PENGARUH MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DENGAN MENERAPKAN BLENDED LEARNING TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN PEMROGRAMAN DASAR DITINJAU DARI COMPUTATIONAL THINKING SKILLS SISWA

The Effect of Learning Model Problem Based Learning (PBL) by Applying Blended Learning to Student Learning Outcomes in Basic Programming Subjects Viewed from Students' Computational Thinking Skills

ABSTRAK

Paramitha, Citra Pratiwi. 2022. Pengaruh Model Pembelajaran Problem Based Learning (PBL) Dengan Menerapkan Blended Learning Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Pemrograman Dasar Ditinjau Dari Computational Thinking Skills Siswa. Tesis, Program Studi Pendidikan Teknologi dan Kejuruan, Pascasarjana, Universitas Negeri Surabaya. Pembimbing: (I) Prof. Dr. H. Muchlas Samani, M.Pd., dan (II) Prof. Dr. I.G.P. Asto Buditjahjanto, M.T.

Kata – kata Kunci: model pembelajaran problem based learning (PBL), blended learning, hasil belajar, computational thinking skills.

Penerapan model pembelajaran yang tepat dalam proses pembelajaran dapat menstimulus computational thinking skills siswa sehingga hasil belajar siswa pada mata pelajaran pemrograman dasar meningkat. Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran problem based learning (PBL) dengan menerapkan blended learning terhadap hasil belajar siswa pada mata pelajaran pemrograman dasar ditinjau dari computational thinking skills siswa.

Penelitian ini menggunakan jenis penelitian eksperimen. Desain penelitian yang digunakan adalah desain faktorial 2x2.  Untuk menentukan sample penelitian, peneliti menggunakan probability sampling dengan teknik simple random sampling. Sampel penelitian dibagi menjadi 2 kelompok, yakni: (1) kelompok ekperimen yang diajar dengan model pembelajaran PBL dengan menerapkan blended learning; dan (2) kelompok kontrol yang dijar dengan model PBL dengan tatap muka.

            Sejalan dengan tujuan penelitian, hasil penelitian menunjukkan bahwa: (1) hasil belajar siswa ranah kognitif, afektif dan psikomotor yang menggunakan model pembelajaran PBL dengan menerapkan blended learning, lebih tinggi secara signifikan dibandingkan dengan hasil belajar siswa ranah kognitif, afektif dan psikomotor yang menggunakan model pembelajaran PBL dengan tatap muka pada mata pelajaran pemrograman dasar; (2) hasil belajar siswa ranah kognitif, afektif dan psikomotor yang memiliki computational thinking skills tinggi, lebih tinggi secara signifikan dibandingkan dengan hasil belajar siswa ranah kognitif, afektif dan psikomotor yang memiliki kemampuan computational thinking skills rendah pada mata pelajaran pemrograman dasar; (3) terdapat interaksi yang signifikan antara model pembelajaran (PBL dengan menerapkan blended learning dan PBL dengan menerapkan pembelajaran tatap muka) dengan computational thinking skills terhadap hasil belajar siswa pada mata pelajaran pemrograman dasar.         

Paramitha, Citra Pratiwi. 2022. The Effect of Learning Model Problem Based Learning (PBL) by Applying Blended Learning to Student Learning Outcomes in Basic Programming Subjects Viewed from Students' Computational Thinking Skills. Thesis, Technology and Vocational Education Study, Postgraduate Program, State University of Surabaya. Advisors: (I) Prof. Dr. H. Muchlas Samani, M.Pd., dan (II) Prof. Dr. I.G.P. Asto Buditjahjanto, M.T.

Keywords: problem based learning (PBL), blended learning, learning outcomes, computational thinking skills.

The application of the right learning model in the learning process can stimulate students' computational thinking skills so that student learning outcomes in basic programming subjects increase. This study aims to determine the effect of problem based learning (PBL) model by applying blended learning on student learning outcomes in basic programming subjects in terms of students' computational thinking skills.

This research uses the type of experimental research. The research design used is a 2x2 factorial design. To determine the research sample, the researcher used probability sampling with a simple random sampling technique. The research sample divided into 2 groups, namely: (1) the experimental group taught using the PBL learning model by applying blended learning; and (2) the control group taught by the conventional PBL.

In line with the research objectives, the results showed that: (1) the learning outcomes of the cognitive, affective and psychomotor domains of students who were taught using the PBL model by applying blended learning, were significantly higher than the learning outcomes of the cognitive, affective and psychomotor domains of students who were taught using PBL face-to-face learning model in basic programming subjects; (2) learning outcomes in the cognitive, affective and psychomotor domains of students who had high computational thinking skills, were significantly higher than the learning outcomes of cognitive, affective and psychomotor domains of students who had low computational thinking skills in basic programming subjects; (3) there was a significant interaction between learning models (PBL by applying blended learning and conventional PBL) with computational thinking skills on student learning outcomes in basic programming subjects