Pengembangan Desain Pembelajaran Berbasis Mentoring untuk Meningkatkan Kepercayaan Diri dan Kesiapan Belajar Siswa Kelas 4 Sekolah Dasar
Development of a Mentoring-Based Learning Design to Improve Self-Confidence and Learning Readiness of Fourth-Grade Elementary School Students
ABSTRAK
Rahmawati, Rina.2025. Pengembangan Desain Pembelajaran Berbasis Mentoring untuk Meningkatkan Kepercayaan Diri dan Kesiapan Belajar Siswa Kelas 4 Sekolah Dasar. Tesis. Surabaya Fakultas Ilmu Pendidikan Universitas Negeri Surabaya. Pembimbing: (1).Dr. Hitta Alfi Muhimmah, M.Pd., (2). Dr. Ari Metalin Ika Puspita, S.Pd.SD., M.Pd.
Penelitian ini bertujuan untuk mengembangkan desain pembelajaran berbasis mentoring yang dapat meningkatkan kepercayaan diri dan kesiapan belajar siswa kelas IV Sekolah Dasar. Latar belakang penelitian ini berangkat dari kondisi nyata di mana sebagian besar siswa memiliki kepercayaan diri rendah, kurang motivasi, serta kesulitan dalam menghadapi tantangan akademik sehingga berpengaruh pada rendahnya kesiapan belajar. Penelitian menggunakan jenis penelitian R&D (Research and Developmet) dengan model pengembangan ADDIE (Analiysis Design Development Implementation Evaluation). Subjek penelitian adalah siswa kelas IV SD Negeri 1 Kepanjen, dengan uji coba skala kecil dan skala lapangan. Instrumen penelitian meliputi lembar validasi ahli, angket respon guru dan siswa, lembar observasi, serta tes kepercayaan diri dan kesiapan belajar. Data dianalisis secara deskriptif kuantitatif untuk mengukur validitas, kepraktisan, dan keefektifan desain. Hasil validasi para ahli memperoleh presentase 77% dengan kriteria valid, validasi ahli konseling presentase 73% kriteria valid, hasil validasi ahli desain instruksional 86% dengan kriteria sangat valid dan validasi ahli materi 71% deangan kriteria valid. Sedangkan uji kepraktisan mendapat skor presentase 88%. Hasil pengujian menunjukkan bahwa t hitung sebesar -5.034 dengan derajat kebebasan(df) sebesar 24 dengan nilai signifikansi p < 0,001. Karena nilai p < 0,05, H0 ditolak dan Ha diterima.
penelitian menunjukkan bahwa desain pembelajaran berbasis mentoring dinyatakan valid oleh para ahli, praktis diterapkan oleh siswa dan guru, serta efektif dalam meningkatkan kepercayaan diri dan kesiapan belajar siswa. Dengan demikian, desain ini dapat dijadikan alternatif strategi pembelajaran yang mendukung kualitas interaksi guru dan siswa serta menciptakan lingkungan belajar yang positif.
Kata kunci: Desain Pembelajaran Mentoring, Kepercayaan Diri, Kesiapan Belajar
ABSTRACT
Rahmawati, Rina. 2025. Development of a Mentoring-Based Learning Design to Improve Self-Confidence and Learning Readiness of Fourth-Grade Elementary School Students. Thesis. Surabaya, Faculty of Education, Surabaya State University. Supervisors: 1. Dr. Hitta Alfi Muhimmah, M.Pd., 2. Dr. Ari Metalin Ika Puspita, S.Pd.SD., M.Pd.
This research aims to develop a mentoring-based learning design that can improve self-confidence and learning readiness of fourth-grade elementary school students. The background of this research is based on a real-world situation where most students have low self-confidence, lack motivation, and struggle to face academic challenges, which contribute to low learning readiness. The study used an R&D (Research and Development) research method with the ADDIE (Analysis, Design, Development, Implementation, Evaluation) development model. The subjects were fourth-grade students of SD Negeri 1 Kepanjen, with small-scale and field-scale trials. The research instruments included an expert validation sheet, teacher and student response questionnaires, observation sheets, and a self-confidence and learning readiness test. Data were analyzed quantitatively and descriptively to measure the validity, practicality, and effectiveness of the design. The expert validation results were 77%, meeting valid criteria, the counseling expert validation 73%, the instructional design expert validation 86%, and the material expert validation 71%, respectively. The practicality test scored 88%. The test results showed a t-test of -5.034 with 24 degrees of freedom (df) and a significance value of p < 0.001. Since the p-value was < 0.05, H0 was rejected and Ha was accepted.
The study showed that the mentoring-based learning design was deemed valid by the experts, practical for students and teachers to implement, and effective in increasing student self-confidence and learning readiness. Therefore, this design can be used as an alternative learning strategy that supports the quality of teacher-student interactions and creates a positive learning environment.
Keywords: Mentoring Learning Design, Self-Confidence, Learning Readiness