PENGARUH MODEL BLENDED LEARNING TIPE STATION ROTATION TERHADAP HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPS SMP KELAS VII

INFLUENCE THE BLENDED LEARNING MODEL STATION ROTATION TO ELEVATED  THE RESULTS OF STUDENTS' LEARNING IN SEVENTH GRADE IPS CLASS VII

Pada masa transisi Covid 19 pembelajaran di SMP Negeri 47 Surabaya sudah memperbolehkan kegiatan pembelajaran tatap muka seluruhnya. Perubahan ini membuat peserta didik mengalami culture shock, dimana yang awalnya mereka belajar dari rumah, berubah menjadi belajar secara langsung dalam kelas. Kebiasaan-kebiasaan yang mereka lakukan dalam pembelajaran di rumah masih mereka bawa ke pembelajaran di kelas, seperti tidak menanggapi pertanyaan guru, sulit berdiskusi dengan temanya, kurang memberikan tanggapan dan tidak mencatat apa yang sudah dijelaskan. Hal ini dikarenakan pada masa transisi, dalam pembelajaran guru menggunakan model pembelajaran ceramah, dimana dalam prosesnya guru hanya menerangkan dan siswa dituntun untuk menerima semua penjelasan dari guru. Hal ini menyebabkan aktivitas dan hasil belajar siswa dalam pembelajaran IPS tergolong rendah. Dengan berbantuan ICT guru dapat memberikan pembelajaran yang lebih bermakna salah satunya adalah model blended learning tipe station rotation. Model ini merupakan model rotasi yang dimana dalam stasiunnya minimal terdapat 1 stasiun yang melakukan pembelajaran online. Model ini dipilih agar siswa dapat beradaptasi kembali terhadap pembelajaran yang sudah tatap muka seluruhnya. Penelitian ini dilakukan pada bulan Agustus dengan tujuan untuk melihat pengaruh model blended learning tipe station rotation terhadap aktivitas dan hasil belajar siswa. Penelitian ini merupakan penelitian eksperimen dengan model pra experiment di mana hanya membutuhkan 1 kelas eksperimen. Dalam penelitian ini terdapat 33 siswa yang dipilih melalui  nonprobability sampling. Data dikumpulkan melalui tes, observasi, dan dokumentasi yang kemudian dianalisis menggunakan uji parametrik paired t-test. Untuk melihat aktivitas belajar siswa dilakukan observasi saat pembelajaran dengan model blended learning tipe station rotation diterapkan. Sedangkan, untuk melihat hasil belajar dilakukan pre test dan post test. Hasil observasi menunjukkan bahwa aktivitas belajar siswa saat beragam mulai dari aktivitas fisik hingga mental saat diterapkan model blended learning tipe station rotation. Selain itu, hasil olah data menunjukkan bahwa model blended learning tipe station rotation dapat mempengaruhi hasil belajar siswa, dengan perolehan saat pre test dan post test. Nilai pre test menunjukkan terdapat 29 siswa mendapat nilai <50 dan, 2 siswa mendapat nilai 50-65. Sedangkan pada post test terdapat 6 siswa mendapat nilai <50, 13 siswa mendapat nilai 50-65, dan 12 siswa mendapat nilai 65-80. Hasil uji paired t-test menunjukkan bahwa hasil belajar siswa mendapat nilai signifikansi 0,001 < 0,05.

Kata kunci          :, Blended Learning, Station Rotation, pembelajaran IPS, Hasil Belajar, Aktivitas Belajar

During the Covid-19 transition period, learning at SMP Negeri 47 Surabaya has allowed all face-to-face learning activities. This change made students experience culture shock, where initially they studied from home, changed to learning directly in class. They still carry the habits they carry out in learning at home in class, such as not responding to the teacher's questions, having difficulty discussing the topic, not giving enough feedback, and not taking notes on what has been explained. This is because during the transition period, in learning the teacher uses the lecture learning model, where in the process the teacher only explains, and students are led to accept all explanations from the teacher. This causes the activity and student learning outcomes in social studies learning to be low. With the help of ICT, teachers can provide more meaningful learning, one of which is the station rotation type blended learning model. This model is a rotation model in which there is at least 1 station that conducts online learning. This model was chosen so that students can adapt again to face-to-face learning. This research was conducted in August to see the effect of the station rotation-type blended learning model on student learning activities and outcomes. This research is experimental research with a pre-experimental model which only requires 1 experimental class. In this study, 33 students were selected through non-probability sampling. Data were collected through tests, observations, and documentation which were then analyzed using the parametric Paired t-test. To see student learning activities, observations were made when learning with the station rotation type blended learning model was applied. Meanwhile, to see the learning outcomes carried out pre-test and post-test. The observation results show that students' learning activities vary from physical to mental activity when the station rotation type of blended learning model is applied. In addition, the results of data processing show that the station rotation type blended learning model can affect student learning outcomes, with pre-test and post-test gains. The pre-test scores showed that 29 students scored <50 and 2 students scored 50-65. Meanwhile, in the post-test, 6 students scored <50, 13 students scored 50-65, and 12 students scored 65-80. The results of the paired t-test showed that student learning outcomes got a significance value of 0.001 <0.05.

Keywords: Blended Learning, Station Rotation, social studies learning, learning outcomes, learning activities