PENGEMBANGAN MODEL PROJECT BASED LEARNING (PJBL) BERORIENTASI DIGITAL STORYTELLING SEBAGAI UPAYA PENINGKATAN KETERAMPILAN BERCERITA PADA MATERI TEKS CERITA FANTASI DI SMP

• Main Author: Dina Fitria Hasanah, - (Author)
• Format: Book
• Published: 2023-12-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/104238/1/T_BIND_2105352_Title.pdf; http://repository.upi.edu/104238/2/T_BIND_2105352_Chapter%201.pdf; http://repository.upi.edu/104238/3/T_BIND_2105352_Chapter%202.pdf; http://repository.upi.edu/104238/4/T_BIND_2105352_Chapter%203.pdf; http://repository.upi.edu/104238/5/T_BIND_2105352_Chapter%204.pdf; http://repository.upi.edu/104238/6/T_BIND_2105352_Chapter%205.pdf; http://repository.upi.edu/104238/7/T_BIND_2105352_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; PL Languages and literatures of Eastern Asia, Africa, Oceania

Keterampilan bercerita siswa dalam pembelajaran apresiasi cerita fantasi di SMP dilakukan dengan berbagai cara namun berada pada lingkup konvensional, di mana masih sedikit sekali pemanfaatan teknologi di dalamnya. Tinjauan data profil pembelajaran menunjukkan dalam bercerita peserta didik kurang percaya diri, yang mengakibatkan gugup dan kurang fokus, sehingga menyebabkan kegiatan bercerita menjadi monoton tanpa kreativitas. Kesulitan tersebut kemudian menjadi dasar dalam pengembangan model project based learning (PjBL) berorientasi digital storytelling sebagai upaya peningkatan keterampilan bercerita dan literasi teknologi siswa. Penelitian ini menggunakan metode penelitian dan pengembangan (R&D) dengan desain ADDIE rancangan pengembangan model pembelajaran dari Bruce Joyce. Desain model pembelajaran divalidasi oleh tujuh ahli pada bidangnya, mendapatkan penilaian rata-rata 91% yang artinya sangat baik. Model tersebut diimplementasikan pada siswa kelas VII SMP di kabupaten Bondowoso. Uji efektivitas pada hasil belajar siswa menunjukkan perubahan positif dari sebelum dan setelah pengaplikasian model project based learning (PjBL) berorientasi digital storytelling dengan rata-rata peningkatan 37,50. Hasil penelitian menunjukkan melalui model project based learning (PjBL) berorientasi digital storytelling, yaitu 1) meningkatkan performansi siswa dalam bercerita; 2) kreativitas dan kemampuan literasi teknologi siswa berkembang dari penyimak menjadi pembuat konten edukasi di media sosial, dan 3) terwujudnya pembelajaran berdiferensiasi dengan keterlibatan aktif peserta didik dalam proyek sehingga dapat belajar sesuai latar belakang, minat, dan gaya belajar masing-masing. In junior high schools, storytelling instruction is carried out in a variety of methods, but it mostly takes place in the traditional world with very little use of technology. An analysis of learning tales of fantasize profile data revealed that students become unfocused and distracted because they lack confidence in their storytelling skills, which makes the learning tasks uninteresting and tedious. In an effort to help students enhance their storytelling abilities and technical literacy, a project-based learning (PjBL) paradigm that emphasizes digital storytelling was developed. This study uses research and development (R&D) methods with the ADDIE design, the learning model development plan from Bruce Joyce. Seven subject-matter experts evaluated the design of the digital storytelling model, giving it an overall score of 91%, which is considered excellent. A test of the model's efficacy was conducted on student learning outcomes in the junior high schools in the Bondowoso district. The results revealed favorable changes between the time the model was applied and the time before it was applied, with an average rise of 37.50. The results of the research show that through a digital storytelling-oriented project based learning (PjBL) model, it includes 1) improving students' performance in telling stories; 2) students' creativity and technological literacy skills develop from audiences to creators of educational content on social media, and 3) the realization of differentiated learning with the active involvement of students in projects so that they can learn according to their respective backgrounds, interests and learning styles.