Kekuatan Dampak Direct Instruction Berbantuan Teknologi Informasi Terhadap Hasil Belajar Pengetahuan Prosedural Dan Kemandirian Belajar Pada Subjek Pemrograman Komputer
DOI:
https://doi.org/10.25126/jtiik.2025129552Kata Kunci:
direct instruction, information technology, learning outcomes, self-regulated learning, procedural knowledge, computer programmingAbstrak
Penelitian ini menganalisis kekuatan dampak implementasi pembelajaran Direct Instruction (DI) berbantuan teknologi informasi terhadap hasil belajar dan kemandirian belajar pengetahuan prosedural pada subjek pemrograman komputer. Tujuan tersebut dipicu oleh keterbatasn teori saat ini yang mampu menunjukkan seberapa besar dampak DI berbantuan teknologi informasi pada konteks bidang studi teknologi informasi. Teknologi informasi yang digunakan mencakup Learning Management System (LMS) dan konten pembelajaran digital interaktif. Subjek penelitian adalah siswa Sekolah Menengah Kejuruan (SMK), yang dibagi menjadi kelompok eksperimen dan kontrol, masing-masing terdiri dari 80 siswa. Kelompok eksperimen menerapkan metode pembelajaran DI dengan dukungan teknologi informasi, sedangkan kelompok kontrol menggunakan metode pembelajaran DI tanpa dukungan teknologi. Data hasil belajar diperoleh melalui tes kinerja, sementara data kemandirian belajar dikumpulkan menggunakan kuesioner. Desain penelitian eksperimen adalah Static-Group Pretest-Posttest tanpa mekanisme random selection dan random assignment. Desain tersebut dipilih karena posisi subjek penelitian tidak memungkinkan diatur ulang secara sepihak oleh peneliti. Hasil penelitian menunjukkan bahwa pembelajaran DI berbantuan teknologi informasi memiliki kekuatan dampak yang signifikan terhadap hasil belajar dan kemandirian belajar siswa. Namun demikian, implementasi DI berbantuan teknologi informasi memiliki kekuatan dampak yang lebih besar terhadap kemandirian belajar (t(158) = 26,152, p < 0,001, d = 4,09) dibandingkan dengan hasil belajar (t(158) = 21,152, p < 0,001, d = 3,29).
Abstract
This study analyzes the impact of implementing direct instruction assisted by information technology on learning outcomes and self-regulated learning of procedural knowledge within the computer programming subject. The objective is prompted by the limitations of current theories in demonstrating the extent of the impact of technology-assisted direct instruction within the context of information technology subject. The information technology utilized includes a Learning Management System (LMS) and interactive digital learning content. The research subjects were vocational high school students, divided into experimental and control groups, each consisting of 80 students. The experimental group applied the direct instruction method with the support of information technology, while the control group used the direct instruction method without technological support. Learning outcomes data were obtained through performance tests, while self-regulated learning data were collected using questionnaires. The experimental design was a Static-Group Pretest-Posttest without random selection and random assignment mechanisms, chosen because the positions of the research subjects could not be rearranged unilaterally by the researcher. The results showed that direct instruction assisted by information technology had a significant impact on students' learning outcomes and self-regulated learning. However, the implementation of direct instruction with information technology support had a greater impact on self-regulated learning (t(158) = 26,152, p < 0.001, d = 4,09) compared to learning outcomes (t(158) = 21,152, p < 0,001, d = 3,29). These findings underscore the importance of integrating technology into face-to-face learning to enhance students' learning outcomes and self-regulated learning in procedural knowledge within the information technology domain.
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