Pengembangan Buku Teks Digital Interaktif Untuk Pemahaman Konsep Geografi

• Main Author: Suryani, Nani (Author)
• Format: Book
• Published: 2015-08-11.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/18428/1/T_GEO_1302238_Title.pdf; http://repository.upi.edu/18428/5/T_GEO_1302238_Abstract.pdf; http://repository.upi.edu/18428/3/T_GEO_1302238_Table_of_content.pdf; http://repository.upi.edu/18428/7/T_GEO_1302238_Chapter1.pdf; http://repository.upi.edu/18428/4/T_GEO_1302238_Chapter2.pdf; http://repository.upi.edu/18428/1/T_GEO_1302238_Chapter3.pdf; http://repository.upi.edu/18428/2/T_GEO_1302238_Chapter4.pdf; http://repository.upi.edu/18428/3/T_GEO_1302238_Chapter5.pdf; http://repository.upi.edu/18428/7/T_GEO_1302238_Bibliography.pdf; http://repository.upi.edu/18428/6/T_GEO_1302238_Appendix.pdf
• Keywords: G Geography (General)

Buku Teks Digital Interaktif dirancang supaya peserta didik dapat berinteraksi langsung dengan sumber belajar, sehingga dapat membantu peserta didik untuk mengembangkan pemahaman suatu konsep. Penelitian bertujuan mengembangkan Buku Teks Digital Interaktif untuk pemahaman konsep Geografi, pada materi Lingkungan Hidup. Metode penelitian yang digunakan adalah R&D (Research and Development. Rancangan draft Buku Teks Digital Interaktif divalidasi oleh tiga validator, yaitu dua validator materi dan satu validator media. Untuk mengetahui efektifitas Buku Teks Digital Interaktif dilakukan dengan penelitian eksperimen pola randomized control group pretest - posttest design. Adapun subjek penelitian untuk uji coba produk adalah peserta didik SMA Laboratorium Percontohan UPI Bandung kelas XI Sosial Humaniora 1. Penelitian ini memiliki dua variabel, yaitu Buku Teks Digital Interaktif sebagai variabel bebas, dan pemahaman konsep sebagai variabel terikat. Adapun komponen pemahaman konsep meliputi translasi, interpretasi, dan ekstrapolasi. Pengambilan sampel dilakukan dengan teknik convenience sampling. Instrumen yang digunakan dalam penelitian adalah LKS (Lembar Kerja Siswa), soal tes, dan lembar observasi. Teknik analisis data menggunakan statistik uji normalitas, homogenitas dan uji T dengan bantuan SPSS Statistic 21. Berdasarkan studi pendahuluan, diketahui bahwa pemahaman konsep peserta didik ada pada kategori rendah. Pengembangan Buku Teks Digital Interaktif melalui lima tahapan yaitu (1) Studi Pendahuluan, (2) Studi Pustaka, (3) Pembuatan Draft dan Desain, (4) Uji Validasi dan Revisi, (5) Uji Empiris. Berdasarkan hasil uji empiris, diketahui bahwa terdapat perbedaan hasil tes peserta didik sebelum dan sesudah kegiatan pembelajaran pada kelas eksperimen dengan menggunakan Buku Teks Digital Interaktif I dan II. Perbedaan tersebut ditunjukkan adanya peningkatan nilai skor rata-rata untuk tes sebelum dan sesudah pembelajaran. Diketahui juga bahwa terdapat perbedaan hasil tes peserta didik sebelum dan sesudah kegiatan pembelajaran pada kelompok kontrol yang menggunakan Buku Teks I dan II. Perbedaan tersebut ditunjukkan adanya peningkatan nilai skor rata-rata untuk tes sebelum dan sesudah pembelajaran. Selain itu, terdapat perbedaan hasil pemahaman konsep antara kelas eksperimen yang menggunakan Buku Teks Digital Interaktif I dan II dengan kelas kontrol yang menggunakan Buku Teks I dan II. Perbedaan tersebut ditunjukkan adanya peningkatan pemahaman konsep peserta didik antara kelas eksperimen dan kelas kontrol. Dengan demikian pengembangan Buku Teks Digital Interaktif berpengaruh terhadap pemahaman konsep peserta didik pada mata pelajaran Geografi. Namun demikian masih harus dikembangkan pada aspek interpretasi dan ekstrapolasi. Interactive digital textbooks are designed to help students interact with their learning resources directly, thereby allowing the students to develop their understanding of a certain concept. The research aims to develop Interactive Digital Textbooks for Geography concept understanding on the topic of the Environment by adopting R&D (Research and Development) method. The design of Interactive Digital Textbooks was validated by three validators, namely two validators for content and one validator for the media. To find the effectiveness of the Interactive Digital Textbooks, an experiment with randomized control group pretest-posttest design was employed. Meanwhile, the research subjects for the product testing were the eleventh grade students of UPI (Indonesia University of Education) Laboratory Senior High School, of the Social and Legal Sciences Study Program 1. There are two variables in this research, namely Interactive Digital Textbooks as the independent variable and concept understanding as dependent variable. As regards components of concept understanding, they include translation, interpretation, and extrapolation. The sample was taken with convenience sampling technique, while the instruments used were student worksheets, tests, and observation sheets. The data were analyzed using normality, homogeneity, and t-tests aided by SPSS version 21. As stated above, the preliminary study showed students' concept understanding was at low category. The Interactive Digital Textbooks were then developed through five stages: (1) Preliminary Study, (2) Literature Review, (3) Drafting and Designing, (4) Validation and Revision, and (5) Empirical Test. Based on empirical test, it is found that there was a difference in experimental class students' scores before and after treatment with Interactive Digital Textbooks I and II. The difference was evidenced in the increased average score after the treatment. It is also found that there was a difference in control class students' test results before and after treatment with conventional Textbooks I and II. The difference is showed by increased average score after treatment. Furthermore, there was a difference in concept understanding between experimental class students who used Interactive Digital Textbooks I and II and those of the control class treated with Textbooks I and II. The difference suggests that there was improvement in the concept understanding of both experimental and control class students. Hence, the developed Interactive Digital Textbooks had influence on students' concept understanding in Geography subject. Nevertheless, the textbooks should be further developed for the interpretation and extrapolation aspects.