Pengembangan Model Blended Web Mobile Learning dengan Aplikasi MoLearn untuk Meningkatkan Keterampilan Berpikir Tingkat Tinggi Siswa SMA
DOI:
https://doi.org/10.36312/ej.v2i2.560Keywords:
balende web mobile learning, MoLearn, higher order thinking skills (HOTs)Abstract
Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa SMA berbasis Higher Order Thinking Skill (HOTS) melalui pembudayaan belajar dengan pendekatan blended learning dengan menerapkan model Blended Web Mobile Learning (BWML) dan aplikasi MoLearn. Penelitian ini merupakan penelitian pengembangan yang mengacu pada Generic Design Research Model (GDRM) dari Plomp dan Nieveen. Untuk pengembangan aplikasi MoLearn metode System Development Life Cycle (SDLC) model waterfall digunakan dalam penelitian ini. Penelitian ini meibatkan 205 siswa sebagai subjek penelitiaan. Data penelitian dikumpulkan menggunakan instrument lembar validasi model, angket resposn siswa, dan tes HOTs siswa. Penelitian dianalisis secara deskriptif menggunakan persamaan reliabilitas dan n-gain. Hasil penelitian menunjukkan bahwa (1) model BWML dengan aplikasi MoLearn dinyatakan valid dan reliable berdasarkan tinjauan content dan isi, selain itu, berdasarkan hasil respon 205 siswa terhadap pembelajaran model BWML dengan aplikasi MoLearn, 83% siswa dinyatakan antusias mengikuti pembelajaran; dan (2) peningkatan HOTs siswa dinyatakan meningkat (rerata n-gain= 0,46) dengan kategori sedang. Hasil penelitian ini menyimpulkan bahwa model Blended Web Mobile Learning (BWML) dengan aplikasi MoLearn valid, praktis, dan efektif untuk meningkatkan keterampilan berpikir tingkat tinggi siswa SMA.
The Development of the Blended Web Mobile Learning Model with the MoLearn Application to Improve High School Students’ Higher Order Thinking Skills
Abstract
This study aims to improve the learning outcomes of high school students based on Higher Order Thinking Skills (HOTS) through the culture of learning with a blended learning approach by applying the Blended Web Mobile Learning (BWML) model and the MoLearn application. This research is a development research that refers to the Generic Design Research Model (GDRM) from Plomp and Nieveen. For the development of the MoLearn application, the Waterfall Model System Development Life Cycle (SDLC) method was used in this study. This study involved 205 students as research subjects. The research data were collected using a model validation sheet instrument, student response questionnaires, and student HOTs tests. The research was analyzed descriptively using the reliability equation and n-gain. The results showed that (1) the BWML model with the MoLearn application was declared valid and reliable based on the content and content review, in addition, based on the results of the responses of 205 students to the BWML model learning with the MoLearn application, 83% of the students were stated to be enthusiastic about participating in the learning; and (2) the increase in students' HOTs was stated to be increasing (mean n-gain = 0.46) in the medium category. The results of this study conclude that the Blended Web Mobile Learning (BWML) model with the MoLearn application is valid, practical, and effective for improving high school students’ higher order thinking skills.
Downloads
References
Arizaga, M. P. G.-, Bahar, A. K., Maker, C. J., Zimmerman, R., & Pease, R. (2016). How Does Science Learning Occur in the Classroom? Students’ Perceptions of Science Instruction During the Implementation of the REAPS Model. EURASIA Journal of Mathematics, Science and Technology Education, 12(3). https://doi.org/10.12973/eurasia.2016.1209a DOI: https://doi.org/10.12973/eurasia.2016.1209a
Atsani, L. G. M. Z. (2020). Transformasi media pembelajaran pada masa pandemi covid-19. al-Hikmah?: Jurnal Studi Islam, 1(1), 82–93. DOI: https://doi.org/10.51672/alfikru.v14i1.33
Benade, L. (2018). BEING A TEACHER IN THE 21ST CENTURY: A critical new zealand research study. SPRINGER Verlag, SINGAPOR. DOI: https://doi.org/10.1007/978-981-10-3782-5
Caesar, M. I. M., Jawawi, R., Matzin, R., Shahrill, M., Jaidin, J. H., & Mundia, L. (2016). The Benefits of Adopting a Problem-Based Learning Approach on Students’ Learning Developments in Secondary Geography Lessons. International Education Studies, 9(2), 51. https://doi.org/10.5539/ies.v9n2p51 DOI: https://doi.org/10.5539/ies.v9n2p51
Chakravarthi, S., & Haleagrahara, N. (2010). Implementation of PBL curriculum involving multiple disciplines in undergraduate medical education programme. International Education Studies, 3(1), p165. https://doi.org/10.5539/ies.v3n1p165 DOI: https://doi.org/10.5539/ies.v3n1p165
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to design and evaluate research in education (8th ed). McGraw-Hill Humanities/Social Sciences/Languages.
Hake, R. R. (1999). Analyzing Change/Gain Scores*. 4.
Hariadi, B. (2015). Web-based cooperative learning, learning styles, and student’s learning outcomes. Jurnal Cakrawala Pendidikan, 2(2). https://doi.org/10.21831/cp.v2i2.4821 DOI: https://doi.org/10.21831/cp.v2i2.4821
Hariadi, B., Sunarto, M. J. D., & Sudarmaningtyas, P. (2016). Development of Web-Based Learning Application for Generation Z. International Journal of Evaluation and Research in Education (IJERE), 5(1), 60. https://doi.org/10.11591/ijere.v5i1.4523 DOI: https://doi.org/10.11591/ijere.v5i1.4523
Hariadi, B., & Wurijanto, T. (2016). Influence of Web Based Cooperative Learning Strategy and Achiever Motivation on Student Study Outcome. International Journal of Evaluation and Research in Education (IJERE), 5(3), 189. https://doi.org/10.11591/ijere.v5i3.4538 DOI: https://doi.org/10.11591/ijere.v5i3.4538
Jatmiko, B., Prahani, B. K., Munasir, M., Imam Supardi, Z. A., Wicaksono, I., Erlina, N., Pandiangan, P., Althaf, R., & Zainuddin, Z. (2018). The comparison of or-ipa teaching model and problem based learning model effectiveness to improve critical thinking skills of pre-service physics teachers. Journal of Baltic Science Education, 17(2), 300–319. https://doi.org/10.33225/jbse/18.17.300 DOI: https://doi.org/10.33225/jbse/18.17.300
Nasrullah, R., Aditya, W., Satya, T. I., Nento, M. N., Hanifah, N., Miftahussururi, M., & Akbari, Q. S. (2017). Materi pendukung literasi digital (L. A. Mayani, Ed.). Direktorat Jenderal Pendidikan Dasar dan Menengah. http://repositori.kemdikbud.go.id/11635/
Nieveen, N. (1999). Prototyping to Reach Product Quality. Dalam J. van den Akker, R. M. Branch, K. Gustafson, N. Nieveen, & T. Plomp (Ed.), Design Approaches and Tools in Education and Training (hlm. 125–135). Springer Netherlands. https://doi.org/10.1007/978-94-011-4255-7_10 DOI: https://doi.org/10.1007/978-94-011-4255-7_10
Pandiangan, P., Sanjaya, I. G. M., & Jatmiko, B. (2017). The validity and effectiveness of physics independent learning model to improve physics problem solving and self-directed learning skills of students in open and distance education systems. Journal of Baltic Science Education, 16(5), 651–665. https://doi.org/10.33225/jbse/17.16.651 DOI: https://doi.org/10.33225/jbse/17.16.651
Plomp, T. (2013). Preparing education for the information society: Implementation challenges. International Journal of Social Media and Interactive Learning Environments, 1(3), 224. https://doi.org/10.1504/IJSMILE.2013.055752 DOI: https://doi.org/10.1504/IJSMILE.2013.055752
Prahani, B. K., Nur, M., Yuanita, L., & Limatahu, I. (2017). Validitas model pembelajaran group science learning; pembelajaran inovatif di Indonesia. Vidya Karya, 31(1). https://doi.org/10.20527/jvk.v31i1.3976 DOI: https://doi.org/10.20527/jvk.v31i1.3976
Prahani, B. K., Suprapto, N., Suliyanah, Lestari, N. A., Jauhariyah, M. N. R., Admoko, S., & Wahyuni, S. (2018). The effectiveness of collaborative problem based physics learning (CPBPL) model to improve student’s self-confidence on physics learning. Journal of Physics: Conference Series, 997, 012008. https://doi.org/10.1088/1742-6596/997/1/012008 DOI: https://doi.org/10.1088/1742-6596/997/1/012008
Sern, L. C., Salleh, K. M., Sulaiman, N. lisa, Mohamad, M. M., & Yunos, J. M. (2015). Comparison of Example-based Learning and Problem-based Learning in Engineering Domain. Universal Journal of Educational Research, 3(1), 39–45. https://doi.org/10.13189/ujer.2015.030106 DOI: https://doi.org/10.13189/ujer.2015.030106
Sunarti, T., Wasis, Madlazim, Suyidno, & Prahani, B. K. (2018). The effectiveness of CPI model to improve positive attitude toward science (PATS) for pre-service physics teacher. Journal of Physics: Conference Series, 997, 012013. https://doi.org/10.1088/1742-6596/997/1/012013 DOI: https://doi.org/10.1088/1742-6596/997/1/012013
Sunarto, M. J. D. (2021). The Development of Flipped Learning Model Based on MyBrilian to Support Planned Online Learning. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 5(1), 27. https://doi.org/10.36312/e-saintika.v5i1.379 DOI: https://doi.org/10.36312/e-saintika.v5i1.379
Sunarto, M. J. D., Hariadi, B., Amelia, T., & Sagirani, T. (2017). Initialization requirement in developing of mobile learning ‘Molearn’ for biology students using inquiry-based learning. 2017 International Conference on Applied System Innovation (ICASI), 1865–1867. https://doi.org/10.1109/ICASI.2017.7988310 DOI: https://doi.org/10.1109/ICASI.2017.7988310
Suyidno, S., Nur, M., Yuanita, L., Prahani, B. K., & Jatmiko, B. (2018). Effectiveness of creative responsibility based teaching (crbt) model on basic physics learning to increase student’s scientific creativity and responsibility. Journal of Baltic Science Education, 17(1), 136–151. https://doi.org/10.33225/jbse/18.17.136 DOI: https://doi.org/10.33225/jbse/18.17.136
Umam, K. (2013). Penerapan media digital dalam pembelajaran apresiasi batik kelas x sma negeri 1 Blega. Jurnal Seni Rupa, 1(1), Article 1. https://jurnalmahasiswa.unesa.ac.id/index.php/va/article/view/9788
Wicaksono, I., Wasis, W., & Madlazim, M. (2017). The effectiveness of virtual science teaching model (vs-tm) to improve student’s scientific creativity and concept mastery on senior high school physics subject. Journal of Baltic Science Education, 16(4), 549–561. https://doi.org/10.33225/jbse/17.16.549 DOI: https://doi.org/10.33225/jbse/17.16.549
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2021 Bambang Hariadi, M. J. Dewiyani Sunarto, Tri Sagirani, Tan Amelia, Julianto Lemantara, Binar Kurnia Prahani, Budi Jatmiko
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Authors who publish with Empiricism Journal agree to the following terms:
- For all articles published in Empiricism Journal, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agrees to implement a non-exclusive transfer of publishing rights to the journals.
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
