PENGEMBANGAN FLIPPED CLASSROOM TERINTEGRASI ICT KONTEKS BATIK MATAHARI KOTA MOJOKERTO UNTUK MENINGKATKAN KEMAMPUAN PENALARAN SPASIAL SISWA SEKOLAH DASAR
DEVELOPMENT OF INTEGRATED FLIPPED CLASSROOM ICT CONTEXT OF MATAHARI BATIK MOJOKERTO CITY TO IMPROVE SPATIAL REASONING ABILITY OF ELEMENTARY SCHOOL STUDENTS
ABSTRAK
Widyaningsih, Kurnia. 2021. Pengembangan Flipped Classroom Terintegrasi ICT Konteks Batik Matahari Kota Mojokerto untuk Meningkatkan Kemampuan Penalaran Spasial Siswa Sekolah Dasar. Tesis, Program Studi Pendidikan Dasar, Pascasarjana, Universitas Negerei Surabaya. Pembimbing: (I) Prof. Dr. Tatag Y. E. Siswono, M.Pd. dan (II) Dr. Wiryanto, M.Si.
Kata-kata Kunci: Perangkat Pembelajaran, Flipped Classroom, ICT, Konteks Batik, Kemampuan Penalaran Spasial.
Penelitian ini bertujuan untuk mendeskripsikan pengembangan perangkat Flipped Classroom terintegrasi ICT konteks batik matahari Kota Mojokerto untuk meningkatkan kemampuan penalaran spasial siswa sekolah dasar yang yang meliputi (1) kelayakan hasil pengembangan, (2) aktivitas siswa ketika pembelajaran, (3) peningkatan kemampuan penalaran spasial siswa, dan (4) respon siswa.
Jenis penelitian ini adalah penelitian dan pengembangan (Research and Development) dengan model pengembangan ADDIE dan penelitian eksperimen model one pretest-postest design. Perangkat pembelajaran yang dikembangkan divalidasi oleh tiga validator yaitu ahli materi, ahli media, dan praktisi pembelajaran. Subjek untuk uji coba adalah 10 siswa SDN Miji 2 Kota Mojokerto dan subjek untuk implementasi adalah 24 siswa SDN Miji 4 Kota Mojokerto. Data pada penelitian ini adalah perangkat pembelajaran, aktivitas siswa, penilaian hasil belajar, dan respon siswa. Teknik pengumpulan data adalah validitas perangkat pembelajaran, observasi, tes, dan angket.
Hasil implementasi menunjukkan siswa sangat antusias dan semangat dalam proses pembelajaran. Proses pembelajaran flipped classroom menggunakan lima platform ICT yaitu google classroom, desmos, geogebra, kahoot, dan quizizz. Pembelajaran flipped classroom dilaksanakan melalui tiga aktivitas yaitu (1) mempelajari video mencakup materi yang akan dipelajari dan mencatat hal-hal yang belum dipahami sebelum pembelajaran di kelas, (2) diskusi dan tanya jawab mengenai materi yang belum dipahami ketika pembelajaran tatap muka melalui zoom meeting, (3) menyelesaikan tugas tindak lanjut di rumah setelah pembelajaran tatap muka.
Hasil penelitian menunjukkan bahwa (1) kelayakan perangkat pembelajaran yang dikembangkan dalam kategori sangat valid, praktis, dan efektif, (2) aktivitas siswa sekolah dasar ketika dilaksanakan pembelajaran adalah 93% (sangat baik), (3) kemampuan penalaran spasial siswa meningkat dengan rata-rata 0,6 (g-sedang), dan (4) respon siswa terhadap perangkat pembelajaran adalah 98,61% (sangat kuat) dan respon siswa ketika dilaksanakan pembelajaran adalah 98,21% (sangat kuat). Jadi, dapat disimpulkan bahwa perangkat pembelajaran flipped classroom terintegrasi ICT konteks batik matahari Kota Mojokerto layak (valid, praktis, dan efektif) sehingga dapat digunakan untuk meningkatkan kemampuan penalaran spasial siswa sekolah dasar.
ABSTRACT
Widyaningsih, Kurnia. 2021. Development of an Integrated ICT Flipped Classroom Context of Batik Matahari Mojokerto City to Improve the Spatial Reasoning Ability of Elementary School Students. Thesis, Basic Education Study Program, Postgraduate, State University of Surabaya. Supervisor: (I) Prof. Dr. Tatag Y. E. Siswono, M.Pd. and (II) Dr. Wiryanto, M.Si.
Keywords: Learning Devices, Flipped Classroom, ICT, Batik Context, Spatial Reasoning Ability.
This study aims to describe the development of an integrated ICT Flipped Classroom device in the context of Batik Matahari, Mojokerto City to improve the spatial reasoning ability of elementary school students which includes (1) the feasibility of the results of the development, (2) student activities when learning, (3) improving students' spatial reasoning abilities, and (4) student responses.
This type of research is research and development (Research and Development) with the ADDIE development model and experimental research model one pretest-posttest design. The learning tools developed were validated by three validators, namely material experts, media experts, and learning practitioners. The subjects for the trial were 10 students of SDN Miji 2 Mojokerto City and the subjects for implementation were 24 students of SDN Miji 4 Mojokerto City. The data in this study are learning tools, student activities, assessment of learning outcomes, and student responses. Data collection techniques are the validity of learning tools, observations, tests, and questionnaires.
The results of the implementation showed that students were very enthusiastic and enthusiastic in the learning process. The flipped classroom learning process uses five ICT platforms, namely google classroom, desmos, geogebra, kahoot, and quizizz. Flipped classroom learning is carried out through three activities, namely (1) studying videos covering material to be studied and recording things that have not been understood before learning in class, (2) discussions and questions and answers about material that has not been understood during face-to-face learning through zoom meetings. , (3) complete a follow-up task at home after face-to-face learning.
The results showed that (1) the feasibility of the learning tools developed in the very valid, practical, and effective categories, (2) the activities of elementary school students when learning was carried out were 93% (very good), (3) students' spatial reasoning abilities increased by an average the average is 0.6 (g-medium), and (4) student responses to learning tools are 98.61% (very strong) and student responses when learning is carried out are 98.21% (very strong). So, it can be concluded that the flipped classroom learning device integrated with ICT in the context of batik sun in Mojokerto City is feasible (valid, practical, and effective) so that it can be used to improve the spatial reasoning abilities of elementary school students.