PENGEMBANGAN MODEL PEMBELAJARAN AREA BERBASIS KONEKTIVISME UNTUK MENINGKATKAN KETERAMPILAN SOSIAL, METAKOGNITIF, DAN KREATIVITAS PESERTA DIDIK SD
DEVELOPMENT OF CONNECTIVISM-BASED AREA LEARNING MODELS TO IMPROVE SOCIAL, METACOGNITIVE, AND CREATIVITY SKILLS OF ELEMENTARY STUDENTS
Kata-kata Kunci: Model pembelajaran area, konektivisme, keterampilan sosial, metakognitif, kreativitas.
Pembelajaran seni rupa dan prakarya kelas 2 di SD Al Chusnaini selama ini masih berpusat pada guru. Pembelajaran sudah dilakukan secara berkelompok akan tetapi belum pernah diterapkanya model pembelajaran. Ini menyebabkan kebosanan peserta didik saat berkarya, kegiatan lebih sering mewarna saja, intervensi guru pada proses berkarya mendominasi, tidak adanya apresiasi dalam berkarya, tidak atau belum dioptimalkannya keterampilan sosial, metakognitif, kreativitas peserta didik. Penelitian ini bertujuan untuk: (1) menganalisis kelayakan model pembelajaran area berbasis konektivisme untuk meningkatkan keterampilan sosial, metakognitif, dan kreativitas peserta didik kelas 2 SD, (2) menganalisis keefektifan model pembelajaran area berbasis konektivisme untuk meningkatkan keterampilan sosial peserta didik kelas 2 SD, (3) menganalisis keefektifan model pembelajaran area berbasis konektivisme untuk meningkatkan metakognitif peserta didik kelas 2 SD, (4) menganalisis keefektifan model pembelajaran area berbasis konektivisme untuk meningkatkan kreativitas peserta didik kelas 2 SD.
Penelitian dan pengembangan ini menggunakan design system instructional Dick, Carey and Carey(2015). Uji kelayakan dilakukan oleh dua validator ahli, sedangkan untuk uji keefektifan model ini melibatkan peserta didik berjumlah 24 melalui uji kelompok besar dengan desain penelitian one group pretest posttest. Analisis data menggunakan N-gain score.
Data hasil observasi digunakan untuk menganalisis peningkatan keterampilan sosial peserta didik dengan menggunakan indikator keterampilan sosial; peer relation, self management, kemampuan akademis, compliance, assertation. Data hasil wawancara digunakan untuk memperoleh data peningkatan metakognitif pada peserta didik dengan indikator: planning, evaluating, monitoring. Data kreativitas diperoleh melalui suatu tes yang menghasilkan karya siswa. Hasil analisis kreativitas siswa, menggunakan indikator fluency, originalitas, elaboration.
Hasil-hasil penelitian pengembangan ini adalah: (1) model pembelajaran Area Berbasis Konektivisme layak digunakan untuk meningkatkan keterampilan sosial, metakognitif, dan kreativitas pesertadidik kelas 2 SD, (2) model pembelajaran Area Berbasis Konektivisme efektif digunakan untuk meningkatkan keterampilan sosial peserta didik kelas 2 SD, (3) model pembelajaran Area Berbasis Konektivisme efektif digunakan untuk untuk meningkatkan metakognitif peserta didik kelas 2 SD, (4) model pembelajaran Area Berbasis Konektivisme efektif digunakan untuk untuk meningkatkan kreativitas peserta didik kelas 2 SD.
Key words: Area-based learning models, connectivism, sosial skills, metacognitive, creativity.
Teaching Art and Craft in Grade 2 at Al Chusnaini Elementary School has been dominated by teacher Learning has been carried out in groups, but the area-based learning model has never been applied. It causes students boring while working, activities are more often just coloring, teacher intervention dominates in the work process, there is no appreciation of student’s work, students’s social skills, metacognitive, and creativity are not yet optimized. This study aims to: (1) analyze the feasibility of the Connectivism-Based Area Learning model to improve the social, metacognitive, and creativity skills of 2nd grade elementary school students, (2) analyze the effectiveness of the Connectivism-Based Area Learning model to improve the social skills of 2nd grade students SD, (3) analyzing the effectiveness of the Connectivism-Based Area Learning model to improve the metacognitive of 2nd grade elementary school students, (4) analyzing the effectiveness of the Connectivism-Based Area Learning model to increase the creativity of 2nd grade elementary school students.
This development research used the systematic design of instruction model of Dick, Carey and Carey (2015). The feasibility test was carried out by two expert validators, while to test the effectiveness of the model involved 24 students in a large group test with a one group pretest posttest research design, then calculations were carried out using the N-gain score.
Observational data were used to analyze the improvement of students' social skills using indicators; peer relations, self-management, academic ability, compliance, and assertion. Interview data were used to obtain metacognitive improvement data on students with indicators: planning, evaluating, monitoring. Creativity data were found out by using a test given to produces student’s work. Analysis of student’s creativity used indicators as follows: fluency, originality, and elaboration.
The results of research and development are as the following: (1) the Connectivism-Based Area Learning model is appropriate to improve social, metacognitive, and creativity skills of 2nd grade elementary school students; (2) the Connectivism-Based Area Learning model is effective for improving the social skills of 2nd grade students elementary school students, (3) the Connectivism-Based Area Learning model is effectively used to improve the metacognitive of 2nd grade elementary school students, (4) the Connectivism-Based Area Learning model is effectively used to increase the creativity of 2nd elementary school students .