PEGEMBANGAN PERANGKAT PEMBELAJARAN TERPADU TIPE NETWORKED DENGAN SCIENCES, TECHNOLOGY AND SOCIETY APPROACH UNTUK MENINGKATKAN HASIL BELAJAR SISWA DI SEKOLAH DASAR
DOI:
https://doi.org/10.26740/jrpd.v4n1.p571-582Abstract
ABSTRACT
This research aims to produce a decent learning instrument used for integrated learning with science, technology and society approach. Eligibility can be seen from the definition, planning, validity, practicality, effectiveness, learning outcomes of the learning that has been developed. This type of research is research development. Learning instrument are developed namely RPP, LKS, BAS, ang EHB. Learning instrument using one group pretest posttest design experimental in the five grade SD IT Generasi Rabbani and SD IT Al Aufa. Methods of data collection include validity, observation and tests. Data analysis using the percentage and the analysis of N-Gain and the analysis of anova. The results showed that 1) Validity instrument developed the content validity as seen from the study implementation plan, is student activity sheets, student's Textbook and student assessment each have average 3.54; 3.21; 3.27 and 3.15 category either, as well as the readability of the student's Textbook and is Student Activity Sheets as developed can be categorized either. 2) The practicability of learning seen from instrument to be completed 100% done with the results assessment of to be completed class A at 3.71; class B 3.76; class C 3.71 excellent category. 3) Effectiveness in terms of student response devices shows the percentage of response very well to learning activities, students in grade class A 86,85%, class B 85.68% and class C 88.08% of the activity that the activity shows the percentage of rated very good in learning, and analysis the magnitude of the increase in the results of a study using N-Gain shows the Gain of the average high on all three categories class as well as an analysis with anova test showed no There is a difference of the average results of student learning in the classroom while pretest or posttest. Based on these results it can be concluded that the resulting instrument is eligible to apply to learning because it has met the three criteria, namely validity, practicality, effectiveness, results and learning activities are increasing.
Keywords: Development, integrated learning type of Networked, Sciences, Technology and Society Approach, learning activities, the results of the study.
ABSTRAK
Penelitian ini bertujuan untuk menghasilkan perangkat pembelajaran terpadu tipe networked dengan science, technology and society approach di kelas V Sekolah Dasar yang memenuhi syarat kevalidan, kepraktisan dan keefektifan sehingga dapat meningkatkan hasil belajar siswa. Jenis penelitian adalah penelitian pengembangan. Pengembangan perangkat pembelajaran terdiri atas RPP, LKS, BAS dan EHB. Perangkat pembelajaran menggunakan desain eksperimen one group pretest posttest design. Pada siswa kelas V di SD IT Generasi Rabbani dan SD IT Al Aufa. Metode Pengumpulan data meliputi validitas, observasi dan tes. Analisis data menggunakan persentase, analisis N-Gain dan analisis uji anova. Hasil penelitian menunjukkan bahwa 1) Kevalidan perangkat yang dikembangkan dilihat dari validitas isi RPP, LKS, BAS, dan EHB masing-masing memiliki rata-rata 3,54; 3,21; 3,27 dan 3,15 berkategori baik, serta Keterbacaan BAS dan LKS yang dikembangkan dapat dikategorikan baik. 2) Kepraktisan perangkat pembelajaran dilihat dari keterlaksanaan 100% terlaksana dengan hasil penilaian keterlaksanaan RPP di kelas A 3,71; Kelas B 3,76; Kelas C 3,71 berkategori sangat baik 3) Keefektifan perangkat ditinjau dari respon siswa menunjukkan persentase respon sangat baik terhadap pembelajaran, aktivitas siswa di kelas A 86,85%, kelas B 85,68% dan kelas C 88,08% dari aktivitas yang dinilai menunjukkan persentase aktivitas sangat baik dalam pembelajaran, dan Analisis besarnya peningkatan hasil belajar dengan menggunakan N-Gain menunjukkan peningkatan rata-rata berkategori tinggi pada ketiga kelas implementasi serta Analisis dengan uji anova menunjukkan tidak terdapat perbedaan rata-rata hasil belajar siswa di kelas implementasi baik saat pretest maupun posttest. Berdasarkan hasil tersebut maka dapat disimpulkan bahwa perangkat yang dihasilkan layak untuk diterapkan pada pembelajaran karena telah memenuhi tiga kriteria yaitu kevalidan, kepraktisan, keefektifan sehingga dapat meningkatkan hasil belajar siswa.
Kata Kunci: Pengembangan Perangkat, Pembelajaran terpadu tipe Networked, Sciences, Technology and Society Approach, Hasil Belajar.
References
Avi Hofstein. (2003). Department of Science Teaching, The Weizmann Institute of Science, Rehovot 76100, Israel Vincent N. Lunetta Science Education, The Pennsylvania State University, University Park, PA 16802, USA. The Laboratory in Science Education: Foundations for the Twenty-First Century Received 23 June 2002; revised 10 January 2003; accepted 25 January 2003.
Badan Standar Nasional Pendidikan. (2007). Pedoman penyusunan Kurikulum Tingkat Satuan pendidikan di Sekolah Dasar.Jakarta: Departemen Pendididkan nasional
Depdiknas. (2006). Kurikulum Tingkat Satuan Pendidikan SD. Jakarta: Depdiknas
Depdiknas. (2012). Undang-Undang Republik Indonesia. Jogjakarta: Laksana
Fogarty, Robin. (1991). How to Integrate The Curricula. Unitet States of America: Skylight Publishing, Inc.
Hamalik, Oemar. (2003). Proses Belajar Mengajar. Jakarta : Bumi Aksara.
Hamalik, Oemar. (2011). Kurikulum dan Pembelajaran. Jakarta: Bumi Aksara
Hake, R.R. (1999). American Educational Research Association, Division, Measurement and Research Methodology;Analyzing Change/Gain Scores. USA: Woodland Hills.
Han-Yu Sung a, Gwo-Jen Hwang. (2012). A collaborative game-based learning approach to improving students learning performance in science courses. November 2012. National Taiwan University of Science and Technology, 43, Sec. 4, Keelung Rd., Taipei 106, Taiwan
Huang, C. S. J., Yang, S. J. H., Chiang, T. H. C., & Su, A. Y. S. (2016). Effects of Situated Mobile Learning Approach on Learning Motivation and Performance of EFL Students. Educational Technology & Society, 19 (1), 263276 (http://rizkapratiwijaya.blogspot.co.id/2013/04/pembelajaran-terpadu-model-networked.html). Disadur Desember 2015 .
Ibrahim, Muslimin dkk. (2008). Pembelajaran Kooperatif. Surabaya: Unesa-University Press.
Martin, Andy., Rees, Malcolm., & Edwards, Manvir. (2011). Work Integrated Learning A Template for Good Practice: Supervisors Reflections. Research undertaken at Massey University Published by Ako Aotearoa. October 2011
Nur, Mohammad. (2004). Teori Pembelajaran Kognitif. Surabaya: PSMS Unesa
Nur, Mohammad dan Prima Retno Wikandari. (2008). Pengajaran Berpusat Kepada Siswa dan Pendekatan Konstruktivis dalam Pengajaran. Surabaya: Unesa-University Press.
Peraturan Menteri Pendidikan Naional 67 tahun 2013
Ratumanan, TG dan Teheresia Laurens. (2011). Penilaian Hasil Belajar Pada Tingkat Satuan Pendidikan Edisi 2. Surabaya : Unesa University Press.
Pritchard A. dan J. Woollard. (2010). Psychology for The Classroom: Contructivism and Social Learning. Oxon: Routledge.
Reys, Robert. (2009). Helping Children Learn Mathematic. The United States of America : John Wiley & Sons, Inc.
Robert E. Yager. (1992). The University of Iowa, USA. Science-Technology-Society (STS) is recognized as reform in science education across the world.
Sadik, Alaa. (2008). Digital storytelling: a meaningful technology-integrated approach for engaged student learning. Published online: 11 April 2008. Association for Educational Communications and Technology 2008. Education Tech Research Dev (2008) 56:487506 DOI 10.1007/s11423-008-9091-8
Sudjana, Nana. (2010). Proses Belajar Mengajar. Jakarta: Bumi Aksara.
Sudjana. Nana. (1988). Pembinaan dan Pengembangan Kurikulum di Sekolah. Sinar Baru Algesindo: Bandung.
Sung, H. Y., Hwang, G. J., & Chang, H. S. (2015). An Integrated Contextual and Web-based Issue Quest Approach to Improving Students Learning Achievements, Attitudes and Critical Thinking. Educational Technology & Society, 18 (4), 299311.
Suprijono, Agus. (2005). Cooperative Learning. Yogyakarta: Pustaka Pelajar.
Trianto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik Konsep, Landasan Teoritis-Praktis dan Implementasiya. Jakarta: Prestasi Pustaka Publisher.
Trianto. (2010). Mendesain Pembelajaran Inovatif Progresif Konsep, Landasan & Implementasinya pada KTSP. Jakarta : Kencana Prenada Media Group.
Downloads
Published
How to Cite
Issue
Section
License
Author(s) who wish to publish with Jurnal Review Pendidikan Dasar : Jurnal Kajian Pendidikan dan Hasil Penelitian should agree to the following terms:
- Author(s) 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) that allows others to share the work with an acknowledgment of the works authorship and initial publication in this journal for noncommercial purposes.
- Author(s) are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journals' 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 this journal.
Abstract views: 1338
,
PDF Downloads: 964
