Ita Rosita, - (2022) MENINGKATKAN KEMAMPUAN KOGNITIF DAN MENSTIMULASI KEMAMPUAN KOMUNIKASI ILMIAH MELALUI MODEL PEMBELAJARAN FLIPPED CLASSROOM PADA MATERI SIKLUS AIR DI SEKOLAH DASAR. S2 thesis, Universitas Pendidikan Indonesia.
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Abstract
Meningkatkan Kemampuan Kognitif dan Menstimulasi Kemampuan Komunikasi Ilmiah Melalui Model Pembelajaran Flipped Classroom Pada Materi Siklus Air Di Sekolah Dasar ABSTRAK Minat siswa yang sangat tinggi terhadap media digital menjadi potensi yang besar untuk keberhasilan belajar jika pembelajaran dikaitkan dengan penggunaan teknologi. Salah satu model pembelajaran yang memfasilitasi penggunaan teknologi dalam pembelajaran adalah model pembelajaran Flipped Classroom. Model ini mengintegrasikan pembelajaran online dan tatap muka. Oleh karena itu, penelitian ini bertujuan untuk memperoleh gambaran pelaksanaan model Flipped Classroom dalam meningkatkan kemampuan kognitif dan menstimulasi kemampuan komunikasi ilmiah pada materi siklus air di Sekolah Dasar kelas V. Subyek penelitian ini adalah siswa kelas V Sekolah Dasar di sebuah desa di Kabupaten Kuningan. Instrumen yang digunakan adalah lembar observasi pelaksanaan pembelajaran dan catatan lapangan, soal tes tulis kemampuan kognitif dalam bentuk pilihan ganda dan uraian, rubrik penilaian komunikasi lisan untuk presentasi dan rubrik penilaian komunikasi tulis untuk pembuatan poster. Berdasarkan analisis data hasil penelitian, diketahui bahwa tahapan pelaksanaan model pembelajaran Flipped Classroom berhasil dilaksanakan melalui dua tahap yaitu pertama, pembelajaran online dengan kegiatan menonton video, menulis poin utama atau mambuat ringkasan, menjawab pertanyaan prapembelajaran, dan membuat pertanyaan penting terkait materi yang belum di pahami. Tahapan kedua yaitu tatap muka dengan kegiatan membahas kesalahan konsep, mengemukakan pertanyaan, menyelesaikan tugas penyelidikan atau pemecahan masalah dan tes akhir. Setelah penerapan model pembelajaran Flipped Classroom ini, hasil kemampuan kognitif siswa meningkat pada kategori sedang dengan nilai rata-rata N-Gain 0,66 dan stimulasi kemampuan komunikasi ilmiah mencapai kategori tinggi dengan rata-rata 3,28. Hal ini menunjukan bahwa penerapan model Flipped Classroom dalam pembelajaran IPA khususnya materi siklus air di Sekolah Dasar mempunyai potensi untuk meningkatkan kemampuan kognitif dan menstimulasi kemampuan komunikasi ilmiah siswa. Kata Kunci : Flipped Classroom, Siklus Air, Kemampuan Kognitif, Kemampuan Komunikasi Ilmiah Improving Cognitive Ability and Stimulating Scientific Communication Ability Through the Flipped Classroom Learning Model on Water Cycle Materials in Elementary Schools ABSTRACT High student interest in digital media becomes a great potential for successful learning if learning is associated with the use of technology. One of the learning models that facilitate the use of technology in learning is the Flipped Classroom learning model. This model integrates online and face-to-face learning. Therefore, this study aims to obtain an overview of the application of the Flipped Classroom model in improving cognitive abilities and stimulating scientific communication skills on the water cycle material in grade V Elementary School. The subjects of this study were fifth grade elementary school students in a village in Kuningan Regency. The instruments used were observation sheets on the implementation of learning and field notes, written test questions for cognitive abilities in the form of multiple choice and descriptions, rubrics for assessing oral communication for presentations and rubrics for assessing written communication for making posters. Based on the analysis of research data, it is known that the stages of implementing the Flipped Classroom learning model were successfully carried out through two stages, namely first, online learning by watching videos, writing main points or making summaries, answering pre-learning questions, and make important questions related to material that has not been understood. The second stage is face-to-face with activities to discuss misconceptions, ask questions, complete investigation tasks or problem solving and final tests. After the application of this Flipped Classroom learning model, the results of students’ cognitive abilities increased in the medium category with an average N-Gain value of 0.66 and the stimulation of communication skills reached the high category with an average of 3.28. This shows that the application of the Flipped Classroom model in science learning, especially the water cycle material in elementary schools has the potential to increase cognitive abilities and stimulate student scientific communication abilities. Keywords: Flipped Classroom, Water Cycle, Cognitive Ability, Scientific Communication Ability
| Item Type: | Thesis (S2) |
|---|---|
| Additional Information: | http://proceedings.upi.edu/index.php/icee/article/view/775 |
| Uncontrolled Keywords: | Flipped Classroom, Siklus Air, Kemampuan Kognitif, Kemampuan Komunikasi Ilmiah, Water Cycle, Cognitive Ability, Scientific Communication Ability |
| Subjects: | L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-2 |
| Depositing User: | Ita Rosita |
| Date Deposited: | 25 Oct 2022 04:31 |
| Last Modified: | 25 Oct 2022 04:31 |
| URI: | http://repository.upi.edu/id/eprint/85345 |
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