A.R. Sinensis, H. Firman, I. Hamidah, M. Muslim
The reconstruction of thermodynamic learning aims to develop and innovate the student-centred learning. Another aim was to provide the students' 21st century skills such as problem-solving and reflective thinking skills through collaborative problem solving. Enhancement of students' ability to solve problems, effectively carried out in groups in which they are encouraged to exchange arguments, combine knowledge and skills in finding solutions. The reconstruction of thermodynamic learning was developed with the help of interactive simulations in abstract concepts, cycles and graph, and derivatives games with the objective of assisting in the understanding of thermodynamic. Method used in this research was design and development research (DDR). There were two stages that had been done in this research: (1) the design and development model which was the design of CPS based thermodynamic learning model, and (2) the development of learning tools including: syllabus, semester learning plan, learning activity, and learning experience. The results showed that the difficulty in understanding abstract concepts could be overcome by the use of interactive simulations and derivative games. Therefore through the CPS model can be students are trained in cooperating, collaborating, arguing for solutions by utilizing technology and information to address world challenges in the 21st century. © Published under licence by IOP Publishing Ltd.
Program Studi Pendidikan IPA, Sekolah Pascasarjana, Universitas Pendidikan Indonesia, Jl. Dr. Setiabudi No. 229, Bandung, 40154, Indonesia; Program Studi Pendidikan Fisika, STKIP Nurul Huda Oku Timur, Jl. Kotabaru Sukaraja, Buay Madang, OKU Timur, Sumatera Selatan, 32161, Indonesia
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