MODEL BLENDED LEARNING DALAM PEMBELAJARAN FISIKA : STUDI META-ANALISIS

Rusma, Fibisari (2022) MODEL BLENDED LEARNING DALAM PEMBELAJARAN FISIKA : STUDI META-ANALISIS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini bertujuan untuk mengetahui besar partisipasi Model Blended Learning dalam Pembelajaran Fisika berdasarkan kriteria penilaian, jenjang pendidikan dan variabel terikatnya.Penelitian ini menggunakan metode penelitian deskriptif kuantitatif. Pengumpulan data diambil dari dua tahun terakhir (2019- 2021), yang dilakukan pada database Google Scopus, Scholar dan ERIC (Education Resource Information). Hasil dari keseluruhan data artikel yang didapatkan bahwa Model Blended Learning dalam Pembelajaran Fisika berdasarkan partisipasi secara keseluruhan sebesar 0.54 termasuk kriteria Moderate Effect dengan jumlah 14 artikel. Hal ini menunjukkan bahwa Model Blended Learning memberikan partisipasi dan efektif digunakan dalam kegiatan pembelajaran yang bertujuan untuk meningkatkan kemampuan berpikir kritis, berpikir kreatif, pemahaman konsep, pemecahan masalah, hasil belajar dan motivasi belajar peserta didik dari jenjang Sekolah Dasar (SD) diperolehan effect size 0.38 dengan kriteria penilaian Modest Effect sejumlah 1 artikel. Jenjang Sekolah Menengah Pertama (SMP) diperoleh effect size 0.63 dengan kriteria penilaian Moderate Effect sejumlah 1 artikel.Jenjang Sekolah Menengah Atas (SMA) diperoleh effect size 0.54 dengan kriteria penilaian Moderate Effect sejumlah 9 artikel.Jenjang Perguruan Tinggi diperoleh effect size 0.57 dengan kriteria penilaian Moderate Effect dengan perolehan 3 artikel.Namun penelitian tentang model pembelajaran Blended Learning dalam pembelajaran di bidang fisika masih belum banyak dilakukan menurut tingkatan dan variabel terikatnya. Kata kunci :Blended Learning, Meta Analisis, Pembelajaran Fisika iv ABSTRACT This study aims to determine the participation of the Blended Learning Model in Physics Learning based on the assessment criteria, education level and the dependent variable. This research uses descriptive quantitative research methods. Data collection was taken from the last two years (2019-2021), which was carried out on the Google Scopus, Scholar and ERIC (Education Resource Information) databases. The results of the entire article data obtained that the Blended Learning Model in Physics Learning based on overall participation is 0.54 including the Moderate Effect criteria with a total of 14 articles. This shows that the Blended Learning Model provides participation and is effectively used in learning activities that aim to improve critical thinking skills, creative thinking, concept understanding, problem solving, learning outcomes and learning motivation of students from the elementary school level, the effect size is 0.38. with the Modest Effect assessment criteria of 1 article. Junior High School (SMP) obtained an effect size of 0.63 with the Moderate Effect assessment criteria of 1 article. High school level (SMA) obtained an effect size of 0.54 with the Moderate Effect assessment criteria of 9 articles. Higher education level obtained an effect size of 0.57 with the assessment criteria of Moderate Effect with the acquisition of 3 articles. However, research on Blended Learning learning models in physics learning is still not widely carried out according to levels and dependent variables. Keywords:Blended Learning, Meta-Analysis, Physics Learning

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