RANCANG BANGUN WEB-BASED LEARNING DENGAN MODEL PEMBELAJARAN ARCS UNTUK MENINGKATKAN KOGNITIF PADA SISWA SMK

Althea Rizqi Amelinda, - (2024) RANCANG BANGUN WEB-BASED LEARNING DENGAN MODEL PEMBELAJARAN ARCS UNTUK MENINGKATKAN KOGNITIF PADA SISWA SMK. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Teknologi yang semakin berkembang saat ini pun banyak yang dimanfaatkan dalam berbagai bidang kehidupan, salah satunya dalam bidang pendidikan sebagai alat bantu pembelajaran khususnya pada jenjang Sekolah Menengah Atas (SMK) ranah teknologi salah satunya pada program keahlian Teknik Jaringan Komputer (TKJ). Namun faktanya masih banyak guru yang menerapkan metode konvensional dan pendekatan yang sama terhadap semua peserta didik dalam pembelajaran dikelas. Maka dari itu penelitian ini memiliki tujuan yaitu (1) merancang multimedia pembelajaran menggunakan model ARCS (2) Menganalisis peningkatan kognitif peserta didik. Metode penelitian yang digunakan adalah R&D dengan model pengembangan ADDIE (Analyze, Desain, Development, Implementation, and Evaluation) berbentuk One-Grup Pretest-Posttest Design. Hasil penelitian ini adalah: (1) Multimedia dinyatakan layak digunakan dengan presentase sebesar 97% dan 73% untuk materi. (2) Multimedia pembelajaran dapat meningkatkan Kognitif peserta didik dilihat dari skor N-gain sebesar 0,31 dengan kriteria “Sedang”. (3) Respon peserta didik terhadap penggunaan multimedia pembelajaran web yang mengacu pada TAM (Technology Acceptance Model) menghasilkan rata-rata persentase sebesar 74% dengan kategori “Baik”. Kesimpulannya adalah pengaruh multimedia pembelajaran terhadap peningkatan kemampuan kognitif peserta didik masih tergolong cukup baik. Kata Kunci: ARCS (Attention Relevance Confidence Satiftaction), Pembelajaran Struktur Kontrol Perulangan, ADDIE, R&D Technology which is currently increasingly developing is being used in various areas of life, one of which is in the field of education as a learning aid, especially at the Senior High School (SMK) level in the technological realm, one of which is the Computer Network Engineering (TKJ) skills program. However, the fact is that there are still many teachers who apply conventional methods and the same approach to all students in classroom learning. Therefore, this research has the objectives, namely (1) designing learning multimedia using the ARCS model (2) Analyzing students' cognitive improvement. The research method used is R&D with the ADDIE (Analyze, Design, Development, Implementation, and Evaluation) development model in the form of One-Group Pretest-Posttest Design. The results of this research are: (1) Multimedia is declared suitable for use with a percentage of 97% and 73% for material. (2) Multimedia learning can improve students' cognition as seen from the N-gain score of 0.31 with the "Medium" criteria. (3) Students' responses to the use of web learning multimedia referring to TAM (Technology Acceptance Model) resulted in an average percentage of 74% in the "Good" category. The conclusion is that the influence of multimedia learning on improving students' cognitive abilities is still quite good. Keywords: ARCS (Attention Relevance Confidence Satifaction), Loop Control Structure Learning, ADDIE, R&D

Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?view_op=new_profile&hl=id&authuser=2 ID SINTA Dosen Pembimbing: Munir : 5974517 Harsa Wara Prabawa : 5981240
Uncontrolled Keywords:	ARCS (Attention Relevance Confidence Satiftaction), Pembelajaran Struktur Kontrol Perulangan, ADDIE, R&D ARCS (Attention Relevance Confidence Satifaction), Loop Control Structure Learning, ADDIE, R&D
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools Q Science > QA Mathematics > QA76 Computer software
Divisions:	Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Pendidikan Ilmu Komputer
Depositing User:	Althea Rizqi Amelinda
Date Deposited:	13 Jun 2024 03:23
Last Modified:	13 Jun 2024 03:23
URI:	http://repository.upi.edu/id/eprint/116940

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