PENGARUH PENDEKATAN TECHNOLOGY PEDAGOGIC CONTENT KNOWLEDGE (TPACK) BERBANTUAN MEDIA EDUCANDY TERHADAP HASIL BELAJAR BAHASA INDONESIA KELAS V DI MIN 1 METRO

Alifiana, Bagas Putri (2025) PENGARUH PENDEKATAN TECHNOLOGY PEDAGOGIC CONTENT KNOWLEDGE (TPACK) BERBANTUAN MEDIA EDUCANDY TERHADAP HASIL BELAJAR BAHASA INDONESIA KELAS V DI MIN 1 METRO. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Penelitian ini dilakukan karena dilatar belakangi dari hasil belajar mata pelajaran Bahasa Indonesia yang masih tergolong rendah. Pada pembelajaran Bahasa Indonesia memerlukan pendekatan yang mampu mengintegrasikan aspek teknologi, pedagogi, dan konten agar proses belajar menjadi lebih bermakna. Banyak guru yang masih berfokus pada aspek pedagogik dan konten tanpa memanfaatkan teknologi secara efektif sebagai alat bantu pembelajaran. Kondisi ini menyebabkan keterlibatan siswa dalam proses belajar mengajar masih rendah, sehingga berdampak pada hasil belajar yang belum maksimal. Berdasarkan latar belakang tersebut, penelitian ini dilakukan untuk menjawab rumusan masalah: apakah terdapat pengaruh penerapan pendekatan TPACK berbantuan media Educandy terhadap hasil belajar Bahasa Indonesia siswa kelas V MIN 1 Metro. Penelitian ini menggunakan metode quasi experimental design dengan model posttest only control group design. Subjek penelitian terdiri dari dua kelas, yaitu kelas VA sebagai kelas kontrol berjumlah 26 siswa dan kelas VB sebagai kelas eksperimen berjumlah 28 siswa. Kelas kontrol diajar menggunakan pendekatan PCK berbantuan media Matching Activity, sedangkan kelas eksperimen diajar menggunakan pendekatan TPACK berbantuan media Educandy. Instrumen penelitian berupa tes berbentuk pilihan ganda. Sebelum digunakan, instrumen tersebut telah diuji melalui uji validitas, reliabilitas, tingkat kesukaran, dan daya pembeda. Dari hasil uji instrumen diperoleh 24 butir soal yang layak digunakan sebagai alat ukur hasil belajar. Analisis data diawali dengan uji prasyarat, yaitu uji normalitas dan uji homogenitas. Selanjutnya, dilakukan uji hipotesis menggunakan Independent Samples T-Test untuk mengetahui perbedaan hasil belajar antara kelas kontrol dan kelas eksperimen. Hasil uji menunjukkan nilai Sig. (2 tailed) = 0,000 < 0,05 dan thitung = -5,022 > ttabel = 1,675, sehingga H₀ ditolak dan H₁ diterima. Dengan demikian, terdapat perbedaan yang signifikan antara hasil belajar siswa kelas eksperimen dan kelas kontrol. Siswa yang belajar dengan pendekatan TPACK berbantuan media Educandy menunjukkan capaian hasil belajar yang lebih tinggi dibandingkan siswa yang diajar menggunakan pendekatan PCK berbantuan Matching Activity. Kata Kunci : TPACK, Educandy, PCK, Hasil Belajar, Bahasa Indonesia ii ABSTRACT This research was conducted due to the low learning outcomes in Indonesian language subjects. Learning Indonesian requires an approach that integrates technological, pedagogical, and content aspects to create a more meaningful learning process. Many teachers still focus on pedagogical and content aspects without effectively utilizing technology as a learning tool. This condition results in low student engagement in the teaching and learning process, which affects their learning outcomes. Based on this background, this study was carried out to answer the research question: is there an effect of implementing the TPACK approach assisted by Educandy media on the Indonesian language learning outcomes of fifth-grade students at MIN 1 Metro? This study used a quasi-experimental design with a posttest-only control group model. The research subjects consisted of two classes, namely class VA as the control group with 26 students and class VB as the experimental group with 28 students. The control class was taught using the PCK approach assisted by Matching Activity media, while the experimental class was taught using the TPACK approach assisted by Educandy media. The research instrument was a multiple choice learning outcome test developed based. Before being used, the instruments were tested for validity, reliability, difficulty level, and discriminating power. From the instrument testing results, 24 items were deemed suitable to be used as a measure of learning outcomes. Data analysis began with prerequisite tests, namely normality and homogeneity tests. Next, a hypothesis test was carried out using the Independent Samples T-Test to determine differences in learning outcomes between the control and experimental classes. The results showed a Sig. (2 tailed) value of 0.000 < 0.05 and a t-value of -5.022 > t-table value of 1.675, indicating that H₀ was rejected and H₁ was accepted. Thus, there was a significant difference between the learning outcomes of students in the experimental class and those in the control class. Students who learned using the TPACK approach assisted by Educandy media achieved higher learning outcomes than those taught using the PCK approach assisted by Matching Activity. Keywords : TPACK, Educandy, PCK, Learning Outcomes, Indonesian Language

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