Pengembangan Video Pembelajaran Berbasis Microlearning Materi Model Pengembangan Kurikulum Prodi S1 Teknologi Pendidikan Universitas Negeri Surabaya
Development of Microlearning-Based Learning Videos on Curriculum Development Model Material for Study Program S1 Educational Technology at Surabaya State University
Pembelajaran yang berkualitas membutuhkan kurikulum yang berkualitas, fasilitas yang modern, dan teknologi yang berkembang mengikuti zaman. Dari penjelasan tersebut, media pembelajaran merupakan hasil dari implementasi perkembangan teknologi yang dapat memfasilitasi pembelajaran guna merangsang minat belajar dan menarik perhatian peserta didik.
Media yang dikembangkan dalam penelitian ini adalah video pembelajaran berbasis microlearning. Microlearning merupakan strategi penyampaian yang berupa informasi secara ringkas dan fokus terhadap inti pembelajaran. Sehingga video pembelajaran dengan strategi microlearning berisikan penjelasan materi secara sederhana dan disesuaikan agar pembelajaran tidak monoton secara berjam-jam.
Tujuan penelitian ini adalah (1) menghasilkan video pembelajaran yang layak untuk materi model pengembangan kurikulum program studi S1 Teknologi Pendidikan Universitas Negeri Surabaya dan (2) menghasilkan video pembelajaran yang efektif untuk materi model pengembangan kurikulum program studi S1 Teknologi Pendidikan Universitas Negeri Surabaya.
Metode penelitian ini adalah deskriptif kualitatif dan kuantitatif. Data dikumpulkan dengan menggunakan teknik wawancara, penilaian angket, dan tes kinerja. Teknik wawancara dan angket digunakan untuk memperoleh data kualitatif tentang analisis kebutuhan mahasiswa di kelas serta hasil masukan dari para ahli dan subjek uji coba untuk mengetahui tingkat kelayakan media. Sedangkan teknik tes kinerja digunakan untuk memperoleh data kuantitatif tentang kemampuan mahasiswa dalam mengembangkan kurikulum.
Hasil penelitian menunjukkan bahwa dari hasil validasi kepada para ahli dan subjek uji coba mendapatkan skor maksimal sehingga dapat dikatakan media video microlearning layak digunakan dalam pembelajaran. Sedangkan hasil tes yang dilakukan untuk melihat perbedaan hasil belajar mahasiswa menggunakan uji T yaitu = 11. 791 > = 1.993. Dapat disimpulkan bahwa H0 ditolak dan Ha diterima yang artinya terdapat perbedaan rata-rata yang signifikan antara data nilai rata-rata kelas kontrol dan kelas eksperimen sehingga media video berbasis microlearning materi model pengembangan kurikulum dapat dikatakan efektif karena terdapat perbedaan hasil belajar pada mahasiswa prodi S1 Teknologi Pendidikan angkatan 2022.
Kata Kunci: Media, Video Pembelajaran Microlearning, Model Pengembangan Kurikulum
Quality learning requires a quality curriculum, modern facilities, and technology that develops with the times. From this explanation, learning media is the result of the implementation of technological developments that can facilitate learning to stimulate interest in learning and attract the attention of students.
The media developed in this research is a microlearning-based learning video. Microlearning is a delivery strategy in the form of concise information and focus on the core of learning. So that learning videos with microlearning strategies contain simple and customized material explanations so that learning is not monotonous for hours.
The objectives of this study were (1) to produce a feasible learning video for the curriculum development model material of the Bachelor of Educational Technology study program at Surabaya State University and (2) to produce an effective learning video for the curriculum development model material of the Bachelor of Educational Technology study program at Surabaya State University.
This research method is descriptive qualitative and quantitative. Data were collected using interview techniques, questionnaire assessment, and performance tests. Interview and questionnaire techniques were used to obtain qualitative data about the analysis of student needs in the classroom as well as the results of input from experts and test subjects to determine the level of media feasibility. Meanwhile, the performance test technique was used to obtain quantitative data on students' ability to develop the curriculum.
The results showed that from the results of validation to experts and test subjects get the maximum score so that it can be said that microlearning video media is feasible to use in learning. While the test results conducted to see the difference in student learning outcomes using the T test are tcount = 11. 791> ttable = 1.993. It can be concluded that H0 is rejected and Ha is accepted, which means that there is a significant average difference between the mean value data of the control class and the experimental class so that the microlearning-based video media on curriculum development model material can be said to be effective because there are differences in learning outcomes in undergraduate students of Educational Technology class of 2022.
Keywords: Media, Microlearning Learning Video, Curriculum Development Model