PENGARUH BLENDED LEARNING DAN SELF REGULATED LEARNING TERHADAP HASIL BELAJAR MATA PELAJARAN KIMIA PADA MATERI IKATAN KIMIA SISWA KELAS X

SMA NEGERI 1 WAIKABUBAK SUMBA BARAT-NTT

THE EFFECT OF BLENDED LEARNING AND SELF REGULATED LEARNING ON LEARNING OUTCOMES IN CHEMISTRY SUBJECT ON CHEMICAL BONDING MATERIAL OF CLASS X STUDENTS OF SMA NEGERI 1 WAIKABUBAK WEST SUMBA-NTT

ABSTRAK

Morantri, Anggelina Bili. (2023). Pengaruh Blended learning dan Self Regulated Learning terhadap Hasil belajar Mata Pelajaran Kimia pada Materi Ikatan Kimia Siswa Kelas X SMA Negeri 1 Waikabubak Sumba Barat-NTT.  Tesis, Program Studi Teknologi Pendidikan, Pascasarjana, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Mustaji, M.Pd dan (II) Dr. H. Bachtiar S. Bachri, M.Pd.

Kata-kata Kunci: blended learning, hasil belajar, kimia, ikatan kimia.

Mata pelajaran Kimia kerap kali dianggap sebagai mata pelajaran yang sulit dan membosankan. Hal ini berdasarkan nilai ulangan Kimia yang masih rendah  pada siswa kelas X di SMA Negeri 1 Waikabubak. Berdasarkan hasil wawancara dengan siswa sebelumnya. Menimbulkan pemikiran bagaimana membuat pembelajaran Kimia menjadi menyenangkan dan menarik dengan media berbasis teknologi yang dapat diakses secara online dapat digunakan dimanapun dan kapanpun selama tersedia koneksi internet.

Berdasarkan hasil diskusi, peneliti menemukan fakta bahwa belum ada penggunaan media berbasis teknologi yang diakses secara online khususnya pada pembelajaran Kimia di SMA Negeri 1 Waikabubak. Ketersediaan fasilitas ini tidak lain sebagai faktor penunjang. Hal ini terbukti dengan hasil angket kepada 72 responden, didapat hasil dari pernyataan bahwa Pendidik belum pernah menggunakan pembelajaran berbasis Online , seperti zenius.net , ruang Pendidik, quipper school. Oleh karena itu pendidik harus mengadakan pembelajaran yang dapat melatih kemampuan berpikir peserta didik lewat pemanfaatan media berbasis teknologi. Salah satu model pembelajaran yang dapat digunakan pendidik adalah model pembelajaran Blended learning. Dengan blended learning selain siswa dapat melakukan pembelajaran secara online, siswa tetap memperoleh pembelajaran tatap muka secara lansgung. Tujuan penelitian ini secara umum adalah menganalisis pengaruh blended learning dan self-regulated learning terhadap hasil belajar peserta didik pada mata pelajaran kimia. Penelitian ini bersifat deskriptif kuantitatif dengan Quasi eksperimental research dengan desain faktorial yang memperhatikan adanya variabel moderator yang mempengaruhi perlakuan variabel independen terhadap hasil belajar (variabel dependen).

Subjek penelitian adalah siswa kelas X berjumlah 70 siswa yang dibagi menjadi kelompok eksperimen yang dibelajarkan menggunakan blended learning  sebanyak 35 siswa dan kelompok kontrol yang dibelajarkan dengan problem based learning sebanyak 35 siswa. Hasil dari penelitian ini terdapat perbedaan rerata nilai hasil belajar siswa. Perolehan rerata nilai hasil belajar siswa menggunakan blended learning lebih tinggi dibanding dengan problem based learning. Perolehan rerata nilai hasil belajar siswa dengan self-regulated learning tinggi lebih baik dibanding siswa dengan self-regulated learning rendah. Terdapat interaksi antara blended learning dan self-regulated learning. Berdasarkan signifikansi pembelajaran blended learning dan self-regulated learning berpengaruh signifikan terhadap hasil belajar. Blended learning dan Self-regulated learning berpengaruh positif terhadap hasil belajar.

ABSTRACT

Morantri, Anggelina Bili. (2023). The Effect of Blended learning and Self Regulated Learning on Learning Outcomes in Chemistry Subject on Chemical Bonding Material of Class X Students of SMA Negeri 1 Waikabubak West Sumba-NTT. Thesis, Educational Technology Study Program, Postgraduate, State University of Surabaya. Supervisor: (I) Prof. Mustaji, M.Pd dan (II) Dr. H. Bachtiar S. Bachri, M.Pd.

Keywords: blended learning, learning outcomes, chemistry, chemical bonds.

Chemistry is often considered a difficult and boring subject. This is based on the still low chemistry test scores of tenth grade students at SMA Negeri 1 Waikabubak. Based on previous student interviews, it prompts the thought of how to make chemistry learning enjoyable and interesting using technology-based media that can be accessed online and can be used anywhere and anytime as long as there is an internet connection.

Based on the results of discussions, the researcher found that there has been no use of online accessed technology-based media specifically for learning chemistry at SMA Negeri 1 Waikabubak. The availability of these facilities is nothing but a supporting factor. This is proven by the results of a questionnaire to 72 respondents, the statement was obtained that the Educator has never used online-based learning, such as zenius.net, Educator room, quipper school. Therefore, educators should conduct learning that can train students' thinking abilities through the use of technology-based media. One learning model that educators can use is the blended learning model. With blended learning, in addition to students being able to learn online, students still get direct face-to-face learning. The general objective of this study is to analyze the effect of blended learning and self-regulated learning on students' learning outcomes in chemistry subjects. This research is descriptive quantitative with Quasi experimental research with a factorial design that considers the existence of a moderator variable that influences the treatment of independent variables on learning outcomes (dependent variables).

The subjects of the study were 70 tenth grade students divided into an experimental group taught using blended learning as many as 35 students and a control group taught with problem-based learning as many as 35 students. The results of this study found a difference in the average value of student learning outcomes. The acquisition of the average value of student learning outcomes using blended learning is higher than with problem-based learning. The acquisition of the average value of student learning outcomes with high self-regulated learning is better than students with low self-regulated learning. There is an interaction between blended learning and self-regulated learning. Based on the significance of blended learning and self-regulated learning, they significantly influence learning outcomes. Blended learning and Self-regulated learning have a positive effect on learning outcomes.