ABSTRAK

Sudrajat, 2019. Pengaruh Model Collaborative Learning,  Cooperative Learning, dan Self-    Regulated Learning Terhadap hasil Belajar Mata Kuliah Pendidikan Pancasila. Disertasi. Program Studi Teknologi Pendidikan, Program Pascasarjana Universitas Negeri Surabaya. Pembimbing: (1) Prof. Dr. Luthfiyah Nurlela, M. Pd, (2) Prof. Dr. Mustaji, M. Pd

Kata Kunci: Model collaborative learning, model cooperative learning, self-regulated learning, hasil belajar.

            Penelitian ini bertujuan untuk: (1) menguji perbedaan hasil belajar mata kuliah Pendidikan Pancasila yang mengikuti model pembelajaran collaborative learning dan cooperative learning, (2) menguji perbedaan hasil  belajar mata kuliah Pendidikan Pancasila yang memiliki self-regulated learning rendah dan tinggi, (3) menguji interaksi antara model pembelajaran dan self-regulated learning terhadap hasil belajar pada mata kuliah Pendidikan Pancasila di Politeknik Penerbangan Surabaya.

Jenis penelitian yang dipilih dalam penelitian ini adalah kuantitatif eksperimen dengan rancangan faktorial 2 x 2. Subjek penelitian adalah Taruna Teknik Pesawat Udara angkatan II-A,B,C dan III-A. Sampel terdiri dari taruna D.III Teknik Pesawat Udara angkatan II-A dan II-B yang berjumlah 46 taruna sebagai kelompok eksperimen dan D.III Teknik Pesawat  Udara angkatan II-C dan III-A yang berjumlah 47 taruna sebagai kelompok kontrol. Teknik analisis yang digunakan pada penelitian ini adalah analisi varians (anava) dua jalur.

            Hasil penelitian ini menunjukkan,(1) terdapat perbedaan hasil belajar Pendidikan Pancasila pada taruna diajar dengan model pembelajaran collaborative learning dan cooperative learning, (2) tidak ada perbedaan hasil belajar mata kuliah Pendidikan Pancasila ditinjau dari self-regulated learning rendah dan tinggi, (3) tidak ada interaksi model pembelajaran dan self-regulated learning terhadap hasil belajar pada mata kuliah Pendidikan Pancasila.

            Berdasarkan temuan penelitian, peneliti menyarankan (1) model cooperative learning sangat sesuai untuk digunakan pada pembelajaran mata kuliah Pendidikan Pancasila bagi taruna Politeknik Penerbangan Surabaya dan mata kuliah lainya yang bersifat konseptual, (2) self-regulated learning paling sesuai untuk penggunaan strategi pembelajaan yang mendukung pengaturan diri sendiri, seperti pemantauan pemahaman, penetapan tujuan, perencanaan, dan pengaturan yang sangat penting untuk kinerja akademik, (3) Proses pembelajaran dengan model cooperative perlu diperhatikan sikap yang mendukung kemampuan kerjasama tim. Variabel sikap yang mendukung pembelajaran yang berdasarkan pada pembelajaran kerjasama dalam tim sangat penting untuk diteliti pada penelitian lanjutan. Keberagaman subjek, gaya kognitif atau gaya belajar perlu dilakukan kajian lebih lanjut dalam pembelajaran kooperatif dan kolaboratif.

ABSTRACT

Sudrajat, 2019. The Effect of Collaborative Learning, Cooperative Learning, and Self-                                                                               Regulated Learning Models on the Learning Outcomes of Pancasila Education Courses. Dissertation. Educational Technology Study Program, Surabaya State University Postgraduate Program. Supervisor: (1) Prof. Dr. Luthfiyah Nurlela, M. Pd, (2) Prof. Dr. Mustaji, M. Pd

Keywords: Collaborative learning model, cooperative learning, self-regulated learning, learning outcomes.

This research aims to: (1) test the differences in learning outcomes of Pancasila Education courses that follow the collaborative learning and cooperative learning models, (2) test the differences in learning outcomes of Pancasila Education courses that have low and high self-regulated learning , (3) testing the interaction between learning models and self-regulated learning on learning outcomes in the Pancasila Education course at Surabaya Aviation Polytechnic.

The type of research chosen in this study was a quantitative experiment with a 2 x 2 factorial design. The research subjects were Air Force Engineering Youth Class II-A, B, C, and III-A. The sample consisted of cadets D.III Aircraft Engineering class II-A and II-B, amounting to 46 cadets as an experimental group and D.III Aircraft Engineering class II-C and III-A, amounting to 47 cadets as a control group. The analysis technique used in this study is the analysis of two-way variance (ANOVA).

  The results of this study indicate, (1) there are differences in learning outcomes of Pancasila Education in cadets taught with collaborative learning and cooperative learning models, (2) there is no difference in learning outcomes in Pancasila Education courses in terms of low and high self-regulated learning, (3 ) there is no interaction between the learning model and self-regulated learning on learning outcomes in the Pancasila Education course.

Based on the research findings, the researcher suggests (1) the cooperative learning model is very suitable for use in learning the Pancasila Education course for Surabaya Aviation Polytechnic cadets and other conceptual subjects, (2) self-regulated learning is most suitable for the use of learning strategies that support self-regulation, such as monitoring of understanding, setting goals, planning, and arrangements that are very important for academic performance, (3) The learning process with cooperative models needs to be considered an attitude that supports the ability of teamwork. Attitude variables that support learning based on teamwork learning are very important to be investigated in further research. The diversity of subjects, cognitive styles or learning styles needs to be carried out with further studies in cooperative and collaborative learning.