Pengaruh Implementasi Flipped Classroom Terhadap SelfRegulated Learning dan Hasil Belajar Pada Mata Pelajaran Web Content

Nabila, Failashofi and Ir. Admaja Dwi Herlambang, S.Pd., M.Pd. and Uun Hariyanti, S.Pd., M.Pd., Ph.D. (2024) Pengaruh Implementasi Flipped Classroom Terhadap SelfRegulated Learning dan Hasil Belajar Pada Mata Pelajaran Web Content. Sarjana thesis, Universitas Brawijaya.

Abstract

Penelitian ini dilatar belakangi oleh kurangnya sumber belajar serta keterbatasan waktu guru dalam menyampaikan materi pembelajaran di ruang kelas yang menyebabkan aktivitas belajar mengajar mengalami kendala. Kemajuan teknologi informasi telah memberi dampak terhadap dunia pendidikan. Flipped classroom merupakan salah satu model kolaborasi pembelajaran dengan perangkat berbasis e-learning dapat menunjukkan bagaimana teknologi dapat membantu pendidikan di era digital. Meski model pembelajaran flipped classroom membantu fleksibilitas dalam pembelajaran, penerapannya tidak selalu berhasil jika peserta didik tidak berkontribusi aktif dalam kegiatan pembelajaran. Tujuan dari penelitian ini adalah untuk mengetahui pengaruh model pembelajaran flipped classroom pada mata pelajaran web content terhadap self-regulated learning dan hasil belajar siswa kelas XI SMK Negeri 3 Malang. Jumlah yang terlibat dalam penelitian ini sebanyak 42 siswa, terdiri dari 21 siswa kelas kontrol dan 21 siswa kelas eksperimen. Pada kelas kontrol menerapkan metode konvensional dan kelas eksperimen diberi treatment berupa penerapan model pembelajaran flipped classroom. Penelitian ini menggunakan Metode Weak experimental Static-Group Pretest-Posttest Design. Instrumen penelitian yang digunakan yaitu instrumen soal dan kuesioner yang telah melalui uji validitas ahli. Penelitian menggunakan analisis uji asumsi normalitas dan homogenitas untuk melanjutkan pada uji hipotesis. Data yang tidak memenuhi uji asumsi menggunakan uji nonparametrik Mann Whitney U. Sedangkan data yang memenuhi uji asumsi menggunakan uji parametrik Independent t-test. Hasil dari penelitian menunjukkan bahwa model pembelajaran flipped classroom berpotensi mempengaruhi hasil belajar siswa aspek psikomotor yang dibuktikan dengan adanya perbedaan yang signifikan pada hasil belajar psikomotor namun kurang berpotensi mempengaruhi hasil belajar aspek kognitif dikarenakan tidak adanya perbedaan yang signifikan pada hasil belajar kognitif. Model flipped classroom juga kurang berpotensi mempengaruhi self-regulated learning karena hasil self-regulated learning siswa dari kedua kelas tidak berbeda secara signifikan.

English Abstract

This research is motivated by the lack of learning resources and the limited time of teachers in delivering learning materials in the classroom, which causes teaching and learning activities to experience obstacles. Advances in information technology have had an impact on the world of education. The flipped classroom is one of the collaborative learning models with e-learning-based tools that can show how technology can help education in the digital era. Although the flipped classroom model helps flexibility in learning, its implementation is not always successful if learners do not actively contribute to learning activities. The purpose of this study is to determine the effect of the flipped classroom learning model in the web content subject on self-regulated learning and learning outcomes of students in class XI of SMK Negeri 3 Malang. The number involved in this study was 42 students, consisting of 21 control class students and 21 experimental class students. The control class applied conventional methods, and the experimental class was given treatment in the form of applying the flipped classroom learning model. This study used the weak experimental static-group pretest-posttest design method. The research instruments used are question instruments and questionnaires that have gone through expert validity tests. The study used normality and homogeneity assumption test analysis to proceed to hypothesis testing. Data that did not meet the assumption test used the Mann Whitney U nonparametric test, while data that met the assumption test used the independent t-test parametric test. The results of the study showed that the flipped classroom model has the potential to affect student learning outcomes in psychomotor aspects, as evidenced by the significant difference in psychomotor learning outcomes, but less potential to affect learning outcomes in cognitive aspects due to the absence of significant differences in cognitive learning outcomes. The flipped classroom model also has less potential to affect selfregulated learning because the results of self-regulated learning of students from both classes are not significantly different.

Item Type:	Thesis (Sarjana)
Identification Number:	052415
Uncontrolled Keywords:	flipped classroom, hasil belajar, self-regulated learning, web content
Divisions:	Fakultas Ilmu Komputer > Teknologi Informasi
Depositing User:	S Sucipto
Date Deposited:	14 Feb 2025 03:16
Last Modified:	14 Feb 2025 03:16
URI:	http://repository.ub.ac.id/id/eprint/236758

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