PENGEMBANGAN BLENDED LEARNING BERBASIS DYNAMIC INTELLECTUAL LEARNING DALAM SETTING LESSON STUDY PADA MATA PELAJARAN BIOLOGI

Amer Syarifuddin, Anak Agung Gede Agung, Luh Putu Putrini Mahadewi

Abstract


Penelitian Pengembangan ini dilatarbelakangi oleh rendahnya hasil belajar Biologi siswa. Penelitian ini bertujuan untuk (1) mendeskripsikan rancang bangun pengembangan blended learning, (2) mendeskripsikan validitas hasil pengembangan blended learning¸ dan (3) mengetahui efektifitas penggunaan blended learning berbasis dynamic intellectual learning dalam setting lesson study pada mata pelajaran Biologi kelas X MA Syamsul Huda. Jenis penelitian ini adalah penelitian pengembangan menggunakan model ADDIE. Data dalam penelitian dikumpulkan menggunakan metode pencatatan dokumen, kuesioner, dan tes. Instrumen yang digunakan dalam pengumpulan data adalah laporan pencatatan dokumen, lembar kuesioner, dan tes objektif pilihan ganda. Data yang terkumpul dianalisis dengan teknik analisis deskriptif kualitatif, teknik analisis deskriptif kuantitatif, dan teknik analisis statistik inferensial. Hasil penelitian menunjukkan bahwa (1) rancangan pengembangan blended learning melalui model ADDIE yang terdiri dari analisis, desain, pengembangan, implementasi, dan evaluasi, (2) hasil validasi produk dinyatakan valid dari review para ahli dan pengguna dengan (a) hasil review ahli isi mata pelajaran menunjukkan blended learning berpredikat sangat baik (90%), (b) hasil review ahli desain pembelajaran menunjukkan bahwa blended learning berpredikat sangat baik (90%), (c) hasil uji coba perorangan, uji coba kelompok kecil, dan uji coba lapangan menunjukkan bahwa blended learning berpredikat sangat baik (93,6%), baik (89,83%), dan sangat baik (93,41%). (3) pada uji efektivitas blended learning berbasis dynamic intellectual learning menunjukkan bahwa hasil t-hitung (10,39) > t-tabel (2,00). Ini berarti, terdapat perbedaan yang signifikan hasil belajar siswa antara sebelum dan sesudah menggunakan blended learning berbasis dynamic intellectual learning dalam setting lesson study. Dengan demikian blended learning yang dikembangkan efektif untuk meningkatkan hasil belajar Biologi.
Kata kunci: blended learning, DIL, lesson study.

 

 

This research development is motivated by low learning outcomes Biology students. This study aims to (1) describe the design of blended learning development, (2) to describe the validity of the blended learning development result and (3) to know the effectiveness of the use of blended learning based on dynamic intellectual learning in lesson study setting on the subjects of Biology class X MA Syamsul Huda. The type of this research is development research using ADDIE model. Data in the study were collected using document recording method, questionnaire, and test. Instruments used in data collection are document recording reports, questionnaire sheets, and multiple-choice objectives. The collected data were analyzed by qualitative descriptive analysis technique, quantitative descriptive analysis technique, and inferential statistical analysis technique. The results of the research show that (1) the design of blended learning development through ADDIE model consisting of analysis, design, development, implementation, and evaluation, (2) validation product validated from expert and user review with (a) subjects showed excellent predicated blended learning (90%); (b) the results of the design review review indicated that blended learning was very good (90%); (c) individual trial results, small group trials, and field trials showed that blended learning predicate very good (93,6%), good (89,83%), and very good (93,41%). (3) on the efficacy test of blended learning based on dynamic intellectual learning shows that the result of t-count (10,39)> t-table (2,00). This means, there are significant differences in student learning outcomes between before and after using blended learning based on dynamic intellectual learning in setting lesson study. Thus blended learning is developed effectively to improve Biology learning outcomes.
Keywords: blended learning, DIL, lesson study.




DOI: http://dx.doi.org/10.23887/jeu.v7i2.23161

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