Mahasiswa program studi ilmu keolahragaan wajib lulus matakuliah biokimia agar dapat memahami dan menjelaskan bagaimana program latihan/olahraga dapat meningkatkan performance, skill dan kapasitas motorik pelakunya. Namun mahasiswa kesulitan dan kurang berminat belajar biokimia. Selain karena mahasiswa belum menemukan peranan biokimia dalam pengembangan olahraga minatnya, biokimia banyak mengandung konsep abstrak dan reaksi-reaksi bioselular kompleks yang melibatkan makromolekul. Tujuan penelitian ini untuk mengembangkan model pembelajaran biokimia dalam konteks olahraga melalui analisis kasus-kasus olahraga untuk meningkatkan literasi sport-biochemistry (LiSBi) mahasiswa agar dapat mengaplikasikan biokimia dalam konteks olahraga. Desain penelitian menggunakan mixed method, yaitu embedded experimental model. Sebanyak 107 mahasiswa program studi ilmu keolahragaan sebuah LPTK di Jawa Timur yang sedang belajar biokimia dijadikan subjek penelitian. Melalui stratified random sampling, mahasiswa tersebut didistribusikan ke dalam empat kelas, yaitu dua kelas kelompok eksperimen (A dan B) dan dua kelas kelompok kontrol (C dan D). Kelompok eksperimen mengikuti pembelajaran biokimia melalui model analisis kasus-kasus olahraga, sedangkan kelompok kontrol melalui ceramah (konvensional). Data penelitian dianalisis dengan menggunakan prinsip QUAN (qual), yaitu analisis kuantitatif (uji beda N-gain) dengan melibatkan analisis kualitatif (analisis tugas mahasiswa). Hasil penelitian menemukan bahwa model yang efektif dalam pembelajaran biokimia berbentuk siklus-siklus yang masing-masing terdiri dari 5 tahap kegiatan, yaitu: exploration, description, explanation, discussion, dan evaluation and remedial (MAKOR). Model MAKOR efektif meningkatkan N-gain SBL mahasiswa kelompok eksperimen pada kategori sedang (rata-rata N-gain: 34,36%) dan level SBL mahasiswa meningkat dari level-2 (nominal) sampai dengan level-5 (multidimensional). Keunggulan model MAKOR dapat mengakomodasi mahasiswa berkemampuan rendah. Kelemahannya, masih perlu penyesuaian untuk kemampuan mahasiswa yang bervariasi dengan memperbanyak jumlah siklus, tugas dan remidial.ududSports science students have to pass a biochemistry course in order to understand and explain how the training program/exercise improve their performance, motor skills and capacity in sport. Many students have difficulties and lack of interest in studying biochemistry. Besides students do not understand the role of biochemistry in the development of the sport they are interested in, it contains many abstract concepts and cellular reactions involving complex macromolecules. Therefore the purpose of this study was to develop a biochemistry learning model in the context of sport through analysis of sport cases to improve sport-biochemistry literacy (SBL). The research used a mixed method design, embedded experimental model. A total of 107 students from the sports science program of a LPTK in East Java enrolled in biochemistry course were selected to be the research subjects. Through stratified random sampling, students were distributed into four classes: two classes (A and B) as experimental groups and two classes (C and D) as control groups. The experimental group used the model of learning through the biochemical analysis of sports cases, while the control group used conventional lectures. Data were collected by using a sport-biochemistry literacy test, questionnaires and guidelines for tasks assessment that had been validated by experts’ judgement and field tested. Data were analyzed using the principles of QUAN (qual), a quantitative analysis (N-gain t-test), involving qualitative analysis (students’ task). The study found that the model was effective in biochemical learning cycles that consisted of five phases of activity, namely: exploration, description, explanation, discussion, evaluation and remedial (MAKOR). MAKOR model effectively improved the N-gain of SBL in the experimental group students at medium category (average N-gain: 34.36%) and students’ SBL level increased from level-2 (nominal) up to level-5 (multidimensional). The strength of MAKOR was its ability to accommodate low-capable students. However, this model still needs futher adaptations by increasing the number of tasks and remedials regarding to the variability of students’ ability.
展开▼
