Pengaruh Implementasi Moodle dan Model Pembelajaran Kolaboratif pada Lingkungan Blended Learning terhadap Peningkatan Pemahaman Belajar Mahasiswa

Penulis

Fadhla Binti Junus, Nur Andula

Abstrak

Lemahnya pemahaman mahasiswa terhadap substansi perkuliahan mengharuskan tenaga pengajar untuk mengulangi pengajaran terkait materi yang belum dipahami tersebut. Hal ini telah mengakibatkan tidak tercapainya capaian pembelajaran yang telah disusun. Kajian ini bertujuan untuk mengukur dampak penggunaan sistem manajemen pembelajaran berbasis Moodle dan model pembelajaran kolaboratif pada  blended learning (b-learning) classroom terhadap peningkatan pemahaman mahasiswa.  Metode riset yang diaplikasikan yaitu perancangan pra-eksperimental dengan model single group before-and-after design yang melibatkan 104 responden dari mahasiswa Program Studi Pendidikan Teknologi Informasi, Fakultas Tarbiyah dan Keguruan, Universitas Islam Negeri Ar-Raniry yang sedang mengikuti mata kuliah Pengantar E-learning. Adapun instrumen penelitian berupa angket yang disebarkan pada fase sebelum dan sesudah penerapan Moodle dan pembelajaran kolaboratif dilaksanakan. Berdasarkan teknik analisis regresi linier berganda menggunakan piranti lunak SPSS ditemukan bahwa estimasi pengaruh kedua variabel independen sebesar 81,6% pada tahapan pretest, namun prediksi tersebut bertentangan dengan temuan yang didapat pada fase posttest yang mengindikasikan bahwa persentase implementasi Moodle dan model kolaboratif terhadap pemahaman mahasiswa hanya berpengaruh sebesar 49,9%. Dengan demikian disimpulkan bahwa hipotesis yang diajukan ditolak dikarenakan tidak terjadi peningkatan pemahaman mahasiswa. Hal ini diperoleh berdasarkan output Model Summaryb dimana nilai kedua koefisien R Square dan Adjusted R Square pada angket posttest lebih kecil nilainya dibandingkan dengan angket pretest.

 

Abstract

Students’ lack of understanding toward lecture materials requires extra time in teaching. This has resulted in unfulfilling the designed learning outcomes. This work aims to measure the impact of using the Moodle learning management system (LMS) and collaborative learning model on improving student understanding in blended learning (b-learning) classrooms. The research method used was a pre-experimental design with a single group before-and-after design model involving 104 respondents from the Information Technology Education Study Program at the Ar-Raniry State Islamic University who were attending the E-learning Introductory course. The use of a questionnaire as the research’s instrument was distributed in the before and after phases of Moodle implementation and collaborative learning were carried out. According to the results of multiple linear regression analysis using SPSS software, it was found that the influence of the estimated value of the two independent variables was 81.6% at the pretest stage, but these predictions contradicted the findings obtained at the posttest phase which indicated that the percentage of Moodle implementation and collaborative models was only effect of 49.9% on students’ understanding. In conclusion, thus, the proposed hypothesis was rejected because there was no increment in students’ understanding. This was based on the Summaryb Model output where the values of both R Square and Adjusted R Square coefficients on the posttest questionnaire were smaller than the pretest questionnaire.


Teks Lengkap:

PDF

Referensi


ABDILLAH, W., 2018. Metode Penelitian Terpadu Sistem Informasi, Yogyakarta: Penerbit Andi.

ARIFIN, F. & HERMAN, T., 2018. Pengaruh Pembelajaran E-Learning Model Web Centric Course Terhadap Pemahaman Konsep Dan Kemandirian Belajar Matematika Siswa. Jurnal Pendidikan Matematika, 12(2), pp.1–12.

BOELENS, R., VOET, M. & WEVER, B. D, 2018. The design of blended learning in response to student diversity in higher education : Instructors ’ views and use of di ff erentiated instruction in blended learning. Computers & Education, 120, pp.197–212. Tersedia melalui: https://doi.org/10.1016/j.compedu.2018.02.009.

BONK, C.J. dkk., 2007. The Present and Future State of Blended Learning in Workplace Learning Settings in the United States.

BOWERS, J., JUSTICE, C. & VALLEY, S., 2015. Students ’ Perceptions of Teaching and Social Presence : A Comparative Analysis of Face-to-Face. , 10(March), pp.27–44.

CHEUNG, R. & VOGEL, D., 2013. Predicting user acceptance of collaborative technologies : An extension of the technology acceptance model for e-learning. Computers & Education, 63, pp.160–175.

COMERCHERO, M., 2006. What is E-Learning? In E-Learning Concepts and Techniques. Pennsylvania: Institute for Interactive Technologies.

DEEJRING, K., 2014. The design of web-based learning model using collaborative learning techniques and a scaffolding system to enhance learners ’ competency in higher education. In Procedia - Social and Behavioral Sciences. pp. 436–441.

DILLENBOURG, P. & FISCHER, F., 2007. Computer-Supported Collaborative Learning: The Basics. Zeitschrift für Berufs- und Wirtschaftspädagogik, 21(July 2010), pp.111–130.

GHOZALI, I., 2016. Aplikasi Analisis Multivariete Dengan Program IBM SPSS 23 8th ed., Semarang: Badan Penerbit Universitas Diponegoro.

GRAHAM, C.R., 2004. Blended Learning Systems: Definition, Current Trends, And Future Directions. In Handbook of blended learning: Global Perspectives, local designs. Pfeiffer Publishing.

GRAHAM, C.R., 2006. Introduction to blended learning. In The handbook of blended learning: global perspectives, local designs. pp. 1–21.

GRAHAM, C.R. & DZIUBAN, C., 2006. Blended Learning Environments. In The handbook of blended learning: global perspectives, local designs. San Fransisco, CA: Pfeiffer Publishing, pp. 269–276.

HERLAMBANG, A.D. & HIDAYAT, W.N., 2016. Edmodo Untuk Meningkatkan Kualitas Perencanaan Proyek Dan Efektivitas Pembelajaran Di Lingkungan Pembelajaran Yang Bersifat Asinkron. Jurnal Teknologi Informasi dan Ilmu Komputer, 3(3), pp.180–187.

KARWATI, E., 2014. Pengaruh Pembelajaran Elektronik (E-Learning) Terhadap Mutu Belajar Mahasiswa. Jurnal Penelitian Komunikasi, 17(1), pp.41–54.

KOVACOVA, L. & VACKOVA, M., 2015. Implementation of e-learning into the process security education in universities. In Procedia - Social and Behavioral Sciences. Elsevier B.V., pp. 414–419. Tersedia melalui: http://dx.doi.org/10.1016/j.sbspro.2015.04.810.

MARSDEN, E. & TORGERSON, C.J., 2012. Single group , pre- and post-test research designs : Some methodological concerns. Oxford Review of Education, 38(5), pp.583–616. Tersedia melalui: http://dx.doi.org/10.1080/03054985.2012.731208.

MAS’UD, H. & SURJONO, H.D., 2018. The Implementation of Flipped Classroom Learning Model Using Moodle To Increase Students ’ Higher Order Thinking Skills. Journal of Education Science and Technology, 4(3), pp.187–194.

MEDINA, L.C., 2018. Blended learning : Deficits and prospects in higher education. Australian Journal of Educational Technology, 34(1), pp.42–56.

MIRABOLGHASEMI, M., A.IAHAD, N. & QOMARUDDIN, M., 2014. Evaluating Students’ Learning Experiences Using Course Management System in a Blended Learning.

NAZIR, M., 2017. Metode Penelitian 11th ed., Bogor: Ghalia Indonesia.

OSGUTHORPE, R.T. & GRAHAM, C.R., 2003. Blended learning systems: Definitions and directions. Quarterly Review of Distance Education, 4(3), pp.227–234.

PENG, J., JIANG, D. & ZHANG, X., 2013. Design and implement a knowledge management system to support web-based learning in higher education. In Procedia Computer Science. Elsevier B.V., pp. 95–103. Tersedia melalui: 10.1016/j.procs.2013.09.085

Peraturan Menteri Pendidikan Dan Kebudayaan nomor 49 tahun 2014 tentang Standar Nasional Pendidikan Tinggi. Jakarta: Kementerian Pendidikan dan Kebudayaan Republik Indonesia.

PRADANA, F., RACHMADI, A. & BACHTIAR, F.A., 2015. Penilaian Faktor Penerimaan Teknologi Blended learning di PTIIK Universitas Brawijaya dengan Metode Unified Theory of Acceptance and Use of Technology ( UTAUT ). Jurnal Teknologi Informasi dan Ilmu Komputer, 2(1), pp.49–58.

PRASETYA, S.P., 2013. Pengaruh E-Learning Dan Motivasi Belajar Terhadap Hasil Belajar Mahasiswa. Jurnal Geografi, 11(21), pp.74–82.

PROJECT, M.G., 2013. Quality in Blended Learning,

RAMIREZ, G.M., COLLAZOS, C.A. & MOREIRA, F., 2018. All-Learning : The state of the art of the models and the methodologies educational with ICT. Telematics and Informatics, 35, pp.944–953.

ROBERTS, T.S., 2005. Computer-Supported Collaborative Learning in Higher Education: An Introduction. In Computer-Supported Collaborative Learning in Higher Education. Queensland: Idea Group Publishing, pp. 1–18.

ROBSON, L.S. dkk, 2001. Before-and-after design: A simple evaluation design. In Guide to evaluating the effectiveness of Strategies for Preventing Work Injuries. Cincinnati: DHHS (NIOSH), pp. 17–28.

SONGKRAM, N. dkk, 2015. E-learning system to enhance cognitive skills for learners in higher education. In Procedia - Social and Behavioral Sciences. Elsevier B.V., pp. 667–673. Tersedia melalui:http://dx.doi.org/10.1016/j.sbspro.2015.01.599.

SPURLOCK, D.R., 2018. The Single-Group, Pre- and Posttest Design in Nursing Education Research: It’s Time to Move on. Journal of Nursing Education, 57(2), pp.69–71.

SUBRAMANIAN, D.V. dkk, 2015. An Effective Assessment of Knowledge Sharing and E-Learning Portals. , 10(June), pp.1–12.

SUGIYONO, 2015. Metode Penelitian Kuantitatif, Kualitatif dan R & D 22nd ed., Bandung: Alfabeta.




DOI: http://dx.doi.org/10.25126/jtiik.2020743289