PENGEMBANGAN MEDIA PERMAINAN TRUTH AND DARE BERVISI SETS GUNA MEMOTIVASI BELAJAR SISWA

Abstract

Penelitian ini menggunakan media kartu permainan Truth and Dare bervisi SETS yang mengajak siswa untuk dapat menghubungkan dan mengkaitkan antara sains, teknologi, serta dampak pada lingkungan dan masyarakat. Tujuan penelitian ini adalah untuk mengetahui kelayakan, kepraktisan, dan keefektifan media permainan Truth and Dare bervisi SETS dalam pembelajaran kimia larutan penyangga. Desain penelitian yang digunakan yaitu Four-D Models yang disederhanakan menjadi Three-D Model, terdiri dari Define, Design, and Develop. Kelayakan awal media ditentukan oleh ahli media dan ahli materi yang terdiri dari dosen dan guru kimia. Kelayakan akhir media ditentukan dengan melibatkan hasil penelitian. Keefektifan media ditentukan dari hasil post test dan hasil angket motivasi belajar siswa. Kepraktisan media dilihat dari hasil angket tanggapan siswa dan guru terhadap penggunaan media permainan Truth and Dare bervisi SETS. Berdasarkan hasil validasi awal ahli media, ahli materi, analisis hasil penelitian, media dinyatakan sangat layak untuk pembelajaran kimia. Hasil analisis angket tanggapan siswa dan guru menyatakan bahwa media termasuk dalam kategori sangat praktis. Media dinyatakan efektif karena dapat membantu 35 dari 42 siswa mencapai nilai Kriteria Ketuntasan Minimal (KKM). Hal itu melebihi harapan 30 dari 42 siswa mencapai KKM. Oleh karena itu dapat disimpulkan bahwa media permainan Truth and Dare bervisi SETS dapat memotivasi belajar siswa untuk mencapai kompetensi dasar larutan penyangga.This research is using a game card media of Truth and Dare with SETS vision that invites students to be able to connect and relate between science, technology, and the impact on the environment and society. The purpose of this study was to determine the feasibility, practicality, and effectiveness of media visionary game of Truth and Dare SETS in chemistry learning of buffer solution. The study used Four-Design model which was reduced into Three-D Model consisting of Define, Design, and Develop stages. The preliminary feasibility of the media was determined by media experts and learning materials experts consisting of chemistry lecturerers and a chemistry teacher. The final feasibility of the media was determined based on the supporting data from the study. The media effectiveness was determined from the results of the post-test and the feedbacks of students' learning motivation questionnaires. The practicality of the media was determined based on the responses of the questionnaires given to students and teachers in using the game for learning. Based on the results of expert validation and the results of the field testing of the media, it can be concluded that media was quite feasible for chemistry learning. The results of the analysis of the student responses and teachers on the delivered questionnaires showed that the media can be classified into very practical. The tried out media can be considerred as effective because 35 of the 42 students achieving Minimal Mastery Criteria (MMC). This is more than the expected that 30 out of 42 students should achieve the MMC. Therefore, it can be concluded that the Truth and Dare game media that feature SETS vision can motivate student learning to achieve the minimal mastery on the competency related to buffer solution material.

Keywords

• truth and dare game media, learning motivation, media development, SETS