Pengembangan E-Schoology Materi Getaran dan Gelombang untuk Meningkatkan Keterampilan Berpikir Kritis Siswa Sekolah Menengah Pertama

Abstract

Penelitian ini bertujuan untuk menghasilkan e-schoology materi getaran dan gelombang untuk meningkatkan keterampilan berpikir kritis siswa sekolah menengah pertama yang valid dan praktis. Penelitian ini menggunakan metode penelitian pengembangan dengan model pengembangan Alessi dan Trollip yang terdiri dari tiga tahapan yaitu perencanaan, desain, dan pengembangan. Sampel penelitian pada saat uji beta berjumlah tiga siswa yang diambil dengan teknik purposive sampling yang dapat mewakili siswa berkemampuan tinggi, sedang, dan rendah. Instrumen yang digunakan dalam penelitian ini adalah lembar validasi dan angket tanggapan siswa. Berdasarkan analisis kebutuhan pada tahap perencanaan diketahui bahwa 100% siswa memiliki smartphone dan sebanyak 72,50% mengakses internet setiap hari. Semua siswa pernah menggunakan e-learning seperti Telegram dan WhatsApps tetapi belum pernah menggunakan e-schoology dalam pembelajaran. Pada tahap desain dilakukan pembuatan flowchart dan storyboard sebagai pedoman dalam pengembangan e-schoology. Tahap pengembangan diawali dengan memproduksi prototipe pertama, melakukan uji alpa, dan melakukan uji beta. Dari hasil uji alpa yang kedua diperoleh persentase dapat diterima sebesar 100%. Persentase dapat diterima dari hasil uji beta yang kedua sebesar 100%. Berdasarkan hasil penelitian ini, e-schoology materi getaran dan gelombang yang dikembangkan telah valid dan praktis sehingga layak untuk digunakan dalam pembelajaran IPA di sekolah menengah pertama. This study aims to produce e-Schoology material on vibrations and waves to improve the critical thinking skills of junior high school students that are valid and practical. This research uses development research methods. This research uses development research method with Alessi and Trollip development model which consists of three stages, namely planning, design, and development. The research sample in the beta test consisted of three students who were taken by purposive sampling technique that could represent students with high, medium, and low abilities. The instruments used in this study were validation sheets and student response questionnaires. Based on the needs analysis at the planning stage, it is known that 100% of students have smartphones and 72.50% access the internet every day. All students have used e-learning such as Telegram and WhatsApps but have never usede-schoology in learning. At the design stage, flowcharts and storyboards are made as guidelines in the development of e-schoology. The development phase begins with producing the first prototype, performing an alpha test, and performing a beta test. From the results of the second alpha test obtained an acceptable percentage of 100%. Percentage can be accepted from the results of the second beta test of 100%. Based on the results of this study, the e-Schoology of vibration and wave materials developed was valid and practical so that it was suitable for use in science learning in junior high schools.

STEM-based E-learning: Implementation and Effect on Communication and Collaboration Skills on Wave Topic

“…The results of this study are supported by previous research on elearning using the STEM approach to improve 21st-century skills (Suwardi 2021). The successful application of learning using STEM-based e-learning is due to the learning process that has been taught with the correct patterns, namely interesting learning, the use of images, videos, animations, and virtual laboratories so that it can help students to understand learning materials (Hartanto, Marlina & Wiyono 2021) and using media in the form of audio, visual and narrative that are packaged into interactive learning makes students and teachers interested in learning. It is in line with Alyoussef (2021), that the learning process with e-learning is very interesting for students because teaching and learning activities become more interactive and can be accessed easily by students.…”

Literature Study: Using Schoology LMS in Physics Learning at Schools in Indonesia

“…Schoology also facilitates a link feature, which is very useful in learning physics, especially for linking pages containing simulations or virtual practicums according to the needs of the material you want to present. This is in line with research [13], [19], [26]. Meanwhile, the image and video insert feature in the discussion and assignment columns can also help students understand the meaning of the questions they are looking for answers to.…”

“…The quality of elearning with Schoology is very interesting, easy, very useful, and effective to use as a learning supplement [17]. Schoology features used in e-learning can be grouped into folders based on meetings that can be filled in materials, discussion forums, and learning media in the form of text, images, videos, and animations [26]. In its application, using Schoology does not hinder learning, because it is easy to access using each electronic device [20].…”

“…To make discussions and assessments more interesting, we can take advantage of Schoology's image and video insert features. Schoology can also link directly to PhET Simulation as a form of virtual simulation or virtual practicum [13], [26]. Schoology's facilities are also very supportive for writing text, formulas, and images and can facilitate assessments in physics learning [24].…”

Effectiveness of Using E-learning at STEM-Based Sound-Wave Materials to Improve Collaboration Skills of High School Students

“…Several studies related to e-learning, STEM, and/or its relation to the collaboration skills of students in the 21st century have been carried out (Amri, et al, 2015;Hartanto, et al, 2021;Tiari, et al, 2020) produce e-learning that is valid, practical, and effective. Then the research shows that there is a positive response to the implementation of STEM and e-learning (Wibowo, 2018) and the application of STEM-based physics learning can improve students' collaboration skills (Cholis & Yulianti, 2020).…”