STRATEGI PEMBELAJARAN KOOPERATIF LEARNING BERBASIS LMS SCHOOLOGY TERHADAP KEAKTIFAN DAN HASIL BELAJAR SISWA KELAS XI DPIB SMKN 5 BANDUNG

• Main Author: Muh. Jasrin Sarif, - (Author)
• Format: Book
• Published: 2021-08-20.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/64907/1/S_TA_1704757_Title.pdf; http://repository.upi.edu/64907/2/S_TA_1704757_Chapter1.pdf; http://repository.upi.edu/64907/3/S_TA_1704757_Chapter2.pdf; http://repository.upi.edu/64907/4/S_TA_1704757_Chapter3.pdf; http://repository.upi.edu/64907/5/S_TA_1704757_Chapter4.pdf; http://repository.upi.edu/64907/6/S_TA_1704757_Chapter5.pdf; http://repository.upi.edu/64907/7/S_TA_1704757_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools; NA Architecture

Pembelajaran online yang dilakukan siswa terindikasi kurang aktif dan kurang responsif sehingga guru perlu mengelola kelas dengan partisipasi aktif siswa, dibantu media interaktif yang memudahkan siswa dalam belajar. Pendidik menerapkan strategi baru dengan pendekatan pembelajaran kooperatif learning berbasis Learning Management System (LMS) Schoology yang mampu memberikan dampak terhadap keaktifan dan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui perbedaan keaktifan dan hasil belajar dalam pembelajaran kooperatif learning berbasis LMS Schoology. Desain penelitian menggunakan Quasi Experiment Design dengan bentuk pendekatan Post-test Only Control Group Design. Pelaksanaan penelitian di SMKN 5 Bandung. Pengambilan sampel dilakukan dengan teknik purposive sampling, yaitu Kelas XI DPIB 3 sebagai kelas eksperimen dan Kelas XI DPIB 5 sebagai kelas kontrol. Mata pelajaran yang dipakai yakni Aplikasi Perangkat Lunak (APL). Pengumpulan data menggunakan instrumen penelitian berupa Tes untuk mengukur hasil belajar dan Angket untuk mengukur keaktifan belajar siswa. Analisis data yang dipakai menggunakan Analisis Deksriptif dan Uji Non-Parametrik (Uji Mann Whitney) untuk mengetahui perbedaan rata-rata nilai antara kedua kelas eksperimen. Hasil penelitian menunjukan terdapat perbedaan keaktifan belajar siswa pada pembelajaran kooperatif learning berbasis LMS Schoology, persentase rata-rata keaktifan kelas eksperimen (84%) lebih tinggi dibandingkan kelas kontrol (72%). Kemudian terdapat perbedaan hasil belajar siswa terhadap pembelajaran kooperatif berbasis LMS Schoology, dengan analisis perhitungan hasil rerata nilai pengetahuan APL kelas eksperimen (77,66 poin) lebih tinggi dibandingkan rerata nilai pengetahuan kelas kontrol (59,18 poin). Hasil belajar rata-rata keterampilan APL kelas eksperimen (81,28 poin) lebih tinggi dari rerata nilai keterampilan APL kelas kontrol (74,81 poin). Online learning conducted by students is indicated to be less active and less responsive so that teachers need to manage classes with active student participation, interactive media assistance that makes it easier for students to learn. Educators apply a new strategy with a cooperative learning approach based on Learning Management System (LMS) Schoology which is able to have an impact on student activity and learning outcomes. This study aims to determine the differences in activity and learning outcomes in cooperative learning based on LMS Schoology. The research design used a Quasi Experiment Design with the form of a Post-test Only Control Group Design approach. Implementation of research at SMKN 5 Bandung. Sampling was done by purposive sampling technique, namely Class XI DPIB 3 as the experimental class and Class XI DPIB 5 as the control class. The subjects used are Software Applications (APL). Collecting data using research instruments in the form of tests to measure learning outcomes and questionnaires to measure student learning activity. Analysis of the data used was descriptive analysis and non-parametric test (Mann Whitney test) to determine the difference in average scores between the two experimental classes. The results showed differences in a student learning activity in cooperative learning based on LMS Schoology, the average percentage of activeness in the experimental class (84%) was higher than the control class (72%). Then there are differences in student learning outcomes against cooperative learning based on LMS Schoology, with the analysis of calculating the results of the average APL knowledge value of the experimental class (77.66 points) which is higher than the knowledge value of the control class (59.18 points). The average learning outcomes of APL skills in the experimental class (81.28 points) are higher than the average APL skills scores in the control class (74.81 points).