PENGARUH GAMIFIED FLIPPED CLASSROOM TERHADAP KETERLIBATAN DAN KEMAMPUAN KOGNITIF SISWA PADA PEMBELAJARAN EKOSISTEM

Salma Fitriani, - and Tri Suwandi, - and Adi Rahmat, - (2025) PENGARUH GAMIFIED FLIPPED CLASSROOM TERHADAP KETERLIBATAN DAN KEMAMPUAN KOGNITIF SISWA PADA PEMBELAJARAN EKOSISTEM. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Perkembangan teknologi mendorong integrasi berbagai strategi inovatif dalam pembelajaran, salah satunya adalah flipped classroom (FC). Meskipun strategi ini memungkinkan pembelajaran yang lebih mendalam, rendahnya keterlibatan siswa dalam aktivitas sebelum pembelajaran tatap muka di kelas menjadi tantangan yang dapat menghambat perkembangan kemampuan kognitif siswa. Penelitian ini bertujuan untuk mengkaji pengaruh gamified flipped classroom (GFC), yaitu integrasi elemen gamifikasi ke dalam FC, terhadap peningkatan keterlibatan dan kemampuan kognitif siswa dalam pembelajaran ekosistem. Metode yang digunakan adalah quasi-experiment dengan desain non-equivalent control group, melibatkan 72 siswa kelas X yang terbagi ke dalam kelompok GFC (n=36) dan FC konvensional (n=36). Data keterlibatan kognitif diukur menggunakan kuesioner yang diadaptasi dari SCCEI (Barlow et al., 2020), serta didukung oleh data wawancara semi-terstruktur dan catatan siswa. Sedangkan data kemampuan kognitif dikumpulkan melalui pretest dan posttest berbasis the new taxonomy Marzano & Kendall (2006). Analisis data dilakukan menggunakan uji Mann-Whitney dan perhitungan effect size dengan rumus Cohen’s d. Hasil penelitian menunjukkan bahwa GFC berpengaruh signifikan dalam meningkatkan keterlibatan kognitif pada indikator pemrosesan aktif, serta meningkatkan kemampuan kognitif siswa pada seluruh level, dengan kategori effect size sedang.; The rapid advancement of technology has fostered the integration of innovative strategies in learning, including the flipped classroom (FC). Although FC allows for deeper learning by shifting foundational content outside the classroom, its implementation often faces challenges, particularly students’ low engagement in pre-class activities, which can hinder the development of prior knowledge and cognitive abilities. This study aims to examine the effect of the gamified flipped classroom (GFC), a strategy that integrates gamification elements into FC, on students’ cognitive engagement and cognitive ability in ecosystem topics. A quasi-experimental method with a non-equivalent control group design was employed, involving 72 tenth-grade students divided into a GFC group (n=36) and a conventional FC group (n=36). Cognitive engagement was measured using a Likert-scale questionnaire adapted from the SCCEI (Barlow et al., 2020), supported by semi-structured interviews. Cognitive ability was assessed through pretests and posttests based on Marzano New Taxonomy. Data were analyzed using the Mann-Whitney U test, followed by the calculation of effect size using Cohen’s d. The findings indicate that the GFC strategy had a statistically significant effect on enhancing students’ cognitive engagement, particularly in active processing, as well as improving cognitive abilities across all levels, with a medium effect size.

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Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=en&user=qVyqc1EAAAAJ ID SINTA Dosen Pembimbing: Tri Suwandi: 6198988 Adi Rahmat: 5986402
Uncontrolled Keywords:	Flipped classroom, Gamified flipped classroom, Keterlibatan kognitif, Kemampuan kognitif, Pembelajaran ekosistem Gamified flipped classroom, Flipped classroom, Cognitive engagement, Cognitive ability, 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:	Salma Fitriani
Date Deposited:	08 May 2025 03:06
Last Modified:	08 May 2025 03:06
URI:	http://repository.upi.edu/id/eprint/133132

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