Analisis Kemandirian Belajar Peserta Didik SMP Melalui Implementasi LKPD Discovery Learning Berbantuan Augmented Reality

Abstract

Learning has now gradually recovered from the effects of the COVID-19 pandemic with the start of limited face-to-face learning. This makes educators need to innovate so that students still have independent learning. Online learning that is less than optimal causes students to be too passive when learning offline. The use of technology, the selection of interesting learning models, and media according to the characteristics of the material, especially abstract material, are still needed to answer the challenges of 21st-century learning. The use of technology and the development of students' learning independence is very important to face real life and make learning more effective. The purpose of this study is to analyze the learning independence of students through the implementation of LKPD discovery learning assisted by augmented reality. This research is descriptive qualitative research with 28 students of class VIII at SMP N 2 Karangnongko. The data collection technique used a student learning independence questionnaire, which was triangulated with learning observation sheets and interviews with science teachers. The data analysis technique according to Miles Huberman (1992) goes through three steps, namely data reduction, data displaying, and conclusion drawing/verification. The results of the learning independence questionnaire were analyzed using the percentage technique. Based on the learning independence questionnaire data, the average percentage is 70% in the medium category

Deskripsi Disiplin dalam Pembelajaran Kimia Siswa MAN 1 Sintang

“…Sikap ketergantungan terhadap teman sebaya inilah yang membuat siswa tidak dapat menentukan strategi belajarnya sendiri. Siswa yang dapat menentukan strategi belajarnya sendiri dapat mengatur waktu dengan baik sehingga bisa menyelesaikan tugasnya tepat waktu sesuai kemampuan yang dimiliki (Nurhidayanti et al, 2022).…”

Hubungan antara Kemandirian Belajar dengan Hasil Belajar Bahasa Arab

“…Menurut penelitian (Aulia et al, 2019), siswa yang memiliki tingkat kemandirian belajar yang tinggi dapat menyelesaikan kesulitannya sendiri. Selain itu, siswa memiliki kebebasan untuk menyelesaikan pekerjaan sesuai dengan keahliannya dan meningkatkan prestasi akademiknya tanpa tekanan dari luar (Nurhidayanti* et al, 2022) . Pernyataannya adalah sebagai berikut: 1) selalu mengulang materi yang telah disampaikan; 2) mencari sumber belajar mandiri; 3) segera menyelesaikan tugas; 4) mempelajari materi yang belum dipahami secara mandiri; 5) menyelesaikan tugas tanpa menyalin hasil teman; dan 6) pemfokusan pada saat pembelajaran terjadi, merupakan indikator keempat kemandirian belajar yaitu tanggung jawab dalam belajar yang memiliki persentase 77% dalam kategori tinggi.…”

Development of Electronic Worksheet Assisted by Augmented Reality to Improve Learning Outcomes and Interest in Learning Science

“…So that teachers in the learning process can take advantage of technology because the characteristics of digital native students are everything related to technology, innovation, and collaboration (Carolina, 2023). Junior high school students generally have just entered the stage of cognitive development from concrete operations to formal operations, which results in students experiencing learning difficulties, especially in science (Nurhidayanti et al, 2022;Yusro, Safitri, et al, 2023). The difficulties experienced by students in learning science were dominated by abstract material because the learning objects being studied were not found around them.…”