PENGEMBANGAN BAHAN AJAR BERBASIS MICROLEARNING PADA PEMBELAJARAN GEOGRAFI UNTUK MENINGKATKAN EKOLITERASI PESERTA DIDIK DI SMA NEGERI 1 BELITANG

Nyokro Mukti Wijaya, - (2022) PENGEMBANGAN BAHAN AJAR BERBASIS MICROLEARNING PADA PEMBELAJARAN GEOGRAFI UNTUK MENINGKATKAN EKOLITERASI PESERTA DIDIK DI SMA NEGERI 1 BELITANG. S2 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Kemajuan teknologi dapat dimanfaatkan untuk mengatasi permasalahan degradasi lingkungan yang semakin memburuk, salah satunya memproduksi konten microlearning untuk menanamkan ekoliterasi. Penelitian ini bertujuan untuk (1) mengetahui proses pengembangan bahan ajar berbasis microlearning untuk ekoliterasi, (2) mengetahui bentuk bahan ajar berbasis microlearning untuk ekoliterasi, (3) mengetahui penggunaan bahan ajar berbasis microlearning untuk ekoliterasi, dan (4) mengetahui pengaruh bahan ajar berbasis microlearning terhadap ekoliterasi peserta didik. Metode penelitian yang digunakan adalah penelitian campuran. Subjek penelitian terdiri atas 1 ahli media, 1 ahli materi, 3 guru geografi, dan 63 siswa di SMA Negeri 1 Belitang. Hasil penelitian menunjukan bahwa (1) proses pengembangan bahan ajar meliputi tahap pra produksi, produksi, dan pasca produksi. (2) Bentuk bahan ajar berbasis microlearning yaitu 9 video dan 9 podcast. Hasil uji validasi materi menunjukan bahwa bahan ajar video dan podcast memiliki validasi yang “sangat tinggi” (81%). Sedangkan hasil uji validasi media menunjukan bahwa bahan ajar podcast memiliki validasi yang “sangat tinggi” (94%) dan validasi podcast juga “sangat tinggi” (96%). (3) Penggunaan bahan ajar berbasis microlearning dilakukan menggunakan blendeed learning dan mendapatkan respon yang sangat baik dari guru dan peserta didik. (4) Berdasarkan hasil uji independent sample T-test diperoleh kesimpulan (a) terdapat pengaruh bahan ajar video berbasis microlearning terhadap ekoliterasi peserta didik, (b) tidak terdapat pengaruh bahan ajar podcast berbasis microlearning terhadap ekoliterasi peserta didik, dan (c) bahan ajar video berbasis microlearning lebih efektif dibandingkan podcast berbasis microlearning dalam meningkatkan ekoliterasi peserta didik. Bahan ajar video berbasis microlearning memiliki efektifitas yang baik karena video memiliki kemampuan visualisasi, sehingga mudah dipahami peserta didik. Sedangkan podcast berbasis microlearning memiliki keterbatasan dalam memvisualisasikan materi. Guru geografi dapat memanfaatkan produk hasil penelitian ini untuk mengajarkan ekoliterasi kepada peserta didik. Technological advances can be used to overcome the problem of worsening environmental degradation, one of which is producing microlearning content to instill ecoliteracy. This study aims to (1) determine the process of developing microlearning-based teaching materials for ecoliteracy, (2) determine the form of microlearning-based teaching materials for ecoliteracy, (3) determine the use of microlearning-based teaching materials for ecoliteracy, and (4) determine the effect of microlearning-based teaching materials. microlearning on the ecoliteracy of students. The research method used is mixed research. The research subjects consisted of 1 media expert, 1 material expert, 3 geography teachers, and 63 students at SMA Negeri 1 Belitang. The results of the study show that (1) the process of developing teaching materials includes pre-production, production, and post-production stages. (2) The form of microlearning-based teaching materials are 9 videos and 9 podcasts. The results of the material validation test show that the video and podcast teaching materials have very high validation (81%). While the results of the media validation test show that podcast teaching materials have very high validation (94%) and podcast validation is also “very high” (96%). (3) The use of microlearning-based teaching materials is carried out using blended learning and gets a very good response from teachers and students. (4) Based on the results of the independent sample T-test, it can be concluded that (a) there is an effect of microlearning-based video teaching materials on the ecoliteracy of students, (b) there is no effect of microlearning-based podcast teaching materials on students' ecoliteracy, and (c) teaching materials Microlearning-based videos are more effective than microlearning-based podcasts in increasing the ecoliteracy of students. Microlearning-based video teaching materials have good effectiveness because videos have visualization capabilities, making them easy for students to understand. Meanwhile, microlearning-based podcasts have limitations in visualizing the material. Geography teachers can use the product of this research to teach ecoliteracy to students.

Item Type: Thesis (S2)
Additional Information: ID SINTA Dosen Pembimbing: 1. Ahmad Yani 5975048 2. Nandi 257576
Uncontrolled Keywords: Microlearning, Video, Podcast, Ekoliterasi
Subjects: G Geography. Anthropology. Recreation > G Geography (General)
G Geography. Anthropology. Recreation > GE Environmental Sciences
L Education > L Education (General)
Divisions: Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan Geografi
Depositing User: Nyokro Mukti Wijaya
Date Deposited: 06 Sep 2022 04:18
Last Modified: 06 Sep 2022 04:18
URI: http://repository.upi.edu/id/eprint/78115

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