Pembelajaran Blending Asynchronous-Synchronous Learning Berbasis Relevan terhadap Hasil Belajar Koqnitif Peserta Didik Sekolah Dasar pada Masa Pandemi

Lidia Susanti; Rira Estherina

doi:10.17977/um039v7i12022p079

Pembelajaran Blending Asynchronous-Synchronous Learning Berbasis Relevan terhadap Hasil Belajar Koqnitif Peserta Didik Sekolah Dasar pada Masa Pandemi

Lidia Susanti, Rira Estherina

Abstract

Abstrak: Penelitian strategi pembelajaran berbasis relevan dengan metode blending asynchronous dan synchronous terhadap hasil belajar kognitif peserta didik kelas 5 Sekolah Dasar bertujuan untuk mengetahui dampak pembelajaran online terhadap kognitif peserta didik. Dalam riset ini kelas kontrol dan kelas eksperimen mendapat media pembelajaran yang sama, asynchronous learning menggunakan aplikasi Google Classrom sehingga peserta didik dapat mengirim materi, dapat mengumpulkan tugas dan dapat berkomunikasi secara tidak langsung dengan guru. Sedangkan synchronous learning menggunakan aplikasi zoom, dimana peserta didik dapat berinteraksi dan berkomuniasi dengan guru dan teman secara langsung. Kelas control tidak menggunakan pembelajaran berbasis relevan berjumlah 24 anak dan kelas eksperimen, menggunakan pembelajaran berbasis relevan berjumlah 44 anak. Hasil penelitian diperoleh rata- rata pretest kelas control sebesar 54,38 serta kelas eksperimen 55,94 sebaliknya hasil rata- rata posttest kelas control sebesar 63,54 serta kelas eksperimen sebesar 83,50. Hasil ini menampilkan perbedaan yang signifikan, setelah itu dilanjutkan dengan uji statistic sampai pada tahap uji korelasi dan memperoleh hasil yang signifikan sebesar 0.743 serta sig 0.000. Kontribusi pembelajaran berbasis relevan sebesar 55.1% terhadap hasil belajar kognitif siswa.

Abstract: Research on blending relevance based asynchronous and synchronous learning across the cognitive result of 5th grade elementary school students. The aim is to determine the impact of online learning on cognitive students. In this research, the control class and the experimental class received the same learning media, asynchronous learning using the Google Classroom application so that students could send materials, collect assignments and communicate indirectly with the teacher. Meanwhile, synchronous learning uses a zoom application, where students can interact and communicate with teachers and friends directly. The control class did not use relevant-based learning with a total of 24 children and the experimental class, which used relevant-based learning, amounted to 44 children. The results showed that the average pretest for the control class was 54.38 and the experimental class was 55.94. On the other hand, the average posttest for the control class was 63.54 and the experimental class was 83.50. These results show a significant difference, then continued with statistical tests to the correlation test stage and obtained significant results of 0.743 and 0.000 sig. The contribution of relevant-based learning is 55.1% to students' cognitive learning outcomes.

Keywords

asynchronous; synchronous; pembelajaran berbasis relevan; hasil belajar kognitif

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DOI: http://dx.doi.org/10.17977/um039v7i12022p079

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