The Effect of Causal Learning Model Integrated With Character Values On The Ability To Master Physics Concepts And Positive Attitudes Of High School Students
DOI:
10.29303/ijcse.v2i2.1011Published:
2025-06-30Issue:
Vol. 2 No. 2 (2025): June 2025Keywords:
Causalytic Model, Character Values, Concept Mastery, Positive Attitude, High School PhysicsArticles
Downloads
How to Cite
Abstract
This study aims to analyze the effect of causal learning model integrated with character values on the ability to master physics concepts and positive attitudes of high school students. The background of the research is based on the low concept ability and positive attitude of students caused by the dominance of conventional learning methods and the lack of integration of character values in the learning process. This study used a quasi-experimental approach with a nonequivalent control group design. The research subjects were 11th grade students of SMA Negeri 4 Mataram in the 2024/2025 school year. The experimental class received treatment using an integrated causal model of character values, while the control class used direct learning. The research instrument consisted of a concept mastery description test and a positive attitude questionnaire for students. Data analysis was carried out by testing validity, reliability, normality, homogeneity, and Mann-Whitney test. The results showed that the application of the integrated causalytic model of character values significantly improved the ability to master physics concepts and positive attitudes of students compared to conventional learning. This model is effective in encouraging students to think causally and analytically, as well as internalizing character values such as responsibility, cooperation, and honesty. Thus, the causal learning model integrated with character values can be an innovative alternative in improving the quality of physics learning and shaping positive student character.
References
[1] Anshori, I. A., Rokhmat, J., & Gunada, I. W. (2019). Penerapan Model Pembelajaran Kausalitik dalam Meningkatkan Kreativitas Peserta Didik. Jurnal Pendidikan Fisika dan Teknologi, 5(2), 205-212.
[2] Amalia, E., Purnaning, D., & Istikharoh, U. (2021). Pelatihan Psychological Self Care dan Anger Management pada Remaja yang Tinggal di Panti Sosial Marsudi Putra Paramita Mataram, NTB. Jurnal Pengabdian Magister Pendidikan IPA, 4(4), 304-311.
[3] Ferdiansyah, A. (2022). Meningkatnya Kenakalan Remaja Dalam Era Globalisasi di Sumbawa. Fokus NTB. https://www.fokusntb.com/2022/06/18/meningkatnya-kenakalan-remaja-dalam-era-globalisasi-di-sumbawa/
[4] Kemendikbud Ristek RI: Filsafat & John, 2022 (https://www.google.com/search?q=Kemendikbud+Ristek+RI%3A+Filsafat+%26+John%2C+2022&oq=Kemendikbud++Ristek++RI%3A+Filsafat++%26++John%2C++2022&gs_lcrp=EgZjaHJvbWUyBggAEEUYOTIGCAEQRRg80gEHOTEyajBqN6gCALACAA&sourceid=chrome&ie=UTF-8).
[5] Abdani, R., Rokhmat, J., & Rahayu, S. (2018). Pengaruh Pendekatan Berpikir Kausalitik Ber-Scaffolding Dengan Pemberian Tugas Pendahuluan Terhadap Kemampuan Pemecahan Masalah Siswa SMA. Jurnal Pendidikan Fisika dan Teknologi, 4(2), 213-219.
[6] Stalistah, P. A., & Abdani, F. (2022). The Effect of Profit Sharing Ratio And Corporate Social Responbility on Financial Performance of Sharia Commercial Banks With Intelectual Capital As A Moderating Variable. Jurnal Penelitian Ekonomi Dan Akuntansi, 7(2), 206-218.
[7] Faisal, F., Rokhmat, J., & Ardhuha, J. (2020). Kemampuan Pemecahan Masalah dan Kreativitas Peserta Didik dengan Pendekatan Berpikir Kausalitik Berscaffolding. Jurnal Pendidikan Fisika dan Teknologi, 6(1), 107-113.
[8] Rokhmat, J. (2018). Model Pembelajaran Kausalitik. Mataram: Arga Puji Press.
[9] Rokhmat, J. (2023). Pengenalan Model Pembelajaran Kausalitik untuk Pendidik, Calon Pendidik, dan Dosen. Mataram: Penerbit Erlangga.
[10] Sulianto, J., Cintang, A. (2018). Higher Order Thinking Skills (Hots) Siswa pada Mata Pelajaran Matematika di Sekolah Dasar Pilot Project Kurikulum 2013 di Kota Semarang. Journal of Chemical Information and Modeling, 53(9), 1689-1699.
[11] Gopnik, A., & Schulz, L. (2007). Kausal Learning. New York: Oxford University Press.
[12] Rokhmat, J. (2015). Penanaman karakter positif pelajar melalui pembahasan fenomena-fenomena fisika dan pendekatan analogi (hasil kajian perkulihan fisika dasar). Jurnal Pendidikan Fisika dan Teknologi, 1(1), 52-60.
[13] Edmonson, S., Tatman, R., & Slate, J. R. (2009). Character Education: An Historical Overview. International Journal of Educational Leadership Preparation, 4(1), n1.
[14] Nasution, A. F., Ningsih, S., Silva, M. F., Suharti, L., & Harahap, J. P. (2023). Konsep dan implementasi kurikulum merdeka. COMPETITIVE: Journal of Education, 2(3), 201-211.
[15] Ruliati, S. H., Ambarwati, S. P. N., Evaretta, S. T. R. A., Rusmini, S. P., Th, S., Aqnez, S. P. K. L., ... & Kom, M. (2021). Penguatan pendidikan karakter (PPK) di sekolah merdeka belajar. CV Interactive Literacy Digital.
[16] Wati, H. (2023). Penggunaan Model Pembelajaran Make A Match Untuk Meningkatkan Hasil Belajar Siswa Pada Pembelajaran Tematik Tema 7 Di Kelas V Tahun Pelajaran 2022/2023 (Doctoral dissertation, Universitas Quality Berastagi).
[17] Sartika, S. B., & Nuroh, E. Z. (2017). Peningkatan Keterampilan Berpikir Analitis Siswa SMP Melalui Pembelajaran IPA Terpadu Berbasis Keterampilan Proses Sains. Proceeding Seminar Nasional Pendidikan di Universitas Muhammadiyah Sidoarjo. ISBN: 978-602-70216-2-4.
[18] Magdalena, I., Salsabila, A., Krianasari, D. A., & Apsarini, S. F. (2021). Implementasi Model Pembelajaran Daring Pada Masa Pandemi Covid-19 Di Kelas III SDN Sindangsari III. Pandawa, 3(1), 119-128.
[19] Rokhmat, J. (2013). Kemampuan Proses Berpikir Kausalitas dan Berpikir Analitik Mahasiswa Calon Guru Fisika. Jurnal Pengajaran Matematika Dan Ilmu Pengetahuan Alam, 18(1), 78-86.
[20] Muluki, A., Bundu, P., & Sukmawati, I. (2020). Analisis kualitas butir tes semester ganjil mata pelajaran IPA kelas IV Mi Rhadiatul Adawiyah. Jurnal Ilmiah Sekolah Dasar. 4(1): 86-98.
[21] Rokhmat, J., Setiawan, A., & Rusdiana, D. (2012). Pembelajaran Fisika Berbasis Proses Berpikir Kausalitas dan Berpikir Analitik (PBK-BA), Suatu Pembiasaan Berpikir Secara Terbuka. In Proceeding Biology Education Conference: Biology, Science, Enviromental, and Learning (Vol. 9, No. 1).
[22] Wahyudi, A., Ariyani, Y. D., Perdana, R., Rochaendi, E., Apriani, A. N., Sari, I. P., & Rusiyono, R. (2021). Modul digital strategi belajar mengajar.
[23] Silaban, B. (2014). Hubungan antara penguasaan konsep fisika dan kreativitas dengan kemampuan memecahkan masalah pada materi pokok listrik statis. Jurnal Penelitian Bidang Pendidikan, 20(01), 65-75.
[24] Istarani, 2011. 58 Model Pembelajaran Inovatif (Reverensi Guru Dalam Menentukan Model Pembelajaran) . Medan : Media Persada.
[25] Sari, N. L., Efendi I., & Utami, S. D. (2016). Pengaruh Model Pembelajaran Brain Based Learning Terhadap Penguasaan Konsep Siswa. Jurnal Pendidikan Mandala. 1. ISSN: 2548-5555:61-65.
[26] Latifa, B. R. A., Verawati, N. . S R., & Harjono, A. (2017). Pengaruh Model Learning CYCLE 5E (Engange, Explore, Explain, Elaboration & Evaluate) Terhadap Kemampuan Berpikir Kritis Peserta Didik Kelas X MAN 1 Mataram. Jurnal Pendidikan Fisika dan Teknologi. 3(1). ISSN: 2407-6902: 61-66.
[27] Hill, N. (2008). Success The Best of Napoleon Hill, cet ke 1. Jakarta: PT. Cahaya Insan Suci.
[28] Utami, M. (1999). Pengembangan Kreativitas Anak Berbakat. Jakarta: Rineka Cipta.
Author Biographies
Dunia Purnama, Universitas Mataram
Joni Rokhmat, Universitas Mataram
Syahrial A, Universitas Mataram
License
Copyright (c) 2025 Dunia Purnama, Joni Rokhmat, Syahrial A
This work is licensed under a Creative Commons Attribution 4.0 International License.
Authors who publish with International Journal of Contextual Science Education (IJCSE), agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in International Journal of Contextual Science Education (IJCSE)
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
