RANCANG BANGUN MULTIMEDIA INTERAKTIF JUST IN TIME TEACHING UNTUK MENUNJANG PRIOR KNOWLEDGE SISWA - Atikah, - (2019)
Amanat Kurikulum 2013 menuntut perubahan paradigma belajar sehingga menempatkan siswa sebagai pusat aktivitas pembelajaran yang kaya diskusi. Tetapi, implementasi di lapangan masih menghadapi kesulitan dari berbagai sisi, diantaranya dari segi kesiapan siswa dan kesediaan sarana. Dalam mengatasi hambatan tersebut, peneliti membangun multimedia interaktif Just in Time Teaching sebagai sarana untuk menunjang kesiapan siswa. Kesiapan dalam hal ini adalah bekal kognitif yang dibawa siswa sebelum aktivitas kelas atau disebut prior knowledge. Penelitian ini menggunakan metode Siklus Hidup menyeluruh (SHM) dalam pengembangan multimedia interaktif, desain eksperimen nonequivalent control group, dan obyek penelitian siswa kelas X TKI SMK Negei 2 Bandung yang dibagi menjadi kelas kontrol dan kelas eksperimen. Dari penelitian ini diperoleh hasil: 1) Dalam mengembangkan multimedia interaktif dilakukan lima tahap yaitu tahap analisis, tahap desain, tahap pengembangan, tahap implementasi, dan tahap penilaian. Hasil akhir multimedia interaktif mendapat penilaian 65% yang termasuk pada kategori Baik, oleh ahli media dan penilaian 88% yang termasuk pada kategori Sangat Baik oleh ahli materi; 2) Prior knowledge siswa kelas eksperimen mengalami peningkatan sebesar 0,41 skor N-Gain yang merupakan kategori sedang. Perbandingan ketercapaian prior knowledge siswa kelas eksperimen dan kelas kontrol berdasarkan uji Mann-Whitney memiliki nilai 0,00 yang berarti bahwa multimedia interaktif Just in Time Teaching dapat menunjang prior knowledge siswa secara lebih baik dan signifikan. Selain itu, terdapat peningkatan hasil belajar siswa kelas eksperimen dilihat dari rata-rata N-Gain sebesar 0,67 yang termasuk kategori Sedang; 3) Multimedia interaktif mendapat penilaian sebesar 86% dari siswa yang termasuk kategori "Sangat Baik".----------The mandate of 2013 curriculum calls for a paradigm shift in learning that places students at the center of discussion-rich learning activities. However, its implementation still faces difficulties from various sides, including in terms of student readiness and availability of facilities. In overcoming these obstacles, researcher built an interactive multimedia integrated with Just in Time Teaching as a means to support student readiness. Readiness in this case is a cognitive provision that students bring before class activities or also known as prior knowledge. This study uses a comprehensive Life Cycle (SHM) method in the development of interactive multimedia, a nonequivalent control group as the experimental design, and 10th grade of SMK Negeri 2 Bandung as research object divided into control class and experimental class. From this research, the results are obtained: 1) In developing interactive multimedia, five stages are carried out, namely the analysis phase, the design phase, the development stage, the implementation phase, and the evaluation stage. The final result of interactive multimedia received a rating of 65% by media experts which falls to the Good category and rating of 88% by material expert which falls to Very Good category; 2) Students' prior knowledge is increasing by 0.41 N-Gain score which is categorized as "Medium". Comparison of prior knowledge of experimental class and control class students based on the Mann-Whitney test has a value of 0.00 which means that interactive multimedia for Just in Time Teaching can support student prior knowledge better and significantly. In addition, there was an increase in student learning outcomes in the experimental class as indicated from the average N-Gain of 0.67 which change is categorized as Medium; 3) Interactive multimedia gets an assessment of 86% of students which categorized into "Very Good" category.