PENGEMBANGAN PERANGKAT PEMBELAJARAN FLIPPED CLASSROOM BERBASIS SCHOOLOGY DAN GUIDED DISCOVERY LEARNING TERHADAP PEMAHAMAN KONSEP SISWA

Abstract

Abstrak Pembelajaran flipped classroom merupakan pembelajaran yang memberikan kesempatan siswa untuk belajar tanpa dibatasi waktu dan tempat sehingga memudahkan siswa dalam memahami materi. Namun, ketersediaan perangkat pembelajaran untuk menunjang pembelajaran flipped classroom masih terbatas. Oleh karena itu, tujuan penelitian ini untuk menghasilkan perangkat pembelajaran flipped classroom yang memenuhi kriteria valid, praktis, dan efektif. Perangkat pembelajaran yang dihasilkan terdiri dari LKS berbasis guided discovery learning dan LMS Schoology yang dikaitkan dengan pemahaman konsep siswa. Penelitian ini menggunakan model pengembangan ADDIE. Subjek penelitian ini adalah 30 siswa kelas VIII SMP. Data dikumpulkan melalui lembar validasi ahli, lembar penilaian kepraktisan, dan tes kemampuan konsep siswa. Kevalidan dan kepraktisan perangkat pembelajaran dianalisis menggunakan analisis kuantitatif deskriptif. Keefektifan perangkat pembelajaran dianalisis menggunakan one sample t test. Hasil penilaian kevalidan oleh para ahli menunjukkan bahwa perangkat pembelajaran yang dikembangkan valid dengan kriteria “sangat baik” untuk LKS dan kriteria “baik” untuk LMS Schoology. Hasil penilaian kepraktisan berdasarkan penilaian guru mencapai kriteria “sangat baik”, sedangkan berdasarkan penilaian siswa memiliki persentase minimal baik sebesar 80%. Selanjutnya, melalui uji one sample t test menunjukkan perangkat pembelajaran efektif terhadap kemampuan pemahaman konsep siswa. Dapat disimpulkan bahwa perangkat pembelajaran yang dikembangkan telah memenuhi aspek kualitas kevalidan, kepraktisan, dan keefektifan. Abstract Flipped classroom is a learning that provides opportunities for students to learn without being limited by time and place, making it easier for students to understand the material. However, the availability of learning kits to support flipped classroom learning is still limited. Therefore, this study aimed to produce mathematics learning kits with a flipped classroom approach that fulfils the validity, practical, and effectiveness criteria. Mathematical flipped classroom kit includes students’worksheets (LKS) based on discovery learning and Schoology LMS associated towards students’ conceptual understanding. This research was development research designed by ADDIE model. This study involved 30 students of grade eight secondary school. The data was gathered through expert validation sheets, practicality assessment sheets, and tests of students' mathematical conceptual understanding. The validity and practicality of the learning kit were analyzed using descriptive quantitative analysis. The effectiveness of the learning kit was analysed by one sample t test. The data analysing by IBM SPSS 21 software. The validation by expert judgment showed that the learning kits were valid. Schoology LMS was in good criteria and student worksheet were in perfect criteria. The practical test based on the teacher's assessment was very good criteria, based on the student's assessment, the kits had a percentage of 80% with suitable criteria. Furthermore, through one sample t test showed that the learning kits is effective on students' concept understanding ability. It can be concluded that the developed learning kits have fulfilled the quality aspects of validity, practicality, and effectiveness.

Keywords

• flipped classroom
• gdl
• pemahaman konsep
• perangkat pembelajaran
• schoology