Pengembangan Buku Digital Berpendekatan Balance Literacy Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa
Pada Tema 3 Benda di Sekitarku Kelas III Sekolah Dasar
Development of a Digital Book with a Balanced Literacy Approach to Improve Students' Critical Thinking Ability
on the Theme of 3 Objects Around Me Grade III Elementary School
ABSTRAK
Lestari, Dwi Puji, 2021. Pengembangan Buku Digital Berpendekatan Balance Literacy Untuk Meningkatkan Kemampuan Berpikir Kritis Siswa Pada Tema 3 Benda di Sekitarku Kelas III Sekolah Dasar. Tesis. Program Studi Pendidikan Dasar, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (1) Prof. Dr. Wahyu Sukartiningsih, M.Pd., dan (2) Dr. Hendratno, M.Hum.
Kata-kata Kunci: Media Pembelajaran, Buku Digital, Balance Literacy, Kemampuan Berpikir Kritis
Penelitian ini bertujuan untuk meneliti kevalidan, kepraktisan, dan keefektifan dalam mengembangkan media pembelajaran berupa buku digital berpendekatan balance literacy untuk meningkatkan kemampuan berpikir kritis siswa pada tema 3 benda di sekitarku kelas III sekolah dasar. Penelitian ini menggunakan model penelitian ASSURE.
Kevalidan media pembelajaran berupa buku digital berpendekatan balance literacy berdasarkan hasil validasi ahli sebesar 91,87% (layak diterapkan). Selanjutnya, untuk kevalidan media pembelajaran berupa buku digital ini didukung dari hasil uji coba terbatas dimana hasil respon guru mendapat persentase 90,56% (layak diterapkan), dan hasil respon siswa mendapat persentase 94,00%.
Kepraktisan media pembelajaran berupa buku digital berpendekatan balance literacy berdasarkan hasil observasi keterlaksanaan pembelajaran dan aktivitas siswa. Hasil persentase keterlaksanaan pembelajaran pada kelas eksperimen sebesar 90,63% (terlaksana dengan sangat baik), sedangkan hasil persentase keterlaksanaan pembelajaran pada kelas kontrol sebesar 87,50% (terlaksana dengan sangat baik). Hasil persentase aktivitas siswa pada kelas eksperimen sebesar 85,71% (baik sekali), sedangkan hasil persentase aktivitas siswa pada kelas kontrol sebesar 78,57% (baik).
Keefektifan media pembelajaran berupa buku digital berpendekatan balance literacy diuji dengan tes menggunakan non ekuivalen control grup design. Hasil uji hipotesis nilai post-test kelas eksperimen dan post-test kelas kontrol dengan hasil nilai sign (2-tailed) sebesar 0.044 < 0,05. Sehingga Ha diterima dan H0 ditolak, sehingga dapat disimpulkan bahwa “terdapat perbedaan yang signifikan antara rata-rata hasil post-test kemampuan berpikir kritis siswa di kelas eksperimen dengan kelas kontrol.
Hasil penelitian menunjukkan bahwa media pembelajaran berupa buku digital berpendekatan balance literacy valid, praktis, dan efektif karena memberikan pengaruh terhadap kemampuan berpikir kritis siswa, sehingga media pembelajaran berupa buku digital berpendekatan balance literacy relevan untuk diterapkan di kelas III sekolah dasar.
Lestari, Dwi Puji, 2021. Development of a Digital Book with a Balanced Literacy Approach to Improve Students' Critical Thinking Ability on the Theme of 3 Objects Around Me Grade III Elementary School. Thesis. Basic Education Study Program, Postgraduate, State University of Surabaya. Supervisor: (1) Prof. Dr. Wahyu Sukartiningsih, M.Pd., and (2) Dr. Hendratno, M. Hum.
Keywords: Learning Media, Digital Books, Balance Literacy, Critical Thinking Ability
This study aims to examine the validity, practicality, and effectiveness of developing learning media in the form of digital books with a balance literacy approach to improve students' critical thinking skills on the theme of 3 objects around me in third grade elementary school. This study uses the ASSURE research model.
The validity of the learning media in the form of a digital book with a balance literacy approach based on the results of expert validation is 91.87% (feasible to apply). Furthermore, for the validity of the learning media in the form of a digital book, it is supported by the results of a limited trial where the teacher's response results get a percentage of 90.56% (feasible to apply), and the student response results get a percentage of 94.00%.
The practicality of learning media in the form of digital books with a balance literacy approach is based on the results of observations of the implementation of learning and student activities. The result of the percentage of learning implementation in the experimental class was 90.63% (very well implemented), while the percentage result of the implementation of learning in the control class was 87.50% (very well implemented). The result of the percentage of student activity in the experimental class was 85.71% (very good), while the result of the percentage of student activity in the control class was 78.57% (good).
The effectiveness of learning media in the form of digital books with a balance literacy approach was tested by using a non-equivalent control group design test. The results of the hypothesis test of the post-test value of the experimental class and the post-test of the control class with the result of the sign value (2-tailed) of 0.044 <0.05. So Ha is accepted and H0 is rejected, so it can be concluded that "there is a significant difference between the average post-test results of students' critical thinking skills in the experimental class and the control class.
The results showed that the learning media in the form of a digital book with a balance literacy approach was valid, practical, and effective because it had an influence on students' critical thinking skills, so that the learning media in the form of a digital book with a balanced literacy approach was relevant to be applied in grade III elementary school.