STUDENT ANALYSIS THINKING ABILITY THROUGH BLENDED LEARNING WITH VIDEO TUTORIALS

• Main Authors: Annisa Oktavia Lestari (Author), Cecil Hiltrimartin (Author), jeri araiku (Author)
• Format: Book
• Published: Universitas Muhammadiyah Metro, 2022-06-01T00:00:00Z.
• Subjects: article
• Online Access: Connect to this object online.
• Notes: 2089-8703; 2442-5419; 10.24127/ajpm.v11i2.4616
• Keywords: asynchronous; blended learning, students' analytical thinking skills, synchronous; Education; L; Mathematics; QA1-939
• Source: Aksioma: Jurnal Program Studi Pendidikan Matematika, Vol 11, Iss 2, Pp 1319-1331 (2022)

This study aims to determine the differences in students' analytical thinking skills before and after participating in learning using blended learning assisted by video tutorials and their responses. The sample in this study were 26 students of class XI IPA 5 SMA Negeri 1 Palembang. This research is a combination research with sequential explanatory design. Data collection techniques used are written tests, response questionnaires and interviews. The data analysis technique used is the Friedman test because the data does not meet the normality assumption. Friedman test results show that sig = 0.00 < for = 0.05 so that is rejected, which means that there is a significant difference in students' analytical thinking skills before and after participating in learning with blended learning assisted by video tutorials. With Bonferroni's follow-up test, it can be seen that the results of pretest and posttest 1 and pretest and posttest 2 are significantly different, while posttest 1 and posttest 2 are not significantly different. In addition, based on the results of the questionnaire, the student's response after participating in learning with blended learning assisted by video tutorials was quite good. Based on the results obtained, blended learning assisted by video tutorials can improve students' analytical thinking skills so that its use is highly recommended. In using blended learning, teachers should prepare both asynchronous and synchronous learning activities. Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan berpikir analisis siswa sebelum dan setelah mengikuti pembelajaran menggunakan blended learning berbantuan video tutorial dan responnya. Sampel pada penelitian ini adalah 26 siswa kelas XI IPA 5 SMA Negeri 1 Palembang. Penelitian ini merupakan penelitian kombinasi dengan sequential explanatory design. Teknik pengumpulan data pada penelitian ini adalah tes tertulis, survei dan wawancara. Instrumen yang digunakan antara lain lembar tes, angket respon dan pedoman wawancara. Teknik analisis data yang digunakan adalah uji Friedman karena data tidak memenuhi asumsi kenormalan. Hasil uji Friedman menunjukkan bahwa untuk sehingga ditolak yang berarti tedapat perbedaan yang signifikan dari kemampuan berpikir analisis siswa sebelum dan setelah mengikuti pembelajaran dengan blended learning berbantuan video tutorial. Dengan uji lanjutan Bonferroni, terlihat bahwa yang berbeda signifikan adalah hasil pretest dan post test 1 serta pretest dan post test 2, sedangkan post test 1 dan post test 2 tidak berbeda secara signifikan. Selain itu, berdasarkan hasil angket, respon siswa setelah mengikuti pembelajaran dengan blended learning berbantuan video tutorial sudah cukup baik. Berdasarkan hasil yang diperoleh, blended learning berbantuan video tutorial dapat meningkatkan kemampuan berpikir analisis siswa sehingga penggunaannya sangat direkomendasikan. Dalam penggunaan blended learning, guru sebaiknya menyiapkan aktivitas pembelajaran asinkronous dan sinkronous dengan baik.