ABSTRAK
Wahyudi, Yogga Agus. 2019. Pengembangan Multimedia Pembelajaran Berbasis Balanced Literacy untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Kelas V Sekolah Dasar. Tesis. Program Studi Pendidikan Dasar, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (1) Prof. Dr. Wahyu Sukartiningsih, M. Pd., dan (II) Dr. Rr. Nanik Setyowati, M. Si.
Kata-kata Kunci: Multimedia Pembelajaran, Balanced Literacy, Kemampuan Berpikir Kritis
Penelitian ini bertujuan untuk mengembangkan kelayakan, kepraktisan, dan efektivitas multimedia pembelajaran berbasis pendekatan balance literacy untuk meningkatkan kemampuan berpikir kritis siswa kelas V sekolah dasar. Penelitian ini mengadaptasi model penelitian dan pengembangan (R&D) Thiagarajan yang dikenal dengan 4D (define, desain, develop, & disseminate).
Kelayakan multimedia pembelajaran didasarkan dari hasil validasi ahli sebesar 91,87% (layak diterapkan). Selain itu kelayakan multimedia pembelajaran didukung hasil uji coba terbatas dengan perolehan persentase 90,56% (layak diterapkan) untuk hasil respon guru dan hasil persentase 94,00% (layak diterapkan) untuk hasil respon siswa.
Kepraktisan multimedia pembelajaran didasarkan dari hasil observasi keterlaksanaan pembelajaran dan aktivitas siswa. Hasil persentase skor rata-rata keterlaksanaan pembelajaran pada kelas eksperimen sebesar 90,63% (terlaksana dengan sangat baik) hasil persentase keterlaksanaan pembelajaran pada kelas kontrol sebesar 87,50% (terlaksana dengan sangat baik). Selain itu, kepraktisan multimedia pembelajaran didasarkan pada hasil aktivitas siswa di kelas eksperimen dengan perolehan persentase 85,71% (baik sekali) dan hasil persentase aktivitas siswa di kelas kontrol sebesar 78,57% (baik).
Keefektifan multimedia pembelajaran diuji dengan tes menggunakan non ekuivalen control grup design. hasil uji hipotesis nilai post-test kelas eksperimen dan post-test kelas kontrol dengan hasil nilai sign. (2-tailed) sebesar 0,044 < 0,05. Sehingga Ha diterima dan H0 ditolak, maka dapat disimpulkan bahwa “terdapat perbedaan yang signifikan antara rata-rata hasil post-test kemampuan berpikir kritis siswa yang menggunakan multimedia pembelajaran berbasis pendekatan balanced literacy (kelas eksperimen) dengan kelas yang tidak menggunakan multimedia pembelajaran berbasis pendekatan balanced literacy (kelas kontrol)
Hasil penelitian menunjukkan multimedia pembelajaran berbasis balanced literacy layak, praktis, dan efektif memberikan pengaruh terhadap kemampuan berpikir kritis siswa. Sehingga multimedia pembelajaran berbasis balanced literacy disarankan untuk diterapkan sebagai media pembelajaran yang relevan di kelas V sekolah dasar.
ABSTRACT
Wahyudi, Yogga Agus. 2019. Development of a Learning Multimedia Based on Balanced Literacy Approach to Improve Critical Thinking Ability of Fifth Grade Elementary School Students. Thesis. Primary Education, Postgraduate, Surabaya State University. Advisor: (1) Prof. Dr. Wahyu Sukartiningsih, M. Pd., Dan (II) Dr. Rr. Nanik Setyowati, M. Si.
Keywords: Multimedia Learning, Literacy Literacy, Critical Thinking Ability
This study aims to develop and test the feasibility, practicality, and effectiveness of multimedia learning based on a balanced literacy approach to improve the critical thinking skills of fifth-grade students of elementary school. This study adapted Thiagarajan research and development (R & D) a model known as 4D (define, design, develop, & disseminate).
The feasibility of multimedia learning is based on the results of expert validation of 91.87% (feasible to apply). Besides the feasibility of multimedia learning supported by the results of limited trials with the acquisition of 90.56% percentage (feasible) for the results of teacher responses and percentage results of 94.00% (feasible to apply) for the results of student responses.
The practicality of multimedia learning is based on the results of observations of the implementation of learning and student activities. The results of the average score of the implementation of learning in the experimental class amounted to 90.63% (done very well) the percentage of the implementation of learning in the control class was 87.50% (very well done). In addition, the practicality of multimedia learning is based on the results of the activities of students in the experimental class with the percentage of 85.71% (excellent) and the results of the percentage of student activity in the control class at 78.57% (good).
The effectiveness of multimedia learning was tested by tests using a non-equivalent group control design. the results of the hypothesis test value of the experimental class post-test and post-test control class with the results of the sign value. (2-tailed) of 0.044 <0.05. So that Ha is accepted and H0 is rejected, it can be concluded that "there is a significant difference between the average post-test results of students' critical thinking skills using multimedia learning based on the balanced literacy approach (experimental class) with classes that do not use multimedia learning based on a balanced literacy (control class)
The results of the study show that learning multimedia based on balanced literacy is feasible, practical, and effective in influencing students' critical thinking skills. So that multimedia learning based on balanced literacy is recommended to be applied as a relevant learning media in the fifth grade of elementary school.