PENGEMBANGAN MODEL PEMBELAJARAN DOTISC (DIRECTION,

ORGANIZATION, TUTORING, IMPLEMATION, SOLUTION, AND

CONFIRMATION) UNTUK PEMBELAJARAN IPA DI SMP
Aulya Nanda Prafitasari, Sudarti, I Ketut Mahardika
Pasca Sarjana Pendidikan IPA, Universitas Jember
a.n.prafitasari@gmail.com

ABSTRAK
Guru perlu mengoptimalkan kemampuan siswa agar dapat membantu rekannya melalui tutoring dalam
kelompok sehingga dapat mengarahkan anggota agar dapat bertanggung jawab terhadap tugasnya dan
bersama-sama fokus mencapai pemahaman. Oleh karena itu dikembangkan Model Pembelajaran DOTISC
(Direction, Organization, Tutoring, Implementation, Solution, and Confirmation) pada pembelajaran IPA.
Tujuan dari penelitian ini adalah untuk mendeskripsikan validitas dan efektivitas model pembelajaran
DOTISC. Jenis penelitian ini adalah penelitian pengembangan yang dilaksanakan pada kelas VIII SMPN 7
Jember pada semester genap tahun 2016. Penentuan sampel penelitian dengan cluster random sampling.
Analisa data menggunakan penilaian 3 validator ahli, 2 pengguna, dan 109 audiens serta angket kepraktisan.
Hasil penelitian dan analisa data menunjukkan bahwa pengembangan pedoman model pembelajaran
DOTISC memiliki tingkat kevalidan dari ahli sebesar 79,17%, 80,36% untuk validasi pengguna, dan
80,40% untuk validasi audiens. Hasil uji coba menunjukkan bahwa lebih dari 70% siswa telah tuntas belajar
dengan hasil belajar minimum 75. Selain itu, model pembelajaran DOTISC juga dinilai efektif berdasarkan
penialaian 2 guru IPA melalui angket kepraktisan dengan presentase 85,83%. Berdasarkan data tersebut,
karakteristik model pembelajaran DOTISC yang terdiri atas sintakmatik, sistem sosial, prinsip reaksi,
sistem pendukung, dampak instruksional, dampak pengiring telah valid serta memenuhi kriteria efektif dan
praktis sehingga baik digunakan untuk pembelajaran IPA di SMP.
Kata Kunci: Pengembangan Model Pembelajaran, Model Pembelajaran DOTISC, Pembelajaran IPA.

ABSTRACT
Teachers need to optimize students' abilities so that they can help their colleagues through tutoring in groups
so that they can direct members to be responsible for their assignments and together focus on achieving
understanding. Therefore, the DOTISC (Direction, Organization, Tutoring, Implementation, Solution, and
Confirmation) Learning Model was developed in science learning. The purpose of this study is to describe
the validity and effectiveness of the DOTISC learning model. This type of research is a development
research conducted in class VIII of SMPN 7 Jember in the even semester of 2016. The research sample was
determined by using cluster random sampling. Data analysis used the assessment of 3 expert validators, 2
users, and 109 audiences as well as a practicality questionnaire. The results of the research and data analysis
show that the development of the DOTISC learning model guideline has expert validity levels of 79.17%,
80.36% for user validation, and 80.40% for audience validation. The trial results show that more than 70%
of students have completed learning with a minimum learning outcome of 75. In addition, the DOTISC
learning model is also considered effective based on the assessment of 2 science teachers through a
practicality questionnaire with a percentage of 85.83%. Based on these data, the characteristics of the
DOTISC learning model consisting of syntax, social systems, reaction principles, support systems,
instructional impacts, accompaniment impacts are valid and meet the criteria of being effective and practical
so they are good for use in science learning in junior high schools.
Keywords: Learning Model Development, DOTISC Learning Model, Science Learning.