Efektivitas Penggunaan Media Sains Flipbook Berbasis Kontekstual untuk Meningkatkan Kemampuan Berfikir Kritis Siswa

Tika Aprilia, Universitas Negeri Yogyakarta, Indonesia

Abstract


Penelitian ini bertujuan untuk mengetahui keefektifan media sains flipbook berbasis kontekstual dalam meningkatkan kemampuan berpikir kritis siswa kelas V Sekolah Dasar. Jenis penelitian yang digunakan adalah penelitian kuantitatif dengan metode eksperimen. Desain eksperimen yang digunakan yaitu desain true-experimental berupa post-test only control group design. Sampel penelitian ini terdiri dari kelas V-1 SDN Mangkubumen Lor sebanyak 26 siswa sebagai kelas eksperimen, sedangkan kelas kontrolnya yaitu kelas VA SDN Cemara Dua sebanyak 26 siswa. Pemilihan sampel sekolah dasar tersebut dilakukan secara purposive sampling. Instrumen yang digunakan berupa butir soal tes untuk mengetahui kemampuan berpikir kritis siswa yang disusun berdasarkan integrasi antara indikator kemampuan berpikir kritis dengan domain kemampuan kognitif dalam taksonomi Bloom yang telah diuji validitas dan reliabilitas butir soal. Hasil penelitian ini menunjukkan bahwa nilai rata-rata hasil belajar siswa yang menggunakan media sains flipbook berbasis kontekstual (88,12) lebih tinggi dibandingkan dengan nilai rata-rata hasil belajar siswa yang menggunakan buku paket IPA pada umumnya (75,31). Hasil uji independen sample t-test diperoleh signifikansi 0,000 < 0,05 artinya H0 ditolak menunjukkan bahwa ada perbedaan nilai kemampuan berpikir kritis siswa pada kelas eksperimen yang menggunakan media sains flipbook berbasis kontekstual dengan kelas kontrol yang menggunakan media buku cetak atau paket IPA. Skor nilai kemampuan berpikir kritis siswa yang menggunakan media sains flipbook berbasis kontekstual lebih tinggi daripada skor nilai kemampuan berpikir kritis siswa yang hanya menggunakan media buku paket IPA. Namun dalam penggunaan media sains flipbook berbasis kontekstual ini sangat membutuhkan sarana prasarana atau fasilitas sekolah yang memadai.

 

The Effectiveness of the Use of Flipbook Science Media Based on Contextual to Improve Critical Thinking Ability of Students

This study aims at determining the effect of flipbook science media base on contextual to enhance critical thinking skills for students of class V in elementary schools. This research is quantitative research by using the experimental method. The experiment design used is a true-experiment design in the form of a post-test-only control group design. The sample of this study is a V-1 class of Mangkubumen Lor state elementary school with as many as 26 students as the experiment class, while the control class was VA class of the Cemara Dua state elementary school as many as 26 students. The selection of the three elementary school samples was done by purposive sampling. The instrument used is a form of test items at determining students' critical thinking skills compiled based on the integration between indicators of critical thinking skills with the domain of cognitive abilities in Bloom's taxonomy that had been tested for validity and reliability of the items. The results of this study indicate that the average value of students learning outcome using flipbook science media base on contextual (88.12) is higher than the average value of students learning outcome using natural science textbooks (75.31). The results of the independent sample t-test obtained a significance of 0.000 <0.05, meaning that H0 is rejected, indicating that there is a value of students' critical thinking skills in the experimental class using flipbook science media base on contextual with the control class using science textbooks media or science packages. Scores the value of the critical thinking ability of students using flipbook science media base on contextual is higher than the value of the critical thinking ability of students only using the science textbooks media. However, the use of flipbook science media base on contextual really requires adequate school infrastructure or facilities.


Keywords


media sains flipbook; kontekstual; berpikir kritis; siswa sekolah dasar

Full Text:

PDF

References


Andrian, Y., & Rusman, R. (2019). Implementasi pembelajaran abad 21 dalam kurikulum 2013. Jurnal Penelitian Ilmu Pendidikan. https://doi.org/10.21831/jpipfip.v12i1.20116.

Aqib, Z. (2014). Model-model, media, dan strategi pembelajaran kontekstual (inovatif). Bandung: Yrama Wijaya.

Asyari, M., Al Muhdhar, M. H. I., Susilo, H., & Ibrohim, I. (2016). Improving critical thinking skills through the integration of problem-based learning and group investigation. International Journal for Lesson and Learning Studies. https://doi.org/10.1108/IJLLS-10-2014-0042.

Bagdasarov, Z., Luo, Y., & Wu, W. (2017). The Influence of tablet-based technology on the development of communication and critical thinking skills: An interdisciplinary study. Journal of Research on Technology in Education, 49(1–2), 55–72. https://doi.org/10.1080/15391523.2017.1293576.

Beckmann, J., & Weber, P. (2016). Cognitive presence in virtual collaborative learning: Assessing and improving critical thinking in online discussion forums. Interactive Technology and Smart Education. https://doi.org/10.1108/ITSE-12-2015-0034.

Brownie, M., & Keeley, S. (2015). Pemikiran kritis: Panduan untuk mengajukan dan menjawab pertanyaan kritis. Jakarta: PT. Indeks.

Calvo-Porral, C., & Pesqueira-Sanchez, R. (2019). Generational differences in technology behaviour: comparing millennials and generation X. Kybernetes, 49(11), 2755–2772. https://doi.org/10.1108/K-09-2019-0598.

Cummings, L. A., Larrivee, A., & Vega, L. (2015). Comparing electronic vs print book preferences between students in the social sciences, the arts and stem. Library Hi Tech News. https://doi.org/10.1108/lhtn-10-2014-0088.

Daryanto. (2010). Media pembelajaran. Yogyakarta: Gava Media.

Ghofur, A., & Kustijono, R. (2015). Pengembangan e-book berbasis flash kvisoft flipbook pada materi kinematika gerak lurus sebagai sarana belajar siswa sma kelas X. Jurnal Inovasi Pendidikan Fisika (JIPF).

Hayati, S., Budi, A. S., & Handoko, E. (2015). Pengembangan media pembelajaran flipbook fisika untuk meningkatkan hasil belajar peserta didik. Prosiding Seminar Nasional Fisika (e-Jurnal) SNF2015.

Huang, Y. M., & Liang, T. H. (2015). A technique for tracking the reading rate to identify the e-book reading behaviors and comprehension outcomes of elementary school students. British Journal of Educational Technology, 46(4), 864–876. https://doi.org/10.1111/bjet.12182.

Johnson, E. (2006). Contextual teaching and learning (menjadikan kegiatan belajar mengasyikan dan bermakna) terjemahan ibnu setiawan. In The SAGE Encyclopedia of Online Education. https://doi.org/10.4135/9781483318332.n86.

Kucirkova, N. (2017). An integrative framework for studying, designing and conceptualising interactivity in children’s digital books. British Educational Research Journal, 43(6), 1168–1185. https://doi.org/10.1002/berj.3317.

OECD. (2016). PISA 2015 results (volume I): Excellence and equity in education. In Pisa. https://doi.org/10.1787/9789264266490-en.

Parlin, I. D. P. L., Iswanto, B. H., & Budi, A. S. (2015). Pengembangan media pembelajaran berbasis kvisoft untuk meningkatkan pemahaman konsep peserta didik pada materi medan magnet. Prosiding Seminar Nasional Fisika (E-Journal) SNF2015, 135–140. http://journal.unj.ac.id/unj/index.php/prosidingsnf/article/view/4685.

Rasiman, & Pramasdyahsari, A. S. (2014). Development of mathematics learning media e-comic based on flip book maker to increase the critical thinking skill and character of junior high school students. International Journal of Education and Research, 11(2), 535–544.

Reinking, D., & Watkins, J. (2000). A formative experiment investigating the use of multimedia book reviews to increase elementary students’ independent reading. Reading Research Quarterly, 35(3), 384–419. https://doi.org/10.1598/rrq.35.3.4.

Samatowa, U. (2011). Pembelajaran ipa di sd. Jakarta: PT Indeks.

Seamolec. (2013). Simulasi digital jilid 2: Buku siswa smk/mak kelas x. Jakarta: Kementerian Pendidikan dan Kebudayaan RI.

Shofan, M., Sa’dijah, C., & Slamet. (2012). Pengembangan modul pembelajaran bilangan bulat dengan pendekatan kontekstual untuk siswa kelas iv sd/mi. Jurnal Online UM.

Sugianto, D., Abdullah, A. G., Elvyanti, S., & Muladi, Y. (2017). Modul virtual: Multimedia flipbook dasar teknik digital. Innovation of Vocational Technology Education. https://doi.org/10.17509/invotec.v9i2.4860.

Sukmadinata, N. S. (2012). Metode penelitian pendidikan. Bandung: PT Remaja Rosdakarya.

Sun, Z., & Jiang, Y. (2015). How the young generation uses digital textbooks via mobile learning terminals: Measurement of elementary school students in China. British Journal of Educational Technology, 46(5), 961–964. https://doi.org/10.1111/bjet.12299.

Suryabrata, S. (2014). Metode penelitian. Jakarta: PT Raja Gravindo Persada.

Winkel, W. S. (2007). Psikologi pendidikan. Yogyakarta: Media Abadi.

Wulandari, R. (2019). The effect of integrative learning model and critical thinking ability toward students’ historical learning outcome in sma negeri 13 Bekasi. Jurnal Penelitian Ilmu Pendidikan. https://doi.org/10.21831/jpipfip.v12i2.23473.




DOI: https://doi.org/10.21831/jpipfip.v14i1.32059

Refbacks

  • There are currently no refbacks.


Copyright (c) 2021 Jurnal Penelitian Ilmu Pendidikan

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Supervised by:


Jurnal Penelitian Ilmu Pendidikan has been indexed by:

  

 

View My Stats

Flag Counter