Pengaruh Blended Learning dan Self Regulated Learning terhadap Keterampilan Kolaborasi dan Pemecahan Masalah IPA Siswa Kelas VIII SMP

The Effect of Blended Learning and Self Regulated Learning on Collaboration and Science Problem Solving Skills of Eighth Grade Junior High School Students

ABSTRAK

Nurul Hamida. 2021. Pengaruh Blended Learning dan Self Regulated Learning terhadap Keterampilan Kolaborasi dan Pemecahan Masalah IPA Siswa Kelas VIII SMP. Disertasi, Program Studi Teknologi Pendidikan, Pascasarjana, Universitas Negeri Surabaya. Promotor: Prof. Dr. Mustaji, M.Pd. dan Co Promotor: Dr. Fajar Arianto, M.Pd.

Kata Kunci: blended learning, self regulated learning, keterampilan kolaborasi, keterampilan pemecahan masalah.

Penelitian ini bertujuan menguji: (1) perbedaan keterampilan kolaborasi siswa yang mengikuti blended learning model station rotation dan flipped classroom, (2) perbedaan keterampilan kolaborasi siswa yang memiliki self regulated learning  tinggi dan rendah, (3) interaksi antara blended learning dan self regulated learning  terhadap keterampilan kolaborasi siswa, (4) perbedaan keterampilan pemecahan masalah pada siswa yang mengikuti blended learning model station rotation dan flipped classroom, (5) perbedaan keterampilan pemecahan masalah pada siswa yang memiliki self regulated learning tinggi dan rendah, dan (6) interaksi antara blended learning dan self regulated learning terhadap keterampilan pemecahan masalah siswa.

Penelitian ini menggunakan rancangan faktorial, yaitu a 2x2 factorialized version of nonequivalent control group design. Subyek penelitian melibatkan sebanyak 100 siswa dari SMP Al Muslim Sidoarjo dan SMP Muhammadiyah 1 Surabaya. Ada dua instrumen penelitian yang digunakan, yaitu tes dan non tes. Analisis data menggunakan teknik analisis MANOVA.

Simpulan penelitian ini adalah sebagai berikut: (1) terdapat perbedaan keterampilan kolaborasi siswa yang mengikuti blended learning model station rotation dan flipped classroom, (2) terdapat perbedaan keterampilan kolaborasi siswa yang memiliki self regulated learning tinggi dan rendah, (3) tidak ada interaksi antara blended learning dan self regulated learning terhadap keterampilan kolaborasi siswa, (4) terdapat perbedaan keterampilan pemecahan masalah siswa yang mengikuti blended learning model station rotation dan flipped classroom, (5) terdapat perbedaan keterampilan pemecahan masalah siswa dengan self regulated learning tinggi dan rendah, dan (6) tidak ada interaksi antara blended learning dan self regulated learning terhadap keterampilan pemecahan masalah siswa. 

ABSTRACT

Hamida, Nurul. 2021. The Effect of Blended Learning and Self Regulated Learning on Collaboration and Science Problem Solving Skills of Eighth Grade Junior High School Students. Dissertation, Educational Technology Study Program, Postgraduate, Universitas Negeri Surabaya. Promoter: Prof. Dr. Mustaji, MPd. and Co Promoter: Dr. Fajar Arianto, M.Pd. 

Keywords: blended learning, self regulated learning, collaboration skills, problem solving skills.

This study aimed to test: (1) difference of students collaboration skills who are taught blended learning of the station rotation and flipped classroom type, (2) difference of students collaboration skills between students who have high and low self regulated learning, (3) the interaction between blended learning and self regulated learning related to collaboration skills, (4) difference of students problem solving skills who are taught blended learning of the station rotation and flipped classroom type, (5) difference of students problem solving skills between students who have high and low self regulated learning, and (6) the interaction between blended learning and self regulated learning related to problem solving skills.

This study used a factorial design, a 2x2 factorized version of nonequivalent control group design. The subjects consisted of 100 eighth grade students selected from Al Muslim Junior High School at Sidoarjo and Muhammadiyah 1 Junior High School at Surabaya. There were two instruments administered, namely test and non test. Data analysis used MANOVA analysis techniques.

The conclusions of this research are as follows: (1) there is a difference of students collaboration skills who are taught blended learning of the station rotation and flipped classroom type, (2) there is a difference of students collaboration skills between students who have high and low self regulated learning, (3) there is no interaction between blended learning and self regulated learning related to collaboration skills, (4) there is a difference of students problem solving skills who are taught blended learning of the station rotation and flipped classroom type (5) there is a difference of students problem solving skills between students who have high and low self regulated learning, and (6) there is no interaction between blended learning and self regulated learning related to problem solving skills.