PENERAPAN BLENDED LEARNING DALAM PENGUASAAN HURUF HIRAGANA

Rustanti, Nita (2016) PENERAPAN BLENDED LEARNING DALAM PENGUASAAN HURUF HIRAGANA. S2 thesis, Universitas Pendidikan Indonesia.

[img]
Preview
Text
T_B.JPN_1302420_Title.pdf

Download (190kB) | Preview
[img]
Preview
Text
T_B.JPN_1302420_Table_of_content.pdf

Download (190kB) | Preview
[img]
Preview
Text
T_B.JPN_1302420__Abstract.pdf

Download (190kB) | Preview
[img]
Preview
Text
T_B.JPN_1302420_Chapter 1.pdf

Download (247kB) | Preview
[img] Text
T_B.JPN_1302420_Chapter 2.pdf
Restricted to Staf Perpustakaan

Download (782kB)
[img]
Preview
Text
T_B.JPN_1302420_Chapter 3.pdf

Download (713kB) | Preview
[img] Text
T_B.JPN_1302420_Chapter 4.pdf
Restricted to Staf Perpustakaan

Download (787kB)
[img]
Preview
Text
T_B.JPN_1302420_Chapter 5.pdf

Download (194kB) | Preview
[img]
Preview
Text
T_B.JPN_1302420_Bibliography.pdf

Download (195kB) | Preview
[img] Text
T_B.JPN_1302420_Appendix.pdf
Restricted to Staf Perpustakaan

Download (2MB)
Official URL: http://repository.upi.edu

Abstract

Penelitian ini bertujuan untuk mengetahui kemampuan penguasaan huruf hiragana mahasiswa dengan menggunakan model blended learning dibandingkan dengan kemampuan penguasaan huruf hiragana mahasiswa dengan model konvensional. Selain itu, untuk mengetahui respon mahasiswa terhadap pembelajaran hiragana dengan model bahasa Jepang. Model blended learning adalah model pembelajaran yang menggabungkan pembelajaran konvensional (face-to-face) dan pembelajaran online (e-learning). Penulis menggunakan metode drill dan ceramah pada pembelajaran konvensional, sedangkan pada pembelajaran online (e-learning) menggunakan salah satu Learning Management System (LMS) open source, yaitu moodle. Metode penelitian yang digunakan adalah eksperimen murni dengan Posttest-Only Control Design. Sampel penelitian berjumlah 20 mahasiswa untuk kelas eksperimen dan 17 mahasiswa untuk kelas kontrol. Instrumen penelitian yang digunakan adalah tes, angket dan lembar observasi. Hasil posttest menunjukan bahwa tidak terdapat perbedaan yang signifikan pada kemampuan penguasaan huruf hiragana antara kelas eksperimen dengan kelas kontrol. Meskipun demikian, pada hasil ujian akhir yang diselenggarakan tiga bulan setelah posttest menunjukan bahwa terdapat perbedaan yang signifikan kemampuan penguasaan huruf hiragana antara kelas eksperimen dan kelas kontrol. Selama jangka waktu tiga bulan tersebut, pembelajaran hiragana sudah tidak dilakukan. Hal ini menunjukan bahwa untuk jangka waktu yang lebih lama, model blended learning lebih efektif untuk meningkatkan kemampuan penguasaan huruf hiragana dibandingkan dengan model konvensional. Hal tersebut disebabkan karena adanya respon positif mahasiswa terhadap minat, motivasi, dan keaktifan dalam pembelajaran huruf hiragana dengan model blended learning sehingga menimbulkan sikap kemandirian dalam belajar. Kata kunci : Penelitian ini bertujuan untuk mengetahui kemampuan penguasaan huruf hiragana mahasiswa dengan menggunakan model blended learning dibandingkan dengan kemampuan penguasaan huruf hiragana mahasiswa dengan model konvensional. Selain itu, untuk mengetahui respon mahasiswa terhadap pembelajaran hiragana dengan model bahasa Jepang. Model blended learning adalah model pembelajaran yang menggabungkan pembelajaran konvensional (face-to-face) dan pembelajaran online (e-learning). Penulis menggunakan metode drill dan ceramah pada pembelajaran konvensional, sedangkan pada pembelajaran online (e-learning) menggunakan salah satu Learning Management System (LMS) open source, yaitu moodle. Metode penelitian yang digunakan adalah eksperimen murni dengan Posttest-Only Control Design. Sampel penelitian berjumlah 20 mahasiswa untuk kelas eksperimen dan 17 mahasiswa untuk kelas kontrol. Instrumen penelitian yang digunakan adalah tes, angket dan lembar observasi. Hasil posttest menunjukan bahwa tidak terdapat perbedaan yang signifikan pada kemampuan penguasaan huruf hiragana antara kelas eksperimen dengan kelas kontrol. Meskipun demikian, pada hasil ujian akhir yang diselenggarakan tiga bulan setelah posttest menunjukan bahwa terdapat perbedaan yang signifikan kemampuan penguasaan huruf hiragana antara kelas eksperimen dan kelas kontrol. Selama jangka waktu tiga bulan tersebut, pembelajaran hiragana sudah tidak dilakukan. Hal ini menunjukan bahwa untuk jangka waktu yang lebih lama, model blended learning lebih efektif untuk meningkatkan kemampuan penguasaan huruf hiragana dibandingkan dengan model konvensional. Hal tersebut disebabkan karena adanya respon positif mahasiswa terhadap minat, motivasi, dan keaktifan dalam pembelajaran huruf hiragana dengan model blended learning sehingga menimbulkan sikap kemandirian dalam belajar. Kata kunci: Blended learning, pembelajaran face to face, pembelajaran online (e-learning), hiragana, moodle. The purpose of this study is to find out the ability of mastery hiragana characters using blended learning model and then compared with the ability of mastery hiragana characters using conventional model. In addition, to find out the student’s respond about blended learning model in hiragana learning. Blended learning is combination of face-to-face learning and online learning. This research used drill and lecture method in face-to-face learning and moodle in online learning. The research method was true experiment with Posttest-Only Control Design. The subjects of this research were consisted of 20 students for experiment classes and 17 students for control classes. The data were obtained through testing, observation, and interview. Based on the results of posttest showed that there was no significant different ability of mastery hiragana characters between the students who studied through blended learning model and the students who studied through face-to-face learning model. However, based on the results of final exam which organized 3 month later after posttest, showed that there was significant different ability of mastery hiragana characters between the students who studied through blended learning model and the students who studied through face-to-face learning model. This is show that for a longer period of time, blended learning model is better than conventional model because there is a positive response from student toward interest, motivation, involvement, and hiragana learning using blended learning model which creating self learning from the student. Keywords : blended learning model, face-to-face learning, online learning, hiragana, moodle. The purpose of this study is to find out the ability of mastery hiragana characters using blended learning model and then compared with the ability of mastery hiragana characters using conventional model. In addition, to find out the student’s respond about blended learning model in hiragana learning. Blended learning is combination of face-to-face learning and online learning. This research used drill and lecture method in face-to-face learning and moodle in online learning. The research method was true experiment with Posttest-Only Control Design. The subjects of this research were consisted of 20 students for experiment classes and 17 students for control classes. The data were obtained through testing, observation, and interview. Based on the results of posttest showed that there was no significant different ability of mastery hiragana characters between the students who studied through blended learning model and the students who studied through face-to-face learning model. However, based on the results of final exam which organized 3 month later after posttest, showed that there was significant different ability of mastery hiragana characters between the students who studied through blended learning model and the students who studied through face-to-face learning model. This is show that for a longer period of time, blended learning model is better than conventional model because there is a positive response from student toward interest, motivation, involvement, and hiragana learning using blended learning model which creating self learning from the student. Keywords : blended learning model, face-to-face learning, online learning, hiragana, moodle.

Item Type: Skripsi,Tesis,Disertasi (S2)
Additional Information: No. Panggil: T_B.JPN_RUS_p-2016; Pembimbing : I. Wawan Danasasmita, II. Nuria Haristiani
Uncontrolled Keywords: Blended learning, pembelajaran face to face, pembelajaran online (e-learning), hiragana, moodle.
Subjects: L Education > L Education (General)
P Language and Literature > PL Languages and literatures of Eastern Asia, Africa, Oceania
P Language and Literature > PN Literature (General)
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Jepang S-2
Depositing User: Mr. Cahya Mulyana
Date Deposited: 14 Sep 2017 07:54
Last Modified: 14 Sep 2017 07:54
URI: http://repository.upi.edu/id/eprint/25965

Actions (login required)

View Item View Item