PENGEMBANGAN MODEL PEMBELAJARAN INTERACTIVE LECTURE DEMONSTRATION (ILD) BERBANTUAN WEBSITE UNTUK MENINGKATKAN BERPIKIR KRITIS PADA MAHASISWA PGSD

ANNA MARIA OKTAVIANI, . (2025) PENGEMBANGAN MODEL PEMBELAJARAN INTERACTIVE LECTURE DEMONSTRATION (ILD) BERBANTUAN WEBSITE UNTUK MENINGKATKAN BERPIKIR KRITIS PADA MAHASISWA PGSD. Doktor thesis, UNIVERSITAS NEGERI JAKARTA.

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Abstract

Penelitian ini bertujuan untuk mengembangkan model pembelajaran Interactive Lecture Demonstration (ILD) berbantuan website untuk meningkatkan kemampuan berpikir kritis mahasiswa PGSD dalam mata kuliah Konsep Dasar IPA. Studi pendahuluan menunjukkan bahwa pembelajaran masih didominasi ceramah, minim interaktivitas, serta belum memanfaatkan media digital secara optimal, sehingga berdampak pada rendahnya kemampuan berpikir kritis mahasiswa. Oleh karena itu, dikembangkanlah website pembelajaran berbasis ILD dengan sintaks Predict– Experience–Reflect–Evaluate yang dioperasionalkan melalui menu interaktif “Ayo Bertanya”, “Ayo Bereksplorasi”, “Ayo Menganalisis”, dan “Refleksi”. Model ini dirancang dengan pendekatan Research and Development (Borg & Gall), disesuaikan dengan desain instruksional Dick & Carey, serta mengacu pada Cognitive Theory of Multimedia Learning (Mayer). Validasi ahli menunjukkan bahwa website sangat layak digunakan, dengan skor kelayakan dari validasi desain (91,85%), media (93,33%), materi (94,67%), bahasa (95,56%) dan pengguna dosen (93,75%). Respons mahasiswa juga sangat positif dengan tingkat kelayakan 91,17%. Peningkatan signifikan dalam kemampuan berpikir kritis mahasiswa pada kelas eksperimen (N-Gain = 0,62), dibandingkan kelas kontrol (N-Gain = 0,36). Website ini tidak hanya mampu meningkatkan lima indikator berpikir kritis (penjelasan, penalaran dasar, penarikan kesimpulan, evaluasi dan analisis, serta pengaturan diri), tetapi juga mendukung pembelajaran kontekstual, fleksibel, dan berbasis teknologi abad ke-21. Penelitian ini menyimpulkan bahwa model pembelajaran ILD berbantuan website efektif dan layak digunakan dalam meningkatkan kemampuan berpikir kritis mahasiswa PGSD. Temuan ini memberikan kontribusi terhadap pengembangan inovasi pembelajaran IPA di pendidikan tinggi, meskipun masih memiliki keterbatasan dalam cakupan materi dan wilayah diseminasi. Diharapkan, model ini dapat direplikasi dan dikembangkan lebih lanjut dalam konteks pembelajaran lain untuk membangun generasi pendidik yang kritis dan adaptif terhadap perkembangan zaman. ***** This study aims to develop a website-assisted Interactive Lecture Demonstration (ILD) learning model to improve the critical thinking skills of Elementary School Teacher Education (PGSD) students in the Basic Science Concepts course. Preliminary studies indicate that learning is still lecturedominated, lacks interactivity, and does not utilize digital media optimally, resulting in low critical thinking skills. Therefore, an ILD-based learning website was developed with a Predict–Experience–Reflect–Evaluate syntax, operationalized through the interactive menus "Let's Ask," "Let's Explore," "Let's Analyze," and "Reflect." This model was designed using a Research and Development approach (Borg & Gall), adapted to Dick & Carey's instructional design, and refers to the Cognitive Theory of Multimedia Learning (Mayer). Expert validation indicated that the website was highly suitable for use, with feasibility scores for design validation (91.85%), media (93.33%), materials (94.67%), language (95.56%), and lecturer user (93.75%). Student responses were also very positive, with a feasibility rating of 91.17%. There was a significant increase in students' critical thinking skills in the experimental class (N-Gain = 0.62), compared to the control class (N-Gain = 0.36). This website not only improved the five critical thinking indicators (explanation, basic reasoning, conclusion drawing, evaluation and analysis, and selfregulation), but also supported contextual, flexible, and technology-based learning in the 21st century. This study concluded that the website-assisted ILD learning model is effective and feasible for use in improving the critical thinking skills of elementary school teacher education students. These findings contribute to the development of science learning innovations in higher education, although they still have limitations in material coverage and dissemination areas. It is hoped that this model can be replicated and further developed in other learning contexts to develop a generation of educators who are critical and adaptive to current developments.

Item Type:	Thesis (Doktor)
Additional Information:	1). Prof. Dr. Ir. Arita Marini, ME. ; 2). Prof. Dr. Asep Supena, M.Psi.
Subjects:	Pendidikan > Pendidikan Dasar
Divisions:	PASCASARJANA > S3 Pendidikan Dasar
Depositing User:	Anna Maria Oktaviani .
Date Deposited:	10 Nov 2025 01:56
Last Modified:	10 Nov 2025 01:56
URI:	http://repository.unj.ac.id/id/eprint/62793

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