Melly Safarini, - and Tri Suwandi, - and Adi Rahmat, - (2025) PERBANDINGAN KETERLIBATAN KOGNITIF DAN PERUBAHAN KONSEPTUAL SISWA PADA MATERI EKOSISTEM MENGGUNAKAN FLIPPED CLASSROOM DAN GAMIFIED FLIPPED CLASSROOM. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Strategi gamified flipped classroom (GFC) merupakan pengembangan dari flipped classroom (FC) dengan mengintegrasikan elemen gamifikasi dalam pembelajaran mandiri berbasis digital sebelum sesi tatap muka. Penelitian ini bertujuan untuk membandingkan keterlibatan kognitif, konsepsi, dan pola perubahan konseptual siswa pada materi ekosistem menggunakan strategi FC dan GFC. Penelitian dilakukan secara quasi-experiment terhadap 70 siswa kelas X yang terbagi secara merata ke dalam dua kelompok. Pembelajaran dilaksanakan selama empat pertemuan. Data keterlibatan kognitif diukur menggunakan kuesioner Student Course Cognitive Engagement Instrument (SCCEI) berskala 4 setelah perlakuan. Sedangkan konsepsi diperoleh melalui tes four-tier multiple choice yang diberikan sebelum dan sesudah perlakuan (pretest dan posttest). Perubahan konseptual dianalisis melalui pergeseran konsepsi siswa dari pretest ke posttest. Data dianalisis secara deskriptif berdasarkan rata-rata keterlibatan kognitif, proporsi kategori konsepsi dan pola perubahan konseptual. Hasil menunjukkan bahwa strategi GFC mendorong keterlibatan kognitif yang lebih tinggi, membentuk konsepsi yang lebih ilmiah dan menghasilkan perubahan konseptual yang lebih positif dibandingkan FC. Temuan ini mengindikasikan bahwa GFC memiliki potensi kuat dalam meningkatkan keterlibatan kognitif siswa serta mendukung terbentuknya penguasaan konsep yang lebih baik dalam pembelajaran biologi.; The gamified flipped classroom (GFC) is a development of the flipped classroom (FC) strategy by integrating gamification elements into digital self-directed learning prior to face-to-face sessions. This study aims to compare students’ cognitive engagement, conceptions, and conceptual change on the topic of ecosystems using the FC and GFC strategies. The research was conducted as a quasi-experiment involving 70 tenth-grade students who were evenly divided into two groups. The learning took place over four sessions. Cognitive engagement data were collected using the four-scale Student Course Cognitive Engagement Instrument (SCCEI) after the intervention. Students’ conceptions were measured through a four-tier multiple-choice test administered before and after the intervention (pretest and posttest). Conceptual change was analyzed by tracking shifts in student conceptions from pretest to posttest. The data were analyzed descriptively based on the average cognitive engagement scores, the proportion of conception categories, and patterns of conceptual change. The results show that the GFC strategy promotes higher cognitive engagement, supports the development of more scientific conceptions, and leads to more positive conceptual change compared to the FC strategy. These findings suggest that GFC may be a promising instructional design for enhancing students’ cognitive engagement and concept mastery in biology learning.
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?hl=en&user=WfzgnY0AAAAJ ID SINTA Dosen Pembimbing: Tri Suwandi: 6198988 Adi Rahmat: 5986402 |
| Uncontrolled Keywords: | Gamified flipped classroom, Flipped classroom, Keterlibatan kognitif, Perubahan konseptual, Ekosistem Gamified flipped classroom, Flipped classroom, Cognitive engagement, Conceptual change, Ecosystem |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education Q Science > QH Natural history > QH301 Biology |
| Divisions: | Fakultas Pendidikan Matematika dan Ilmu Pengetahuan Alam > Program Studi Biologi - S1 > Program Studi Pendidikan Biologi |
| Depositing User: | Melly Safarini |
| Date Deposited: | 08 May 2025 02:49 |
| Last Modified: | 08 May 2025 02:49 |
| URI: | http://repository.upi.edu/id/eprint/133129 |
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