DEVELOPING E-LEARNING ADAPTIVE TUTORIAL MODEL TO OPTIMIZE IN-SERVICE AND PRE-SERVICE TEACHERS' PRFFESSIONAL AND PEDAGOGICAL PHYSICS

• Main Author: Lukman Hakim, - (Author)
• Format: Book
• Published: 2018-11-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/46654/1/D_IPA_1202188_Title.pdf; http://repository.upi.edu/46654/2/D_IPA_1202188_Abstract.pdf; http://repository.upi.edu/46654/3/D_IPA_1202188_Table_of_content.pdf; http://repository.upi.edu/46654/4/D_IPA_1202188_Chapter1.pdf; http://repository.upi.edu/46654/5/D_IPA_1202188_Chapter2.pdf; http://repository.upi.edu/46654/6/D_IPA_1202188_Chapter3.pdf; http://repository.upi.edu/46654/7/D_IPA_1202188_Chapter4.pdf; http://repository.upi.edu/46654/8/D_IPA_1202188_Chapter5.pdf; http://repository.upi.edu/46654/9/D_IPA_1202188_Bibliography.pdf; http://repository.upi.edu/46654/10/D_IPA_1202188_Appendix.pdf
• Keywords: L Education (General); Q Science (General)

Penelitian ini bertujuan untuk menghasilkan model tutorial e-learning adaptif untuk meningkatkan kompetensi profesional dan kompetensi pedagogi guru fisika pada topik listrik magnet. Metode penelitian yang digunakan adalah metode penelitian dan pengembangan (R and D). Pengembangan model tutorial e-learning adaptif berdasarkan pada tingkat pengetahuan peserta didik dan sistem pembelajaran tuntas. Kajian difokuskan pada pengembangan konten adaptif, pengembangan sistem e-learning adaptif dan pengembangan kegiatan tutorial dengan menggunakan model tutorial e-learning adaptif, karakteristik model tutorial e-learning adaptif, keefektivan penggunaan model tutorial e-learning adaptif untuk meningkatkan kompetensi profesional dan kompetensi pedagogi, tanggapan peserta didik terhadap model tutorial e-learning adaptif, dan kekuatan dan kelemahan penerapan model tutotial e-learning adaptif. Data dikumpulkan melalui uji keterpahaman, tes kompetensi profesional, tes kompetensi pedagogi, dan kuesioner tentang respon peserta didik terhadap model tutorial e-learning adaptif. Analisis data dilakukkan melalui analisis gain yang dinormalisasikan <g> sedangkan analisis data non-tes menggunakan persentase. Model tutorial e-learning adaptif memiliki karakteristik yang menitikberatkan pada pengembangan kompetensi guru dengan mempertimbangkan latar belakang peserta. Guru dengan kemampuan yang beragam dilatih dengan menggunakan tutor dalam bentuk video interaktif yang disajikan pada model e-learning adaptif. Sistem e-learning menyajikan materi, mengajukan pertanyaan, menyediakan alat untuk kegiatan lab virtual dan umpan balik terhadap hasil tes yang diberikan. Setiap guru harus menyelesaikan semua tugas yang diberikan oleh sistem supaya dapat mengikuti materi selanjutnya. Penelitian ini dilakukan di Kota Palembang dengan melibatkan 20 guru fisika inservice dan 50 guru fisika preservice. Peningkatan kompetensi profesional guru inservice untuk kelompok pemula dan ahli dengan <g> sebesar 0,42 dan 0,45 sedangkan <g> kompetensi pedagogi sebesar 0,63 dan 0,65. Semua <g> dengan katagori sedang. Hasil analisis <g> kompetensi profesional dan pedagogi guru mununjukkan bahwa tidak terdapat perbedaan pengaruh penggunaan e-learning adaptif terhadap kompetensi profesional dan pedagogi guru fisika inservice dengan kata lain e-learning adaptif keduanya dapat meningkatkan kompetensi profesional dan pedagogi guru fisika inservice. Untuk melihat keefektivan e-learning adaptif dilakukan ujicoba pada guru fisika preservice. Hasil uji statistik dengan menggunakan Anova menunjukkan bahwa model tutorial e-learning adaptif secara efektif meningkatkan kompetensi profesional dan kompetensi pedagogi guru fisika. Hasil analisis data angket menunjukkan bahwa peserta didik memberikan tanggapan positif terhadap model tutorial e-learning adaptif untuk meningkatkan kompetensi profesional dan kompetensi pedagogi guru fisika;---This study aims to develop a tutorial model using adaptive e-learning to improve the professional skills and teaching competence of physics teachers on the subject of magnetic electricity. The research method used is research and development (R & D). The Development of adaptive online learning tutorial models was related with students' level of knowledge and comprehensive learning systems. The study was focused at developing adaptive content, adaptive e-learning systems and didactic activities using adaptive didactic models, the characteristics of e-learning didactic models adaptive competence, students' responses to adaptive online learning tutorial model and the strengths and weaknesses of applying adaptive online learning tutorial models. Data was collected through comprehension tests, professional skill tests, pedagogical skills tests, and questionnaires on student responses to adaptive online learning tutorial models. Data analysis is performed using standardized gain analysis <g>, while analysis of untested data uses percentages. The adaptive online learning tutorial model has characteristics that focus on developing teachers 'skills, taking into account participants' backgrounds. Skilled teachers are trained with tutors in the form of interactive videos presented in the adaptive e-learning model. The eLearning system presents the material, asks questions, provides tools for virtual lab activities and comments on the test results provided. Each teacher must perform all the tasks given by the system in order to follow the following material. This research was conducted in the city of Palembang with the participation of 20 in-service physics teachers and 50 physics teachers on duty. The improvement of the professional competence of teachers in initial training for beginners and experts <g> is 0.42 and 0.45 while the pedagogical competence <g> is 0.63 and 0.65. All <g> is with the middle category. The results of the <g> analysis of teachers' professional competence and pedagogy showed that there was no difference between the use of adaptive e-learning on professional skills and the physics teacher in pedagogic service. In other words, adaptive e-learning can both improve professional competence and inservice physics teacher pedagogy. To see the effectiveness of adaptive e-learning, a test was conducted on reserve physics teachers. The results of statistical tests using Anova show that the adaptive e-learning tutorial model effectively improves the professional competence and pedagogical competence of physics teachers. The results of the analysis of the questionnaire data showed that students gave a positive response to the adaptive online learning tutorial model to improve the professional competence and pedagogical competence of physics teachers.