PROJECT-BASED BLENDED LEARNING PADA MATERI KOLOID UNTUK MENINGKATKAN PENGUASAAN KONSEP DAN KREATIVITAS SISWA SMA

• Main Author: Rosi Oktiani, - (Author)
• Format: Book
• Published: 2022-08-29.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/80685/1/T-KIM-2010298-Title.pdf; http://repository.upi.edu/80685/2/T-KIM-2010298-Chapter%201.pdf; http://repository.upi.edu/80685/3/T-KIM-2010298-Chapter%202.pdf; http://repository.upi.edu/80685/4/T-KIM-2010298-Chapter%203.pdf; http://repository.upi.edu/80685/5/T-KIM-2010298-Chapter%204.pdf; http://repository.upi.edu/80685/6/T-KIM-2010298-Chapter%205.pdf; http://repository.upi.edu/80685/7/T-KIM-2010298-Appendix.pdf
• Keywords: L Education (General); QD Chemistry

Penelitian ini bertujuan untuk menghasilkan rancangan model Project-Based Blended Learning pada materi koloid untuk meningkatkan penguasaan konsep dan kreativitas siswa SMA. Pendekatan embedded mixed-methods digunakan dalam penelitian ini. Pendekatan kualitatif dilakukan dengan metode design research tipe Plomp untuk menganalisis model Project-Based Blended Learning dan uji kelayakan dari model tersebut, kreativitas siswa, penilaian aspek kreatif dari produk koloid siswa, dan respon siswa terhadap model pembelajaran tersebut. Pendekatan kuantitatif dilakukan menggunakan metode pra-eksperimen dengan one-group pretest-posttest design. Penelitian ini melibatkan dua orang ahli pendidikan kimia, satu orang ahli kimia, dua orang guru kimia lulusan Magister serta dua puluh orang siswa SMA kelas sebelas. Hasil penelitian ini menunjukkan bahwa berdasarkan uji kelayakan internal, eksternal, dan TCOF, model Project-Based Blended Learning layak digunakan pada materi koloid untuk meningkatkan penguasaan konsep dan kreativitas siswa. Rata-rata skor pretes dan postes siswa masing-masing mencapai 51,8 dan 75,50. Hasil tersebut menunjukkan adanya peningkatan skor penguasaan konsep siswa dengan N-gain sebesar 0,49 (kategori sedang). Hasil observasi aktivitas siswa selama pembelajaran menunjukkan bahwa siswa memiliki kreativitas yang tinggi. Selain itu, hasil penilaian aspek kreatif pada produk koloid siswa menunjukkan bahwa produk-produk yang dibuat siswa memiliki aspek kreatif yang tinggi. Data angket respon siswa terhadap model Project-Based Blended Learning pada materi koloid menunjukkan siswa setuju bahwa model pembelajaran tersebut dapat membantu mereka untuk memahami materi koloid secara lebih mudah sekaligus meningkatkan kreativitas mereka. Hal ini menunjukkan bahwa model Project-Based Blended Learning dapat diterapkan dalam pembelajaran koloid sebagai upaya untuk meningkatkan penguasaan konsep dan kreativitas siswa. This study aims to produce a design of Project-Based Blended Learning model on colloidal material to improve concept mastery and creativity of high school students. The embedded mixed-methods approach was used in this study. The qualitative approach was carried out using the Plomp type of design-research method to analyze the Project-Based Blended Learning model and test the feasibility of the model, the creative aspects of students' colloidal products, and students' responses to the learning model. The quantitative approach was carried out using a pre-experimental method with a one-group pretest-posttest design. This study involved two chemistry education experts, one chemist, two master's degree teachers and twenty eleventh-grade high school students. The results of this study indicated that based on internal, external, and TCOF feasibility tests, the Project-Based Blended Learning model is feasible to use on colloidal materials to improve students' concept mastery and creativity. The students' average pretest and posttest scores reached 51.8 and 75.50, respectively. These results indicated an increase in the student's concept mastery score with an N-gain of 0.49 (medium category). The results of observing student activities during learning showed that students have high creativity. In addition, the results of the assessment of the creative aspects of colloidal products showed that the products made by students have a high creative aspect. Students' responses to the Project-Based Blended Learning model on colloidal material indicated that they agree that the learning model can help them understand colloidal material more easily while increasing their creativity. It shows that the Project-Based Blended Learning model can be applied in colloidal learning as an effort to improve students' concept mastery and creativity.