed method berjenis embedded design one-phase dengan penekanan kualitatif. Dengan taraf kepercayaan 95%, implementasi model pembelajaran ini secara signifikan dapat meningkatkan kemampuan problem-solving (KPS) mahasiswa yang meliputi kemampuan understanding, selecting, differentiating, determining, applying, dan identifying tetapi secara umum peningkatan tersebut pada mahasiswa kelas atas dan bawah tidak berbeda signifikan. Selain itu, pencapaian kemampuan PBK-BA dan KPS mahasiswa masih rendah. Mahasiswa dan dosen sependapat terhadap pernyataan positip dan berpendapat sebaliknya terhadap pernyataan negatip pengembangan PBK-BA. Dari tanggapan bebas mahasiswa menyatakan dengan PBK-BA lebih mengerti konsep fisika, senang, meningkatkan daya pikir, dan dapat belajar fisika secara utuh sedangkan menurut dosen perlu ilustrasi gambar, contoh persoalan yang sudah diselesaikan, persoalan yang real, berjenjang, dan menggunakan persoalan lebih mudah dan sederhana. Hasil penelitian ini merekomendasikan untuk mengembangkan dua pola PBK-BA, yaitu pola standar dan pola yang ber-scaffolding.Kata kunci: Pembelajaran berbasis PBK-BA, KPS, pola PBK-BA standar, pola PBK-BA ber-scaffolding.Abstract: It has been developed a learning model based on the process of causality and analytic thinking (PCAT) to improve problem-solving skill (PSS) of the pre service students of Physics. The purpose of this research is to design the learning model based on PCAT and determine the pattern needed for improving PSS optimally. The method used is mixed method of embedded design one-phase emphasing qualitative. By means degree of belief of 95%, the implementation this model significantly increase of PSS of the students including the skills of understanding, selecting, differentiating, determining, applying, dan identifying but the increase of PSS on the top class better than that of low class. In addition, the attainment of the PCAT and PSS skills of the students has a category counted low. In general, the Students and Lecturers agree to the positive statements and disagree to those of the negative statements about the development of PCAT. The results of free response, the Students state that they get more understand the physics concepts, like to study, improve the power of thinking, and can learn physics wholly. Whereas, those the Lecturers state that the model need to be complemented by such as illustration pictures, an example of  the problem being solved, real problems, scaffolding problems, and the problems easier and simplier. To make an optimal attainment of PSS of the students it is recommended to develop two patterns of PCAT, i.e. the standard and scaffolding patterns.Key words: Learning based on PCAT, PSS, standard pattern of PCAT, and scaffolding pattern  of PCAT.