scholarly journals Pengembangan konten Dynamic E-Learning berstrategi Flipped Classroom pada mata pelajaran Simulasi Digital Kelas X di SMKN 2 Singaraja.

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
I PUTU DALBO MANIK KRISHNA . ◽  
Dr. KETUT AGUSTINI, S.Si, M.Si. . ◽  
DR. I MADE TEGEH, S.Pd.,M.Pd .
Keyword(s):  
Flipped Classroom ◽  
Learning Strategy ◽  
Digital Simulation ◽  
Field Trials ◽  
Flow Chart ◽  
Average Score ◽  
Learning Achievement ◽  
Expert Review ◽  
E Learning ◽  
Learning Development

Penelitian ini dilakukan karena rendahnya prestasi belajar yang disebabkan oleh terbatasnya waktu belajar yang dimiliki disekolah terutama pada saat praktik. Maka dari itu, pada penelitian ini dikembangkan e-learning sebagai solusi untuk permasalahan tersebut. Penelitian ini bertujuan untuk: 1) mendeskripsikan rancang bangun pengembangan e-learning, 2) mendeskripsikan hasil validasi e-learning yang dikembangkan berdasarkan review para ahli dan uji coba produk, 3) menguji efektivitas e-learning yang dikembangkan terhadap hasil belajar simulasi digital siswa kelas X di SMK Negeri 2 Singaraja. Jenis penelitian ini adalah penelitian pengembangan dengan menggunakan model pengembangan Hanafin & Peck dengan strategi pembelajaran Flipped Classroom. Prosedur pengembangan mengacu pada model yang dipilih. Pengambilan data dilakukan dengan metode wawancara, kuesioner dan tes. Instrumen pengumpulan data menggunakan pedoman wawancara, kuesioner/angket, dan tes objektif. Analisis data yang digunakan adalah analisis deskriptif kualitatif, deskriptif kuantitatif dan statistik inferensial. Hasil penelitian ini adalah 1) terdapat tiga fase rancang bangun konten Dynamic e-learning berstrategi Flipped Classroom a) fase analisis kebutuhan, mata pelajaran yang dipilih adalah mata pelajaran simulasi digital, masalah dapat diidentifikasi yaitu rendahnya prestasi belajar simulasi digital terutama dalam nilai praktik. b) fase desain, dokumen yang dihasilkan dalam tahap ini ialah dokumen flow chart dan story board c) fase pengembangan dan implementasi, penentuan konsep e-learning dan melakukan uji ahli dan uji coba pengguna; 2) validitas e-learning menurut review ahli isi mata pelajaran diperoleh 93% dengan kualifikasi sangat baik, review ahli e-learning diperoleh 83% dengan kualifikasi baik, review ahli desain pembelajaran diperoleh 86% dengan kualifikasi baik, uji coba perorangan diperoleh 88,66% dengan kualifikasi baik, uji coba kelompok kecil diperoleh 89,5% dengan kualifikasi baik, dan uji coba lapangan diperoleh 86,1% dengan kualifikasi baik; 3) efektivitas e-learning menunjukan nilai rata-rata skor pretest didapatkan sebesar 55,83 posttest sebesar 89,17 dan nilai sig=0,001. Dengan demikian nilai sig 0,001< 0,05, sehingga H0 ditolak dan H1 diterima. Ini berarti terdapat perbedaan yang signifikan hasil belajar siswa antara sebelum menggunakan konten Dynamic e-learning berstrategi Flipped Classroom dan setelah menggunakan konten Dynamic e-learning berstrategi Flipped Classroom pada mata pelajaran simulasi digital siswa kelas X di SMKN 2 Singaraja.Kata Kunci : pengembangan, e-learning, flipped classroom This research was conducted because of the low learning achievement caused by the limited time of study which is owned in school especially at the time of practice. Therefore, in this study developed e-learning as a solution to the problem. This research aimed to : 1. Describe the design of e-learning development, 2. Describe The results of e-learning validation developed based on expert reviews and product exsperiment, 3. Tested the effectiveness of e-learning developed against the digital student simulation learning result of class X SMKN Negeri 2 Singaraja. This type of research is a development research using the model of developing hanafin & peck with flipped classroom learning strategy. The development procedure refers to the selected model. The data were collected by interview method, questionnaire and test. The data collection instrument uses interview guides, questionnaires, and objective tests. The data analysis used is descriptive qualitative, descriptive quantitative, and inferential statistics. The results of this study are 1) there are three phases of dynamic e-learning content design with flipped classroom strategy a) Needs analysis phase, selected subjects are digital simulation subjects, the problem can be identified that is the low learning achievement of digital simulation especially in practice value, b) design phase, the documents generated in this phase are the flow chart and story board documents, c) the development and implementation phases, the determination of e-learning concepts and expert test and user trials; 2) the validity of e-learning according to expert review of the content of subjects obtained 93% with excellent qualification, review of e-learning expert obtained 83% with good qualification, review of learning design expert obtained 86% with good qualification, individual test obtained 88,66% with good qualification, small group trials obtained 89.5% with good qualifications, and field trials obtained 86.1% with good qualifications; 3) e-learning effectiveness shows the average score of pretest score is 55,83 posttest equal to 89,71 and value of sig = 0,001. Thus sig value 0.001

scholarly journals Pengembangan Media Pembelajaran E-Learning Dengan Model Pembelajaran Flipped Classroom Berbasis Edmodo Pada Mata Pelajaran Informatika

2021 ◽  
Vol 10 (1) ◽  
pp. 13
Author(s):  
Dedi Rahman ◽  
P Wayan Arta Suyasa ◽  
Dessy Seri Wahyuni
Keyword(s):  
Data Collection ◽  
Research And Development ◽  
Flipped Classroom ◽  
Development Model ◽  
Average Score ◽  
Validity Test ◽  
E Learning ◽  
The Subject

The purpose of this study were (1) Produced a design and implemented the development of e-learning learning media with Edmodo-based Flipped Classroom model in Informatics subject of class VII in SMP Negeri 2 Mengwi, (2) Determined the subject teacher and students’ responses towards the development of e-learning learning media with Edmodo-based Flipped Classroom model in Informatics subject of class VII in SMP Negeri 2 Mengwi. The study was a Research and Development (R&D) research with ADDIE development model. This study involved students from VII A class and teacher of Informatics subject in SMP Negeri 2 Mengwi. The method of data collection was questionnaire. The result of the study showed that (1) The design and the implemented e-learning media were success implemented based on validity test from content experts, design experts, and learning media experts with Aiken's V coefficient average score  0,89 and very valid, (2) The teacher and students’ responses showed the average score were 40 for the teacher and 61,8 for the students, meaning that it was included in very positive category with very practical criteria. 

scholarly journals Upaya Meningkatkan Minat Dan Hasil Belajar Matematika Melalui Strategi Pembelajaran Peningkatan Kemampuan Berpikir Pada Pada Siswa Kelas IX SMP Taman Dewasa Ibu Pawiyatan Yogyakarta 2016/2017

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Yulen Karepi Muama ◽  
A.A Sujadi
Keyword(s):  
Junior High School ◽  
Learning Strategy ◽  
Average Score ◽  
Student Interest ◽  
Applied Learning ◽  
Learning Achievement ◽  
Average Value ◽  
Strategy Model ◽  
Learning Mathematics ◽  
Thinking Ability

The purpose of this research is to increase the interest and the result of learning mathematics class IX Junior High School Student Class IX Smp Taman Mature Ibu Pawiyatan through Learning Strategy Improving Thinking Ability (SPPKB).The results of this study indicate that after applied Learning Strategy Model of Improving Thinking Ability (SPPKB), interest and learning achievement of mathematics have increased. Student interest increased from cycle I of 64, 79% increased to 70,81% in cycle II. While the student's learning outcomes also experienced an increase. The average value of students from the initial ability of 50.33 with 5 students (16.67%) who meet the KKM increased to 55.90 with 9 students (30.00%) who meet the KKM on cycle I. While in cycle II the average score of students increased to 78.82 with 22 0rang students (73.33%) who meet the KKM in cycle II. Thus, it is suggested that teachers in learning mathematics is suggested to use Learning Strategy Model of Improvement of Thinking Ability (SPPKB) on other materials as an alternative to increase student's interest and learning achievement.

scholarly journals Pengembangan multimedia pembelajaran patiseri untuk siswa tingkat XI SMK

2015 ◽  
Vol 5 (1) ◽  
pp. 132
Author(s):  
Tri Sunarmi ◽  
Amat Jaedun
Keyword(s):  
Research And Development ◽  
Field Trial ◽  
Test Score ◽  
Field Trials ◽  
Achievement Test ◽  
Average Score ◽  
Vocational Students ◽  
Learning Achievement ◽  
Achievement Test Score

Penelitian ini bertujuan untuk: 1) mengembangkan multimedia pembelajaran patiseri pada standar kompetensi mengolah kue pastry kontinental untuk siswa tingkat XI SMK yang layak dari aspek pembelajaran, materi, dan media; 2) mengetahui keefektifan multimedia pembelajaran patiseri yang dikembangan terhadap penguasaan kompetensi belajar mengolah kue pastry kontinental dilihat dari peningkatan skor tes hasil belajar. Jenis penelitian ini adalah penelitian dan pengembangan. Subyek penelitian adalah 36 siswa, untuk uji coba kelompok kecil dan uji coba lapangan. Validasi produk dilakukan oleh ahli materi dan ahli media. Selanjutnya data dianalisis dengan teknik analisis deskriptif.Hasil penilaian ahli materi dan ahli media menunjukkan bahwa kualitas multimedia “baik”. Penilaian siswa pada uji coba lapangan mengenai kualitas multimedia dari aspek pembelajaran, aspek materi dan aspek media “sangat baik“, dengan rerata skor dari ketiga aspek 4,49. Hasil pretes menunjukkan rerata sebesar 63,15 sedangkan rerata pada posttes sebesar 89,07. N-gain sebesar 0,72 termasuk kategori “tinggi”. Kesimpulannya: multimedia pembelajaran patiseri hasil pengembangan layak dignakan untuk media pembelajaran dan efektif untuk meningkatkan hasil belajar siswa. DEVELOPING PATISSERIE TEACHING MULTIMEDIA FOR GRADE XI STUDENTS OF SMKAbstractThe research aims to: 1) develop the patisserie teaching multimedia at the standard competency for continental pastry for eleventh grade vocational students in patisserie program which is appropriate in terms of teaching aspect, material aspect, and media aspet; 2) reveal the effectiveness of the developed patisserie teaching multimedia at the standard competency forcontinental pastry, which is seen from the increase in the learning achievement test score. This research is a research and development. The subjects of the research are 36 students.The students are devided into two groups: small group trials and field trials. The data were analyzed by using the discriptive technique.The results of the product validation from the material expert and media expert show that the quality of the developed patisserie teaching multimedia is “good”. The assessment of the students on the field trial of the quality of the multimedia from the teaching aspect, material aspect and media aspect get the score “very good”. This shows that the quality of the developed patisserie teaching multimedia is in a “very good” category. The average score from the three aspects is 4.49 and it can be used as a patisserie teaching multimedia. The students’ average score from the pretest is 63.25 while from the posttest is 89.07. Based on the pretest and posttest scores the n-gain is 0.72, and it is included in a “high category”. Therefore the patisserie teaching multimedia is effective to improve the students’ learning achievement.

scholarly journals PENGEMBANGAN E-LEARNING DENGAN KELASE PADA MATA PELAJARAN ILMU PENGETAHUAN ALAM DI SEKOLAH MENENGAH PERTAMA

Mimbar Ilmu ◽  
2019 ◽  
Vol 24 (2) ◽  
pp. 151
Author(s):  
Alexander Hamonangan Simamora ◽  
Anak Agung Gede Agung ◽  
Luh Putu Putrini Mahadewi
Keyword(s):  
Learning Outcomes ◽  
Qualitative Data ◽  
Field Trials ◽  
Significance Level ◽  
Expert Review ◽  
E Learning ◽  
Biology Learning ◽  
Architecture Development ◽  
Group Trial

AbstrakMasalah yang ditemukan di SMP Negeri 2 Singaraja adalah hasil belajar IPA siswa belum memuaskan. Penelitian ini bertujuan untuk (1) mendeskripsikan rancang bangun pengembangan e-learning (2) mendeskripsikan kualitas hasil validasi pengembangan e-learning yang dikembangkan menurut review para ahli dan uji coba produk, (3) mengetahui efektivitas e-learning yang dikembangkan. Penelitian ini adalah penelitian pengembangan. Model pengembangan yang digunakan adalah model Hannafin and Peck. Data yang dikumpulkan dalam penelitian ini adalah data kuantitatif dan kualitatif. Metode pengumpulan data yang digunakan adalah metode pencatatan dokumen, kuesioner dan tes. Hasil penelitian adalah sebagai berikut. (1) Rancang bangun e-learning mata pelajaran IPA dengan model Hannafin and Peck meliputi tiga tahapan. (2) E-learning mata pelajaran IPA yang dikembangkan valid dengan: (a) hasil review ahli isi mata pelajaran menunjukkan e-learning berpredikat sangat baik (91,4%), (b) hasil review ahli e-learning menunjukkan produk berpredikat baik (90,06%), (c) hasil review ahli desain pembelajaran menunjukkan e-learning berpredikat sangat baik (89,02%), (d) hasil uji coba perorangan, uji coba kelompok kecil dan uji coba lapangan menunjukkan e-learning berpredikat sangat baik (89,93%), (89,34%) dan (83,03%). (3) Efektivitas pengembangan menunjukkan bahwa e-learning yang dikembangkan efektif meningkatkan hasil belajar IPA (thitung = 25,89 > ttabel = 2,390, pada taraf signifikansi 5%). Ini berarti bahwa e-learning terbukti efektif secara signifikan dapat meningkatkan hasil belajar IPA. Kata-kata kunci : e-learning, Hannafin & Peck, Pengembangan  AbstractThe learning outcomes of the IX grade students at SMP Negeri 2 Singaraja especially in biology subject were not yet satisfactory. Furthemore, this research aims to (1) describe the architecture development of e-learning in biology subjects, (2) describe the quality of the results of the validation of the development of e-learning are developed according to the review experts and product trials in biology subjects, (3) test the effectiveness of e-learning developed against the results of the study biology subjects. This research is the development. The development model used is the Hannafin and Peck model.The data collected in this research is quantitative and qualitative data. Data was collected using the method of recording documents, questionnaires and tests. The results of this research are as follows. (1) The design of e-learning biology subjects with the Hannafin and Peck model includes three phases. (2) E-learning biology subjects developed valid with: (a) the results of expert review the contents of the subjects showed predicated e-learning is very good (92%), (b) the results of an e-learning expert reviews show products predicated good (89,33%), (c) the results of expert review of instructional design e-learning predicated showed very good (93%), (d) the results of individualtrials, small group trial and field trials demonstrate e-learning is predicated very good (90,22%), (90.11%) and (90%). (3) The effectiveness development shows that e-learning developed can effectively improve the learning results of science (tcount = 25,89 > t-table = 2,390, significance level 5%). That means e-learning proven to be effective can significantly improve Biology learning outcomes. Keywords: Development, e-learning, Hannafin & Peck

scholarly journals The Usage Effectivity of Project-Based Interactive E-Module in Improving Students’ Achievement

2018 ◽  
Vol 24 (2) ◽  
pp. 198-202
Author(s):  
Komang Redy Winatha ◽  
Myra Mentari Abubakar
Keyword(s):  
Quantitative Research ◽  
Learning Strategy ◽  
Digital Simulation ◽  
Average Score ◽  
Analysis Method ◽  
Score Difference ◽  
Before And After ◽  
Post Test ◽  
The Subject ◽  
The Government

One of the changes done by the government in the field of education is changing Curriculum 2006 to be Curriculum 2013. This change impacts on the change of learning paradigm, which at the beginning it was teacher-centered learning changes to be students centered learning. Therefore, the learning strategy used by teachers should be addressed to facilitate competence achievement that in the end, it will improve students' achievement. This study was aimed to identify the effectivity of project-based interactive e-module media towards students' achievement in the subject of digital simulation. This study was categorized into pre-experimental quantitative research with one group pretest-posttest design. The data analysis method used was a paired sample t-test. The results showed the significance value obtained was 0.000 which means higher than α. This means that there is an average score difference of students' achievement between before and after using the project based interactive e-module. The post-test average score is 82.65 which is higher than the average pre-test score of 43.40. It can be concluded that digital simulation learning by using the project based interactive e-module can improve the students’ achievement.          

scholarly journals Flipped Classroom Sebagai Strategi Pembelajaran Pada Era Digital

2019 ◽  
Vol 1 (2) ◽  
pp. 54-58
Author(s):  
Lydia Susanti ◽  
Dian Ayu Hamama Pitra
Keyword(s):  
Flipped Classroom ◽  
Teaching And Learning ◽  
Learning Strategy ◽  
Traditional Learning ◽  
Learning Approaches ◽  
Digital Revolution ◽  
Video Viewing ◽  
New Learning ◽  
Education Strategy ◽  
E Learning

Digital revolution has an important impact in the education strategy as in many other fields. This impact also led to radical changes in the field of education, such as in terms of teaching and learning approaches. Flipped classroom is a new learning strategy. This learning strategy is increasingly developing with technological advancements, such as internet access and other supporting software. In traditional learning educators deliver material, then to increase understanding of the material then students will do the assignments at school and given homework. On flipped classroom, students participate in preparing learning through video viewing, understanding powerpoints and accessing learning resources provided by educators through online media such as e-learning. Several studies have shown that the application of Flipped classroom can improve students' learning motivation

scholarly journals DEVELOPING E-LEARNING BY USING KELASE IN BIOLOGY SUBJECT FOR XI GRADE IN SMA NEGERI 1 SEMARAPURA

2017 ◽  
Vol 1 (4) ◽  
pp. 255
Author(s):  
Leoni Dewi
Keyword(s):  
Learning Design ◽  
Design Quality ◽  
Learning Achievement ◽  
Qualitative And Quantitative ◽  
E Learning ◽  
The Subject ◽  
Three Stages ◽  
Biology Learning ◽  
Learning Development ◽  
Level Of Significance

The problem found at SMA Negeri 1 Semarapura was that the learning achievement in Biology was not yet satisfactory. This study was aimed at (1) describing the design of E-learning development, (2) describing the E-learning design quality validation result according to the expert judges and the product try out result, (3) finding out the effectiveness of E-learning developed. This study was research and development. It used Hannafin and Peck’s model. The data which were collected in this study were qualitative and quantitative data. The data were collected through document recording, questionnaire and test. The results were as follows, (1) the E-learning design for Biology subject using Hannafin and Peck’s model which covered three stages, (2) the E-learning for Biology subject that was developed was valid; (a) the result of content experts’ judgment about the content of the subject shows that the E-learning falls into very good qualification (91.4%), (b) the result of the E-learning experts’ judgment of the E-learning design shows that E-learning falls into good qualification (90.06%), (c) the result of instructional design experts’ judgment about the E-learning falls into good qualification (89.02%), (d) the result of individual try out, small group try out, and field try out show that E-learning falls into good qualification (89.93%), (89.34%), and (83.03%), (3) the effectiveness of the development shows that E-learning that was developed was effective in enhancing Biology learning achievement (tobs. = 25.89 > tc.v. = 2.390, at the 5% level of significance). That means that E-learning has proven to be effective in enhancing Biology learning achievement significantly.

scholarly journals PENGEMBANGAN E-MODUL PEMBELAJARAN EKONOMI SMA

2019 ◽  
Vol 5 (2) ◽  
Author(s):  
Afrina Sari Dewi ◽  
Harun Sitompul ◽  
Efendi Napitupulu
Keyword(s):  
Learning Outcomes ◽  
Group Learning ◽  
Field Trials ◽  
Learning Design ◽  
Development Research ◽  
Significance Level ◽  
Learning Modules ◽  
Learning Module ◽  
E Learning ◽  
Learning Development

Abstrak: Penelitian ini bertujuan untuk: (1) menghasilkan e-modul pembelajaran yang layak digunakan dalam pembelajaran dan dapat dipakai untuk pembelajaran individual, (2) untuk mengetahui keefektifan e-modul pembelajaran yang dikembangkan pada pembelajaran Ekonomi. Jenis penelitian pengembangan menggunakan model Borg dan Gall dengan model pengembangan pembelajaran Dick dan Carey. Hasil penelitian menunjukkan; (1) uji ahli materi pelajaran Ekonomi berada pada kualifikasi sangat baik (88,12%), (2) uji ahli desain pembelajaran berada pada kualifikasi sangat baik (83,5%), (3) uji ahli rekayasa perangkat lunak berada pada kualifikasi sangat baik (86,07%), (4) uji coba perorangan berada pada kualifikasi sangat baik (88,57%), uji coba kelompok kecil berada pada kualifikasi sangat baik (96,27%), uji coba lapangan berada pada kualifikasi sangat  baik (98,46%). Produk akhir dari pengembangan e-modul pembelajaran ini dilanjutkan dengan uji keefektifan produk. Hasil pengujian hipotesis diperoleh t hitung = 4,25 pada taraf signifikansi α = 0,05 dengan dk 96 diperoleh t tabel = 1,67  sehingga t hitung > t tabel. Disimpulkan bahwa hasil belajar kelompok siswa yang dibelajarkan dengan menggunakan e-modul pembelajaran sebesar 84,83% lebih tinggi dari kelompok siswa yang dibelajarkan dengan menggunakan buku teks ekonomi sebesar 75,2%. Kata Kunci: e-modul pembelajaran, pembelajaran ekonomi Abstract: This study aims to: (1) produce learning e-modules that are suitable for use in learning and can be used for individual learning, (2) to determine the effectiveness of e-learning modules developed in economic learning. This type of development research uses the Borg and Gall models with the learning development model of Dick and Carey. The results of the study show; (1) Economic subject matter expert test is in very good qualification (88.12%), (2) learning design expert test is in very good qualification (83.5%), (3) test of software engineering expert is in qualification very good (86.07%), (4) individual trials were in very good qualifications (88.57%), small group trials were very good qualifications (96.27%), field trials were very qualified good (98.46%). The final product of the development of this learning e-module is continued by testing the effectiveness of the product. The results of hypothesis testing obtained t count = 4.25 at the significance level α = 0.05 with dk 96 obtained t table = 1.67 so that t count> t table. It was concluded that the group learning outcomes of students who were taught using the e-learning module were 84.83% higher than the group of students who were taught using economic textbooks of 75.2%. Keywords: e-module learning, economic learning

scholarly journals Development of Blended Learning Type and Flipped Classroom-Based Cultural Arts Subjects

2021 ◽  
Vol 9 (4) ◽  
pp. 655-667
Author(s):  
Nurhayati Nurhayati ◽  
Dina Ampera ◽  
Surniati Chalid ◽  
Farihah Farihah ◽  
Baharuddin Baharuddin
Keyword(s):  
Blended Learning ◽  
Learning Outcomes ◽  
Flipped Classroom ◽  
Descriptive Analysis ◽  
Field Trials ◽  
Design Development ◽  
Quantitative Descriptive Analysis ◽  
Analysis Technique ◽  
Addie Model ◽  
Learning Development

This research development is motivated by low learning outcomes Art Culture students of class XI software engineering 1 SMK Negeri 14 Medan. This study aims to (1) describe the design of blended learning development, (2) to describe the validity of the blended learning development result, and (3) to know the effectiveness of the use of blended learning on the subjects of Art Culture. The type of this research is development research using ADDIE model. Data in the study was collected using document recording method, questionnaire, and test. Instruments used in data collection are document recording reports, questionnaire sheets, and multiple-choice objectives. The collected data were analyzed by qualitative descriptive analysis technique, quantitative descriptive analysis technique, and inferential statistical analysis technique/inductive t-test. The results of the research show that (1) the design of blended learning development through ADDIE model consisting of analysis, design, development, implementation, and evaluation, (2) validation product validated from expert and user review with (a) subjects showed excellent predicated blended learning (90.53%); (b) the results of the design review indicated that blended learning was very good (93%); (c) the results of the media review indicated that blended learning was very good (95%); (d) individual trial results, small group trials, and field trials showed that blended learning predicate very good (98.82%), good (87.84%), and very good (92.55%), (3) on the efficacy test of blended learning shows that the result of t-count (22.07) t-table (2.007). This means, there are significant differences in student learning outcomes between before and after using blended. Thus blended learning is developed effectively to improve Art Culture learning outcomes.

scholarly journals PENGEMBANGAN KONTEN E-LEARNING KONTEKSTUAL PADA MATA PELAJARAN PKN KELAS VIII DI SMP LABORATORIUM UNDIKSHA

2018 ◽  
Vol 8 (3) ◽  
Author(s):  
NI WAYAN WINASIH . ◽  
PROF. DR. I WAYAN SANTYASA, M.Si. . ◽  
DR. I WAYAN SUKRA WARPALA, S.PD.,M.Sc .
Keyword(s):  
Small Group ◽  
Learning Outcomes ◽  
Field Trials ◽  
Highly Qualified ◽  
Learning Content ◽  
Content Development ◽  
Significant Difference ◽  
E Learning ◽  
Class Viii ◽  
Learning Development

Penelitian ini dilakukan karena permasalahan keterbatasan media yang digunakan dalam proses pembelajaran. Penelitian ini bertujuan untuk (1) mendeskripsikan rancang bangun pengembangan konten e-learning kontekstual, (2) menguji validitas hasil pengembangan konten e-learning kontekstual PKn untuk siswa kelas VIII, dan (3) mengetahui efektivitas penggunaan pengembangan konten e-learning kontekstual terhadap hasil belajar PKn siswa kelas VIII. Jenis penelitian ini adalah penelitian pengembangan. Model yang digunakan adalah model pengembangan AM3PU3 (Santyasa, 2015) yang terdiri dari lima tahapan, yaitu (1) menentukan mata pelajaran yang menjadi objek pengembangan, (2) melakukan analisis kebutuhan, (3) mengembangkan draft (analisis tujuan dan karakteristik isi bidang studi, analisis sumber belajar, analisis karakteristik pebelajar, menetapkan indikator dan isi pembelajaran, menetapkan strategi pengorganisasian isi pembelajaran, menetapkan strategi penyampaian isi pembelajaran), (4) menyusun draft penegmbangan konten e-learning kontekstual, (5) melakukan uji ahli dan uji coba pengguna. Uji coba pengguna dalam penelitian pengembangan ini meliputi: 1) uji coba perorangan yang terdiri dari 3 (tiga) orang siswa, 2) uji coba kelompok kecil terdiri dari 9 (sembilan) orang, dan uji coba lapangan yang terdiri dari 30 (tiga puluh) siswa dan 1 (satu) orang pendidik. Hasil review dari ahli isi dan ahli media menyatakan bahwa konten e-learning kontekstual yang dikembangkan sudah sesuai. Kelayakan kualitas hasil validasi pengembangan konten e-learning kontekstual terdiri dari: ahli isi mata pelajaran dengan kualifikasi sangat baik (95,17%), ahli desain pembelajaran dengan kualifikasi sangat baik (90,76%), ahli media pembelajaran dengan kualifikasi sangat baik (91,11%), uji perorangan dengan kualifikasi sangat baik (91,54%), uji kelompok kecil dengan kualifikasi baik (94.05%), dan uji coba lapangan dengan kualifikasi sangat baik (98,11%) dilihat dari guru mata pelajaran dan predikat baik (88,83%) dilihat dari 30 (tiga puluh) siswa. Efektivitas penggunaan konten e-learning kontekstual menunjukkan bahwa terdapatnya perbedaan yang signifikan dalam penerapan konten e-learning kontekstual terhadap hasil belajar PKn. Hasil perhitungan dengan menggunakan uji-t memberikan hasil signifikansi sebesar 0,001 yang lebih kecil dari 0,05. Ini berarti terdapat perbedaan yang signifikan antara hasil belajar peserta didik sebelum belajar dengan bahan ajar konten e-learning kontekstual dan setelah belajar dengan bahan ajar konten e-learning kontekstual. Hasil belajar berdasarkan pencapaian nilai rata-rata posttest (M= 89,2000) (SD=5.67147) lebih tinggi dibandingkan nilai rata-rata pretest kategori rendah (M=43,0667) (SD=9,28823). Hasil penelitian menunjukkan bahwa konten e-learning kontekstual mampu meningkatkan hasil belajar siswaKata Kunci : pengembangan, konten e-learning, kontekstual, mata pelajaran PKn This research is done because of the problem of media limitations used in the learning process. This study aims to (1) describe the design of content contextual e-learning development, (2) to examine the validity of the content development of the contextual e-learning content of VIII students, and (3) to know the effectiveness of the use of contextual e-learning content development on the results learn PKN students of class VIII. This type of research is development research. The model used is a model of development AM3PU3 (Santyasa, 2015) which consists of five stages, namely (1) determine the subjects that become the object of development, (2) conduct a needs analysis, (3) develop draft (analysis of the purpose and characteristics of the contents of a field of study , analysis of learning resources, analysis of the characteristics of learners, establish indicators and learning content, define the strategy of organizing learning content, define the strategy of delivering learning content), (4) drafting penegmbangan e-learning content contextual, (5) perform expert testing and trial users . The user trials in this development study include: 1) individual trials of 3 (three) students, 2) small group trials consisting of 9 (nine) persons, and field trials of 30 (thirty) students and 1 (one) educator. The results of a review of content experts and media experts stated that content of contextual e-learning developed is appropriate. The quality of validation result of contextual e-learning content development consists of: highly qualified subject matter expert (95.17%), highly qualified learning design expert (90.76%), highly qualified instructional media ( 91,11%), individual test with excellent qualification (91,54%), small group test with good qualification (94.05%), and very good qualified field trial (98,11%) seen from subject teacher and good predicate (88.83%) seen from 30 (thirty) students. The effectiveness of the use of contextual e-learning content indicates that there is a significant difference in the application of contextual e-learning content to the learning outcomes of the PKn. The result of calculation by using t-test gives result of significance equal to 0,001 less than 0,05. This means that there is a significant difference between the learners' learning outcomes before learning with the content of contextual e-learning content and after learning with the content of contextual e-learning content. The learning outcomes based on the achievement of posttest mean (M = 89,2000) (SD = 5.67147) were higher than the low average pretest category (M = 43,0667) (SD = 9.28823). The results show that contextual e-learning content can improve student learning outcomes.keyword : development, e-learning content, contextual, subjects PKn

Sign in / Sign up

Export Citation Format

Share Document