SMA Negeri 2 Sragen | GURU | ,

PENINGKATAN MOTIVASI DAN PRESTASI BELAJAR SISWA MELALUI MODEL PEMBELAJARAN BLENDED LEARNING PADA MATA PELAJARAN SEJARAH  BAGI SISWA KELAS XII MIPA 7  SMA NEGERI 2 SRAGEN

IIS SUMARWATI,SPd SMA N 2 SRAGEN,SRAGEN JAWA TENGAH,INDONESIA

 

 

Abstract:This study aims to improve the motivation and learning achievement of class XI students of SMA Negeri 2 Sragen by using the Blended Learning model. This research is a classroom action research (PTK) which was carried out in three cycles. Classroom Action Research, according to Suharsimi Arikunto (2006: 3), in each cycle consists of three steps, namely planning (planning), action and observation (acting and observing), and reflection (reflecting). The subjects of this study were 32 students of class XII MIPA 7 SMA Negeri 2 Sragen. The data in this study were obtained through the observation sheet of the implementation of the Blended Learning learning model and the questionnaire sheet for learning motivation and student learning outcomes. The data analysis technique used is the quantitative data analysis technique for the learning motivation of students. The criteria for the success of this study were the percentage of students’ motivation and learning achievement at least 76%. The result of this research is that the Blended Learning learning model can increase the motivation and learning achievement of students in class XII MIPA 7 SMA Negeri 2 Sragen. This is proven by the initial percentage in the first cycle of students’ learning motivation of 67.04% and learning achievement of 1.6%. At the time of the implementation of cycle I, the percentage of students’ learning motivation increased by 75.35% and learning achievement by 46.8%. While the implementation of the second cycle, the percentage of students’ learning motivation was 77.55% and 65.6% of the learning achievement with the qualification of the percentage of learning motivation of “good” students on the learning motivation of students, while the learning achievement had not reached the success indicator. This research has not been stopped in cycle II because based on the results of research in cycle II, it has not succeeded in achieving success indicators, namely at least 76% of the percentage of students’ learning achievement so that action is taken.

KEY WORD: Blended Learning, Motivasi to learn, learning Achievement

 

 

PENDAHULUAN

Pembelajaran  konvensional  untuk masa pandemi covid 19 ini tidak   sepenuhnya   bisa dijalankan, namun di tengah pandemi covid 19 ini yang ditunjang  dengan kemajuan teknologi diperlukan variasi metode yang lebih memberikan kesempatan untuk belajar dengan memanfaatkan aneka sumber belajar. Sistem pembelajaran daring (dalam jaringan) merupakan sistem pembelajaran tanpa tatap muka secara langsung antara guru dan siswa tetapi dilakukan melalui online yang menggunakan jaringan internet. Guru harus memastikan kegiatan belajar mengajar tetap berjalan, meskipun siswa berada di rumah. Solusinya, guru dituntut dapat mendesain media pembelajaran sebagai inovasi dengan memanfaatkan media daring (online).

Dengan pesatnya perkembangan dunia di era  globalisasi  ini,  terutama  di bidang teknologi dan ilmu pengetahuan, maka pendidikan nasional juga harus terus-menerus dikembangkan seirama dengan perkembangan zaman. Semakin berkembangnya sarana pembelajaran  khususnya  terkait  dengan  pemanfaatan teknologi komputer dan  komunikasi,  menandai  perubahan  paradigma  baru  yang telah sampai pada era  kemudahan teknologi digital  dalam  mendukung  proses belajar dan mengajar ( Pradhana, 2012).

Penerapan desain sistem pembelajaran  bertujuan  menciptakan pembelajaran  yang   sukses,  yaitu pembelajaran yang mampu membantu peserta didik mencapai kompetensi yang diinginkannya. Guru sebagai agen  pembelajaran  perlu  mempertimbangkan pemilihan media pembelajaran yang tepat  untuk  menciptakan  aktivitas pembelajaran yang sukses.

Metode blended learning merupakan  perpaduan  antara  kata  “blended” yang artinya adalah campuran atau kombinasi dan “learning” yang artinya pembelajaran. Sehingga dengan adanya penjelasan dari arti kata maka  dapat dikatakan bahwa blended learning merupakan pencampuran pembelajaran. Pencampuran pembelajaran yang dimaksud adalah campuran pembelajaran antara pembelajaran tatap  muka di kelas dengan pembelajaran secara daring. pembelajaran blended  mengkombinasikan  metode   pendidikan   konvensional   (tatap  muka) dengan pembelajaran yang ditunjang dengan adanya teknologi (Rahayu & Nuryata ,2010). Hal tersebut dapat dilakukan saat pandemi seperti ini dengan memanfaatkan platform Microsoft teams dimana tatap muka (sinkronus) dapat dilakukan melalu webmeeting yang disediakan oleh microsoftteams. Oleh karena itu, media blended learning  berbasis  Microsoft teams  merupakan media yang meng-kombinasikan  pembelajaran  tatap  muka (sinkronus) dan daring dengan menggunakan media yang tersedia di Microsoft tems  secara tepat guna

 

 

METODE

  1. Subyek Penelitian

Penelitian ini menggunakan Rancangan Penelitian Tindakan Kelas yang berfokus dalam kegiatan siswa dalam pembelajaran. Subjek penelitian ini adalah siswa kelas XII MIPA 7 SMA Negeri 2 Sragen semester ganjil tahun ajaran 2020/2021 yang berjumlah sebanyak 32 siswa. Kelas XII MIPA 7 dipilih karena kelas tersebut dinilai memiliki rata-rata Motivasi Belajar yang paling rendah dibandingkan dengan kelas yang lain yaitu XII MIPA 5, XII MIPA  6.

  1. Prosedur Pelaksanaan Penelitian

Penelitian ini adalah jenis Penelitian Tindakan Kelas untuk perbaikan kualitas pembelajaran di SMA N 2 SRAGEN. Adapun langkah- langkah yang ditempuh dalam penelitian ini meliputi:

    • Perencanaan

Pada tahap perencanaan merupakan tahapan awal sebelum melakukan tindakan berdasarkan pada masalah yang telah dirumuskan. Tujuan dari disusunnya rencana guna mempersiapakan segala sesuatu yang menunjang penelitian. Skenario tindakannya yaitu sebagai berikut:

    • Pelaksanaan Tindakan

Pada tahap pelaksaan tindakan, menerapkan apa yang telah direncanakan pada tahap sebelumnya, yaitu bertindak di kelas daring. Model pembelajaran Blended Learning diterapkan oleh guru dengan berpedoman pada rencana pelaksanaan pembelajaran (RPP) pada mata pelajaran Sejarah Pada tahap ini, tindakan harus sesuai dengan rencana, tetapi harus terkesan alamiah dan tidak direkayasa. Hal ini akan berpengaruh dalam proses refleksi dan agar hasilnya dapat disinkronkan dengan tujuan awal dari penelitian. Selain pelaksanaan tindakan pada tahap ini juga dilaksanakan pengamatan, dimana pelaksanaan tindakan membutuhkan kolaborasi antara guru dan pengamat (observer). proses pengamatan dilakukan oleh peneliti dengan dibantu oleh satu orang observer yang lain untuk memperoleh data yang lebih akurat selama kegiatan belajar belajar sedang berlangsung. Pengamatan dilakukan dengan berpedoman pada lembar observasi yang telah dibuat. Pada tahap pengamatan, pengamatan yang dilakukan meliputi pengamatan terhadap Motivasi dan Prestasi Belajar peserta didik dan pelaksanaan model pembelajaran Blended Learning. Pengamatan Motivasi Belajar peserta didik yang dilakukan meliputi pengamatan terhadap keaktivan visual, minat lisan, serta minat menulis  dari peserta didik. Adapun instrument yang umum dipakai adalah soal angket. Selain itu observer juga mengamati pelaksanaan model pembelajaran Blended Learning telah sesuai dengan lembar observasi pelaksanaan model pembelajaran Blended Learning.

    • Refleksi (reflect)

Pada tahap refleksi dilakukan pengkajian terhadap hasil maupun data yang telah diperoleh dalam mencapai tujuan yang diinginkan. Refleksi dimanfaatkan untuk memahami proses, permasalahan, serta berbagai kendala yang dialami pada siklus. Refleksi dilakukan dengan berdiskusi bersama kolaborator yaitu guru pengajar, sehingga nantinya diperoleh dasar untuk melakukan perbaikan rencana pada siklus berikutnya apabila Motivasi dan Prestasi Belajar dari peserta didik masih belum terlihat mengalami peningkatan. Namun apabila Motivasi dan Prestasi Belajar peserta didik telah mencapai indikator keberhasilan yang ditentukan maka siklus dihentikan.

    • Siklus

Kegiatan penelitian tindakan kelas ini dilakukan mengikuti siklus spiral yang dilakukan oleh peneliti dan guru kelas. Langkah-langkahnya dalam satu siklus adalah sebagai berikut:

 

 

HASIL DAN PEMBAHASAN

Penelitian tindakan kelas ini berlangsung sebanyak tiga siklus. Proses pelaksanaan dari tiga siklus tersebut secara lebih rinci telah dibahas pada sub bab sebelumnya. Berikut hasil yang telah diperoleh selama penelitian tindakan kelas ini berlangsung selama dua siklus:

  1. Pelaksanaan Model Pembelajaran Blended Learning

Pelaksanaan model pembelajaran Blended Learning pada pra siklus sangat rendah, sedangkan pada siklus I pelaksanaan model pembelajaran Blended Learning mampu mencapai 96,9 %. Kemudian dilanjutkan pada siklus I pelaksanaan model pembelajaran Blended Learning mencapai 100%. Sehingga dapat disimpulkan bahwa pelaksanaan model pembelajaran Blended Learning telah terlaksana dengan maksimal sejak siklus I

  1. Motivasi Belajar Peserta Didik

Data Motivasi Belajar peserta didik pada pra siklus  menunjukkan bahwa Motivasi Belajar peserta didik sebesar 67.04%, sedangkan data motivasi belajar peserta didik pada siklus I sebesar 75.35%, dan pada siklus II motivasi  belajar peserta didik sebesar 77.55%. Sehingga dapat disimpulkan bahwa minat dari peserta didik meningkat sesuai dengan batasan indikator keberhasilan yang telah ditentukan yaitu sebesar 76%, dan tercapai

  1. Prestasi Belajar Peserta Didik

Data Prestasi Belajar peserta didik pada pra siklus  menunjukkan bahwa Prestasi Belajar (ketuntasan) peserta didik sebesar 15,6 %, sedangkan data Prestasi belajar peserta didik pada siklus I sebesar 46,8%, dan pada siklus II prestasi  belajar peserta didik sebesar 65,6 %. Sehingga dapat disimpulkan bahwa prestasi dari peserta didik meningkat tetapi belum sesuai dengan batasan indikator keberhasilan yang telah ditentukan yaitu sebesar 70%,

Tabel 2.Tabel Perbandingan Motivasi Belajar Siswa Pra Siklus, Siklus I dan Siklus II

Sumber Data olahan angket Motivasi 2020

No

Nama

Pre tes

Post tes

1

Achmad Syifa Srisusilo

80

80

2

Adik Nur Halimah

60

80

3

Anak Agung Danendra

60

80

4

Ananda Maida Septiana

60

80

5

Angelina Adria Setya Putri

60

80

6

Arsita Dwi Dewantara

60

60

7

Callina Nur Fadhilah

60

90

8

Deriska Twin Romadhona

60

70

9

Dewi Nurul Mardiana

80

90

10

Diva Nanda Ayuk Agustina

60

70

11

Elvonda Mitchel Eka Putra Setya Fanto

80

80

12

Farra Amooy Astito

60

80

13

Galih Wahyu Ariandi

60

100

14

Handoko Adhi Prakoso

60

90

15

Helmy Samartha Ramadhan

80

80

16

Mareta Astika Pangestu

60

60

17

Marshanda Valentina Salsabella

60

60

18

Mivtakhul Janah

60

90

19

Muna Dasa Azizah

60

50

20

Nabila Lutfiana Putri

60

80

21

Pandu Surya Berliando

60

90

22

Paramarta Ayu Wijaya

40

40

23

Raditya Firman Syaputra

100

40

24

Ricky Yudha Utama

60

40

25

Rio Ferdinand

60

80

26

Rochmat Musthofa

40

60

27

Rolanda Bintang Maheswara

60

70

28

Safna Anggita Widiastuti

60

80

29

Salsabil Nuuril Awwal

80

60

30

Sharla Apsarini Luthfiah

60

70

31

 Vadilla Putri Pramestirajati

80

100

32

 Zeny Nur Fadillah

60

80

Sumber : Data Primer olahan perbandingan hasil belajar

 

Berdasarkan tabel  diatas pada saat awal diberikan treatment berupa penerapan   model   pembelajaran Discovery  Learning pada    prasiklus sebesar 67.04%. Kemudian saat dilaksanakan siklus I dengan penerapan model pembelajaran Blended Learning persentase minat belajar peserta didik kembali meningkat menjadi 75.35%. Kemudian saat penelitian memasuki siklus II, persentase dari minat belajar peserta didik masih terus meningkat menjadi sebesar 77.55%. Sehingga dapat disimpulkan bahwa motivasi belajar dari peserta didik meningkat sesuai dengan batasan indikator keberhasilan yang telah ditentukan yaitu sebesar 76%. Peningkatan dari motivasi belajar ini merupakan pengaruh dari penerpan model pembelajaran Blended Learning yang dilakukan sebanyak 2 siklus. Menurut Saefuddin & Bediarti (2014: 56), menyatakan bahwa Model Pembelajaran Blended Learning didefinisikan sebagai proses pembelajaran yang terjadi bila pembelajar tidak disajikan dengan pelajaran dalam bentuk finalnya, tetapi melalui proses menemukan. Pada model pembelajaran Blended Learning peserta tidak berperan sebagai penerima informasi, melainkan peserta didik yang menggali informasi tersebut dan mengembangkannya sesuai dengan pemahamannya masing-masing. Dalam proses menggali atau mengumpulkan informasi tentunya peserta didik. Sedangkan   Data Prestasi Belajar peserta didik pada pra siklus  menunjukkan bahwa Prestasi Belajar (ketuntasan) peserta didik sebesar 15,6 %, sedangkan data Prestasi belajar peserta didik pada siklus I sebesar 46,8%, dan pada siklus II prestasi  belajar peserta didik sebesar 65,6 %. Sehingga dapat disimpulkan bahwa prestasi dari peserta didik meningkat tetapi belum sesuai dengan batasan indikator keberhasilan yang telah ditentukan yaitu sebesar 70%.

 

KESIMPULAN

Berdasarkan hasil penelitian dan pembahasan dapat diambil kesimpulan bahwa dengan diterapkannya model pembelajaran Blended Learning dapat meningkatkan minat belajar dari peserta didik kelas XII MIPA 7 SMA Negeri 2 Sragen. Hal ini dibuktikan dengan meningkatnya persentase dari motivasi dan prestasi belajar peserta didik hingga mencapai indikator keberhasilan yang telah ditentukan sebelumnya. Pada persentase motivasi belajar dari peserta didik pada pra siklus sebesar 67.04%. Pada saat dilanjutkan pada siklus I kembali meningkat menjadi 75.35%. Dan pada saat dillaksanakannya siklus II persentase motivasi belajar meningkat menjadi 77.55%. sedangkan Prestasi Belajar peserta didik pada pra siklus  menunjukkan bahwa Prestasi Belajar (ketuntasan) peserta didik sebesar 15,6 %, sedangkan data Prestasi belajar peserta didik pada siklus I sebesar 46,8%, dan pada siklus II prestasi  belajar peserta didik sebesar 65,6 %. Sehingga dapat disimpulkan bahwa prestasi dari peserta didik meningkat tetapi belum sesuai dengan batasan indikator keberhasilan yang telah ditentukan yaitu sebesar 70%,

Berdasarkan penelitian yang sudah dilakukan, pemilihan model pembelajaran yang sesuai dengan kebutuhan dari peserta didik menjadi aspek yang perlu diperhatikan untuk mencapai suatu tujuan pembelajaran. Namun, untuk mencapai suatu tujuan pembelajaran itu sendiri tentunya tidak hanya memperhatikan satu aspek saja. Perlu adanya mempertimbangkan aspek- aspek yang mendukung proses pembelajaran. Kemampuan guru dalam memahami dan menerapkan model pembelajaran Blended Learning juga menjadi aspek pendukung terlaksananya model pembelajaran ini. Oleh sebab itu, guru perlu meningkatkan kemampuan dalam memahami dan menerapkan model pembelajaran Blended Learning.

 

SARAN

Berdasarkan hasil penelitian dan pembahasan yang telah diuraikan, dapat diberikan saran dan masukan sebagai berikut:

  1. Model Pembelajaran Blended Learning yang telah diterapkan di kelas XII MIPA 7 SMA Negeri 2 Sragen dapat dijadikan sebagai alternatif pilihan dalam memilih model pembelajaran daring untuk meningkatkan keaktifan belajar dan minat belajar dari peserta didik.
  2. Guru memberikan pengertian kepada peserta didik untuk lebih berani menanyakan apa yang tidak diketahui. Agar peserta didik dapat memperoleh informasi lebih banyak dan guru mengetahui kesulitan yang dialami oleh peserta didik.MMM
  3. Sebagai guru harus dapat membangkitkan rasa percaya diri peserta didik untuk menyampaikan pendapatnya di depan orang lain baik di depan guu maupun teman. Karena percaya diri adalah motivasi bagi peserta untuk melakukan tantangan bahwa dirinya mampu.
  4. Perlu waktu atau durasi yang lebih panjang dalam penerapan model pembelajaran Blended Learning untuk menumbukan motivasit belajar peserta didik yang lebih baik lagi. Karena minat belajar dari seseorang tidak bersifat instan yang dapat ditumbuhkan hanya dalam waktu yang relatif singkat.

 

DAFTAR PUSTAKA

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Arikunto, Suharsimi (2006). Prosedur Penelitian Suatu Pendekatan Pratik Edisi Revisi. Jakarta: Rineka Cipta

Arikunto, Suharsimi, dkk. (2007). Penelitian Tindakan Kelas. Jakarta: PT. Bumi Aksara.

Arikunto, Suharsimi. 2016. Prosedur Penelitian: Suatu Pendekatan Praktik. Jakarta: Rineka Cipta

Arikunto, Suharsimi, 2006 Penelitian Tindakan Kelas, Jakarta: Bumi Aksara

Anitah, S. (2009). Media Pembelajaran. Surakarta: UNS Press.

Arikunto, S., Suhardjono, & Supardi. (2008). Penelitian Tindakan Kelas. Jakarta: Bumi Aksara.

Djamaroh , Syaiful Bahri, 2005 Guru dan Anak Didik dalam Interaksi Edukatif, Jakarta:Rineka Cipta

Djamaroh, Syaiful Bahri dan Aswan Zain, 2006 Strategi Belajar Mengajar, Jakarta :Rineka Cipta

Djamarah, S.B. (2000). Guru dan Anak Didik dalam Interaksi Edukatif. Jakarta: PT. Rineka Cipta.

Mulyasa, 2002 Kurikulum Berbasis Kompetensi : Konsep Karakteristik dan Implementasi, Bandung: Remaja Rosda Karya.

Endarmoko, E. (2007). Tesaurus Bahasa Indonesia. Jakarta: PT. Gramedia Pustaka Utama.

Hasnawati. (2006). Pendekatan Contextual Teaching Learning Hubungannya dengan Evaluasi Pembelajaran (Versi elektronik). Jurnal Ekonomi dan Pendidikan, 3 (1), 1-10.

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Milles & Hubberman. (1992). Analisis Data Kualitatif (Terjemahan Cec). Jakarta: UI Press

Nanda, Pradhana (2012) PENGARUH INTENSITAS PERHATIAN ORANG TUA DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR PADA SISWA KELAS IV SD SE GUGUS ONTOSENO BAGELEN PURWOREJO. S1 thesis, UNIVERSITAS NEGERI YOGYAKARTA.

Purwanto. (2013). Evaluasi Hasil Belajar. Yogyakarta: Pustaka PelajarI

Rahayu dan Nuryata., (2010), Pilar Pendidikan, Alfabeta, Jakarta.

Riyanto, Y. (2010). Paradigma Baru Pembelajaran. Jakarta: Kencana.

Sagala, S. (2009). Konsep dan Makna Pembelajaran. Bandung: CV. Alfabeta.

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