Keefektifitan Pembelajaran Dengan Sway Untuk Meningkatkan Kemampuan Metakognitif Siswa Kelas XII Pada Materi Pemanfaatan Peta, Penginderaan Jauh dan Sistem Informasi Geografi SMA Negeri 3 Jombang

The Learning Effectiveness with Sway to Increase XII Grader Metacognitive Ability on Map Utilization Material, Remote Sensing, and Information System of Geography in Senior High School 3 Jombang

Kegiatan belajar mengajar menurut Kurikulum 2013 memiliki tuntutan dalam pendidikan karakter, tuntutan revolusi industry 4.0, literasi dengan pembelajaran kontruktivistik dengan kompetensi aspek pengetahuan, ketrampilan dan sikap. Penguasaan keilmuan siswa SMA pada tingkat pengetahuan faktual, konseptual, prosedural, dan metakognitif. Kemampuan abad 21 seperti penggunaan ICT dan kemampuan metakognitif yang dapat menyelesaikan permasalahan secara mandiri harus dipenuhi. Penggunaan media Sway yang bersifat On line memberikan berbagai kemudahan penggunaan dapat menjadi media pembelajaran yang sesuai tuntutan kurikulum.

Penelitian ini bertujuan mengetahui kelayakan, respon dan efektifitas dari pembelajaran dengan media Sway untuk meningkatkan kemampuan metakonitif. Penelitian ini, penelitian kuantitatif dengan jenis penelitian eksperimen serta pengembangan materi pembelajaran pada media Sway menggunakan model pengembangan ADDIE (Analysis, Desigh, Development, Implementation, Evaluation). Desain uji menggunakan Pre experiment dengan one group pretest-posttes design dimana dilakukan pretest sebelum perlakuan dan post test setelah perlakuan sehingga hasil perlakuan dapat diketahui dari membandingkan dengan keadaan sebelumnya.

Hasil pembahasan menunjukkan Tingkat kevalidan media Sway berdasarkan hasil validasi validator membuktikan media Sway dalam rentang 3–4 dengan kategori sangat valid dan valid.  Tingkat kelayakan media Sway diukur dari hasil validasi ahli materi, respon guru teman sejawat dan respon peserta didik menunjukkan validasi ahli materi dari unsur pembelajaran dan unsur materi didapat hasil validasi antara >43,75%-100% dalam kategori tidak baik hingga sangat baik. Respon guru teman sejawat berkisar 88%-100% dalam kategori sangat baik. Respon dari peserta didik baik dan sangat baik dengan rentang persentase 70,2% - 87,1%. Respon didapat dari guru teman sejawat dan peserta didik. Respon guru teman sejawat sebesar 96,25 dan peserta didik sebesar 82,98 dalam kategori sangat baik. Tingkat keefektifan media Sway diukur dari hasil analisis kemampuan metakognitif hasil belajar dan kesadaran metakognitif peserta didik. Berdasarkan hasil uji t berpasangan terhadap kemampuan meakognitif hasil belajar peserta didik menunjukkan bahwa sig 0,000 < 0,05 diterima yang menunjukkan bahwa terdapat perbedaan antara pretest dan postest. Pada tabel Paired Sample Test kemampuan metakognitif memuat informasi “Mean Paired Differences sebesar -39,935, nilai ini menunjukkan selisih rata-rata hasil belajar pre test dan post test dan selisih perbedaan -37.157 (95% Confidence Interval Of the Difference Lower dan Upper). Sementara dari hasil analisis kesadaran metakognitif menunjukkan “Mean Paired Differences adalah sebesar -5,032, nilai ini menunjukkan selisih rata-rata hasil belajar pre test dan post test dan selisih perbedaan -2.132 (95% Confidence Interval Of the Difference Lower dan Upper).  Dari kedua hasil analisis keefektifan tersebut terdapat perbedaan antara hasil nilai pretest dan post test yang menunjukkan bahwa penggunaan media Sway dapat meningkatkan kemampuan metakognitif pesera didik kelas XII IPS.

Kata Kunci: Media Sway, Kemampuan metakognitif, Kelayakan, Keefektifan

According to curriculum of 2013, teaching and learning activities has demands in the character building, demands of the industrial revolution 4.0, literacy as a contructivist learning with competence in the aspect of knowledge, skills, and manner. Mastery of the high school student’s scholarship is in a level of factual, conceptual, procedural, and metacognitive knowledge. 21th century capabilities like the use of ICT and metacognitive abilities that could solve the problems independently must be fulfilled. The use of online Sway media that provide various ease of use could be an appropriate learning media for the curriculum demands.

The aim of this research is to find out eligibility, respond, and effectiveness to improve metacognitive abilities from learning with the Sway media. This research is a quantitative with the type of experimental research and learning material development on the Sway media using ADDIE (Analysis, Design, Development, Implementation, Evaluation) development style. The test design using pre experiment with one group pretest-posttes design where the pretest is carried out before treatment and post test after treatment so the result of treatment can be seen from comparing with the condition before.

The discussion results indicate the validity levelof Sway media based on the validation results of validator prove that Sway media with a category of very valid and valid in the range of 3–4. Eligibility level of Sway media measured from the material expert validation results, the peer teachers respond and the students respond show that the material expert validation from learning elements and material elements obtained the validation results is in a range of >43.75% - 100% from not good until very good category. Peer teachers respond is in a range of 88% - 100% in a very good category. Students respond in a good and very good category is in a percentage range of 70.2% - 87.1%. The peer teachers respond is in the number of 96.25 and from the students is in the number of 82.98 in a very good category. The efectiveness level of Sway media measured from the metacogitive ability of learning outcome and student’s metacognitive awareness analysis results. Based on paired test results to the metacognitive ability of students learning results indicate that sig 0.000 < 0.05 accepted show that there is a difference between pretest and post test. In the Paired Sample Test table, metacognitive ability contains the information of Mean Paired Differences of -39,935, this value represents the average differences of pretest and post test learning results and the difference is -37.157 (95% Confidence Interval of the Difference Lower and Upper). Meanwhile from the analysis results of metacognitive awareness represent Mean Paired Differences in a number of -5.032, this value represents the average differences of pretest and post test and the difference is -2.132 (95% Confidence Interval of the Difference Lower and Upper). From both results of the efectiveness analysis above, there are differences between the results of the pretest and post test indicates that the using of Sway media could improve the twelfth grade of social science student’s metacognitive abilities.

Keywords: Media Sway, metacognitive abilities, eligibility, effectiveness