Blended Learning dengan Macromedia Flash untuk Melatih Kemandirian Belajar Mahasiswa
DOI:
https://doi.org/10.29408/jel.v6i1.1596Keywords:
blended learning, self-regulated learning, Macromedia flashAbstract
Learning independence among students is still low. It can be seen from the students being less active in finding learning resources and only waiting from the lecturers, from the task of making learning media given by students there are still many who only copy and edit it. To practice learning independence, innovation is needed in learning, one of which uses learning that combines face-to-face and virtual learning, namely blended learning. This study aims to train the independence of student learning in making learning media based on Macromedia flash through blended learning. The research method used is quantitative descriptive method. The sample in this study were 28 students of the mathematics education program at the PGRI University of Palembang. The research instrument was a student learning independence questionnaire given before and after learning. The quantitative data obtained were analyzed descriptively. The results showed that student learning independence changes before and after learning, with the largest percentage change in the indicators of self-efficacy (self-concept), while the smallest percentage of changes in the indicators evaluating the learning process and results. Besides, the efforts that can be made to train the independence of student learning with blended learning are providing a discussion forum; giving assignments to each material so that students know clearly the learning objectives; conducting discussions on each assignment given, and; do not limit students in access learning resources.
References
Abdullah, M.F.N.L. & Iannone, P. (2010). Analysis of classroom interaction from the combined view of self-regulating strategies and discourse analysis: what can we do?. Proceedings of The British Congress for Mathematics Education, 30(1). 1-8.
Aoun, J. (2018). Robot-proof: higher education in the age of artificial intelligence. Journal of Education for Teaching, 44(4), 519-520. https://doi.org/10.1080/02607476.2018.1500792.
Cobanoglu, A., & Yurdaku, B. (2014). The effect of blended learning on students’ achievement, perceived cognitive flexibility levels and self-regulated learning skills. Journal of Education and Practice, 5(22), 176-197.
Farida, A. & Indah, R.P. (2018). Penerapan blended learning untuk peningkatan kemandirian belajar dan critical thinking mahasiswa. Jurnal Derivat, 5(2), 19-27.
Fitriasari, P. & Sari, N. (2017). Implementasi blended learning untuk meningkatkan kemandirian belajar mahasiswa pada mata kuliah metode numerik. Seminar Nasional Matematika dan Aplikasinya, Surabaya, Universitas Airlangga, 160-166. Diakses dari http://math.fst.unair.ac.id/wp-content/uploads/2017/10/24-Putri-Fitriasari_Pendidikan_.pdf.
Fitriasari, P., Tanzimah, & Sari, N. (2018). Kemandirian belajar mahasiswa melalui blended learning pada mata kuliah metode numerik. Jurnal Elemen, 4(1). 1-8. https://doi.org/10.29408/jel.v4i1.439.
Ismaniati, Ch., Sungkono, & Wahyuningsih, D. (2015). Model blended learning untuk meningkatkan kemandirian belajar dan daya tarik dalam perkuliahan. Jurnal Penelitian Ilmu Pendidikan, 8(2), 19-27. https://doi.org/10.21831/jpipfip.v8i2.8269.
Jusoff, K. & Khodabandelou, R. (2009). Preliminary study on the role of social presence in blended learning environment in higher education. International Education Studies, 2(4), 79-83. https://doi.org/10.5539/ies.v2n4p79.
Marini, A., Rahman, C., & Chandra, T.D. (2017). Peningkatan motivasi belajar siswa melalui penerapan pendekatan Realistic Mathematics Education (RME). Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan. 2(4), 470-477.
Mayasari, F., Santoso, S., & Octoria, D. (2016). Upaya meningkatkan kemandirian belajar siswa melalui penerapan blended learning berbantuan Quipper School. Jurnal Tata Arta UNS, 2(3), 148-161.
Ningsih, Y.L., Misdalina, & Marhamah. (2017). Peningkatan hasil belajar dan kemandirian belajar metode statistika melalui pembelajaran blended learning. Jurnal Pendidikan Matematika Al-Jabar, 8(2), 155-164. https://doi.org/10.24042/ajpm.v8i2.1633.
Oktarina, S.D., Budiningsih, A., & Risdianto, E. (2018). Model blended learning berbasis moodle (1st ed). Jakarta: Halaman Moeka.
Poon, J. (2013). Blended learning: an institutional approach for enhancing students’ learning experiences. MERLOT Journal of Online Learning and Teaching, 9(2), 271-289.
Rachmayani, D. (2014). Penerapan pembelajaran reciprocal teaching untuk meningkatkan kemampuan komunikasi matematis dan kemandirian belajar matematika siswa. Jurnal Pendidikan Unsika, 2(1), 13-23.
Risdianto, E. (2019). Analisis pendidikan indonesia di era revolusi industri 4.0. Bengkulu: Universitas Bengkulu. Diakses dari https://www.researchgate.net/profile/Eko_Risdianto/publication/332415017_ANALISIS_PENDIDIKAN_INDONESIA_DI_ERA_REVOLUSI_INDUSTRI_40/links/5cb4509b4585156cd7993519/ANALISIS-PENDIDIKAN-INDONESIA-DI-ERA-REVOLUSI-INDUSTRI-40.pdf.
Rosenberg, M.J. (2001). E-Learning: strategies for delivering knowledge in the digital age. New York: McGraw-Hill.
Sandi, G. (2012). Pengaruh blended learning terhadap hasil belajar kimia ditinjau dari kemandirian siswa. Jurnal Pendidikan dan Pengajaran, 45(3), 241-251.
Sari, A.R. (2013). Strategi blended learning untuk peningkatan kemandirian belajar dan kemampuan critical thinking mahasiswa di era digital. Jurnal Pendidikan Akuntansi Indonesia, 1(2), 32-43. https://doi.org/10.21831/jpai.v11i2.1689.
Skrypnyk, et al. (2015). The history and state of blended learning. Diakses dari https://www.researchgate.net/publication/313751703/download.
Stein, J. & Graham, C.R. (2014). Essentials for blended learning: a standars-based guide. New York: Routledge. https://doi.org/10.4324/9780203075258.
Sudiana, R., Fatah, A., & Khaerunnisa, E. (2017). Kemandirian belajar mahasiswa melalui pembelajaran berbasis virtual class. Jurnal Penelitian dan Pembelajaran Matematika, 10(1), 74-80. https://doi.org/10.30870/jppm.v10i1.1292.
Suhendri, H. (2011). Pengaruh kecerdasan matematis-logis dan kemandirian belajar terhadap hasil belajar matematika. Jurnal Ilmiah Pendidikan Matematika, 1(1), 29-39. https://doi.org/10.30998/formatif.v1i1.61.
Suherman, E. (2003). Evaluasi pembelajaran matematika. Bandung: Universitas Pendidikan Indonesia.
Sumarmo, U. (2004). Kemandirian belajar apa, mengapa dan bagaimana dikembangkan pada peserta didik. Makalah disajikan pada Seminar Pendidikan Matematika di Jurusan Pendidikan Matematika FMIPA Universitas Negeri Yogyakarta, tanggal 8 Juli 2014.
Syarif, I. (2012). Pengaruh model blended learning terhadap motivasi dan prestasi belajar siswa SMK. Jurnal Pendidikan Vokasi, 2(2), 234-249. https://doi.org/10.21831/jpv.v2i2.1034.
Wibawa, S. (2018). Pendidikan dalam era revolusi industri 4.0. Indonesia. Yogyakarta: UST Yogyakarta.
Yamin, M. (2008). Desain pembelajaran berbasis tingkat satuan pendidikan. Jakarta: Gaung Persada Press.
Yanti, S. & Surya, E. (2017). Kemandirian belajar dalam memaksimalkan kualitas pembelajaran. Diakses dari https://www.researchgate.net/publication/321833928.
Yanto, B. & Retnawati, H. (2018). Dapatkah model blended learning mempengaruhi kemandirian belajar matematika siswa? Jurnal Aksioma, 7(3), 324-333. https://doi.org/10.24127/ajpm.v7i3.1559.
Yusuf, A.M. (2017). Metode penelitian kuantitatif, kualitatif, & penelitian gabungan. Edisi cetakan keempat. Jakarta: Kencana.
Downloads
Additional Files
Published
How to Cite
Issue
Section
License
Authors who publish with the Jurnal Elemen agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution-ShareAlike 4.0 International License (CC BY-SA 4.0).
- Authors are able to enter into separate, additional contractual arrangements for the distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Jurnal Elemen is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License
