ANALISIS MOTIVASI PESERTA DIDIK KELAS XI DALAM PEMBELAJARAN LARUTAN PENYANGGA MENGGUNAKAN MODEL PEMBELAJARAN FLIPPED CLASSROOM TERINTEGRASI TEAM ASSISTED INDIVIDUALIZATION

MELLY KURNIANTI, . (2022) ANALISIS MOTIVASI PESERTA DIDIK KELAS XI DALAM PEMBELAJARAN LARUTAN PENYANGGA MENGGUNAKAN MODEL PEMBELAJARAN FLIPPED CLASSROOM TERINTEGRASI TEAM ASSISTED INDIVIDUALIZATION. Sarjana thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mendapatkan gambaran motivasi belajar peserta didik dengan menerapkan model pembelajaran flipped classroom terintegrasi team assisted individualization pada materi larutan penyangga. Penelitian dilaksanakan di salah satu SMA Negeri yang ada di daerah Jakarta Timur. Waktu penelitian yaitu pada semester genap tahun ajaran 2021/2022. Subjek penelitian ini sebanyak 40 peserta didik kelas XI MIPA 3. Penelitian dilakukan secara daring sebanyak satu pertemuan melalui zoom meeting, 50% pertemuan tatap muka sebanyak satu pertemuan, dan luring sebanyak dua pertemuan. Penelitian dilaksanakan menggunakan metode kualitatif dengan mengumpulkan data melalui wawancara, reflektif jurnal, catatan harian guru, lembar observasi, dan tanggapan peserta didik setelah menonton video pembelajaran. Model pembelajaran flipped classroom terintegrasi team assisted individualization terdiri dari 8 tahapan yaitu pra pembelajaran di kelas, placement test, saat pembelajaran di kelas (teams, teaching group, student creative and team study, dan whole class units), setelah pembelajaran di kelas (fact test dan team score and team recognition). Pada penelitian ini, untuk mengetahui motivasi belajar peserta didik menggunakan empat aspek dalam kuesioner motivasi yang diadaptasi dari instrument Instructional Material Motivation Survey (IMMS) yang didasarkan pada model motivasi ARCS yang di kembangkan oleh Keller dan Kopp (Huang & Kew, 2016) yaitu attention (perhatian), relevance (keterkaitan), confident (kepercayaan diri), dan satisfaction (kepuasan). Kuesioner motivasi ini menggunakan skala likert dengan empat alternatif jawaban yaitu Sangat Setuju (SS), Setuju (S), Tidak Setuju (TS), dan Sangat Tidak Setuju (STS). Hasil penelitian menunjukkan bahwa pada semua aspek motivasi belajar, sebagian besar peserta didik setuju bahwa perhatian, keterkaitan, kepercayaan diri, dan kepuasan selama proses pembelajaran berkembang dengan baik. Kesimpulan yang dapat ditarik dari penelitian ini yaitu model pembelajaran flipped classroom terintegrasi team assisted individualization dapat membantu mengembangkan motivasi belajar peserta didik pada materi larutan penyangga ******************************* This study aims to obtain an overview of students' learning motivation by applying the flipped classroom integrated with team assisted individualization on the buffer solution material. The research was conducted in one of the public high schools in East Jakarta. The research time is in the even semester of the 2021/2022 academic year. The subjects of this study were 40 students of class XI MIPA 3. The research was conducted online as many as one meeting through zoom meetings, 50% face-to-face meetings in one meeting, and offline in two meetings. The research was carried out using qualitative methods by collecting data through interviews, reflective journals, teacher diaries, observation sheets, and student responses after watching learning videos.learning model of flipped classroom integrated team assisted individualization consists of 8 stages, namely pre-learning in class, placement test, during class learning (teams, teaching group, student creative and team study, and whole class units), after learning in class (fact test and team score and team recognition). In this study, to determine the learning motivation of students, four aspects of the motivation questionnaire were adapted from the Instructional Material Motivation Survey (IMMS) instrument which is based on the ARCS motivation model developed by Keller and Kopp (Huang & Kew, 2016), namely attention ( attention), relevance (connection), confident (self-confidence), and satisfaction (satisfaction). This motivation questionnaire uses a Likert scale with four alternative answers, namely Strongly Agree (SS), Agree (S), Disagree (TS), and Strongly Disagree (STS). The results showed that in all aspects of learning motivation, most of the students agreed that attention, engagement, self-confidence, and satisfaction during the learning process developed well. The conclusion that can be drawn from this research is that the flipped classroom integrated team assisted individualization can help develop students' learning motivation on the buffer solution material.

Item Type:	Thesis (Sarjana)
Additional Information:	1). Dra. Tritiyatma H, M.Si, ; 2). Dr. Setia Budi, M.Si.
Subjects:	Sains > Kimia
Divisions:	FMIPA > S1 Pendidikan Kimia
Depositing User:	sawung yudo
Date Deposited:	11 Nov 2024 02:06
Last Modified:	11 Nov 2024 02:06
URI:	http://repository.unj.ac.id/id/eprint/52046

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