MEMBANGUN KOMPETENSI KEWARGANEGARAAN MAHASISWA MELALUI MODEL PROBLEM BASED LEARNING METODE SYNCHRONOUS ASYNCHRONOUS DAN KEMANDIRIAN BELAJAR - Cahyono, - (2024)
Penelitian ini dilatarbelakangi oleh hasil studi pendahuluan yang menunjukkan bahwa kompetensi kewarganegaraan mahasiswa Prodi PPKn Unpas dan Prodi PPKn Universitas Mandiri kurang memuaskan, sedangkan kompetensi kewarganegaraan harus dibangun pada semua mahasiswa. Membangun kompetensi kewarganegaraan dapat dilakukan melalui proses pembelajaran baik secara luring maupun daring. Pandemic covid 19 telah mendorong proses pembelajaran dilaksanakan secara full daring, yang menimbulkan berbagai persoalan melemahnya kompetensi kewarganegaraan mahasiswa (civic knowledge, civic skills, civic disposition). Tujuan penelitian untuk menemukan pengaruh, langkah dan pola pembalajaran full online pada mata kuliah Pendidikan Kewarganegaraan melalui model Problem Based Learning (PBL) metode synchronous asynchronous dan kemandirian belajar dalam membangun kompetensi kewarganegaraan mahasiswa. Pendekatan dalam penelitian ini yaitu mixmethode dengan metode quasi ekperimen. Dilaksanakan pada mahasiswa semester 3 di Prodi PPKn Unpas Bandung dan di Prodi PPKn Universitas Mandiri Subang. Penelitian dilaksanakan 1 semester pada subjek penelitian dengan mata kuliah Pendidikan Kewarganegaraan. Hipotesis penelitian berbunyi terdapat pengaruh pembelajaran model PBL metode synchronous asynchronous dan kemandirian belajar terhadap peningkatan kompetensi kewarganegaraan mahasiswa, dan ingin mengungkapkan kompetensi action. Hasil penelitian menunjukan bahwa pola pembelajaran model PBL metode synchronous asynchronous keduanya memberikan pengaruh yang kuat dalam membangun kompetensi kewarganegaraan mahasiswa yaitu sebesar 40,2 %, dan terungkap kemandirian belajar berperan kepada peningkatan kompetensi kewarganegaraan mahasiswa. Kemandirian belajar tinggi memberikan diterminasi pada pola pembelajaran synchronous asynchronous. Sedangkan para mahasiswa yang memiliki kemandirian belajar sedang dan rendah kompetensi kewarganegaraannya meningkat dengan pola pembelajaran asynchronous. Kesimpulan, ternyata kompetensi kewarganegaraan mahasiswa terbangun melalui penerapan model pembelajaran PBL synchronous asynchronous sedangkan kompetensi civic action terungkap melalui kemandirian belajar mahasiswa. This research was motivated by the results of a preliminary study which showed that the civic competence of students at the Unpas Civics Education Study Program and Mandiri University Civics Study Program was less than satisfactory, while civic competence must be built in all students. Building civic competence can be done through a learning process both offline and online. The Covid-19 pandemic has pushed the learning process to be carried out fully online, which has given rise to various problems of weakening students' civic competence (civic knowledge, civic skills, civic disposition). The aim of the research is to find the influence, steps and patterns of full online learning in Citizenship Education courses through the Problem Based Learning (PBL) model, synchronous asynchronous method and learning independence in building students' civic competence. The approach in this research is a mix method with a quasi-experimental method. Carried out for 3rd semester students at the PPKn Unpas Bandung Study Program and at the PPKn Study Program at Mandiri University, Subang. The research was carried out for 1 semester on research subjects with the Citizenship Education course. The research hypothesis states that there is an influence of PBL model learning using the synchronous asynchronous method and independent learning on increasing students' civic competence, and wanting to express action competence. The results of the research show that the synchronous asynchronous PBL model learning patterns both have a strong influence in building students' civic competence, namely 40.2%, and it is revealed that learning independence plays a role in increasing students' civic competence. High learning independence provides termination to synchronous asynchronous learning patterns. Meanwhile, for students who have moderate and low learning independence, their civic competence increases with asynchronous learning patterns. In conclusion, it turns out that student citizenship competence is developed through the application of the synchronous asynchronous PBL learning model, while civic action competence is revealed through student learning independence.