Peranan Tingkat Penerimaan Learning Management System Terhadap Kemampuan Self Regulated Learning

Nur Halimah; Made Duananda Kartika Degeng; Yerry Soepriyanto

doi:10.17977/um038v7i32024p118

Peranan Tingkat Penerimaan Learning Management System Terhadap Kemampuan Self Regulated Learning

Nur Halimah, Made Duananda Kartika Degeng, Yerry Soepriyanto

Abstract

Technology acceptance can be a key factor influencing Self Regulated Learning capabilities. Learning Management System is present as a technological innovation that has been widely adopted in the world of education and training as an online learning medium. LMS implementation is expected to be able to improve users' SRL capabilities. However, the success of LMS implementation is very dependent on the level of acceptance of the LMS itself. This research aims to determine whether there are differences in the level of Self-Regulated Learning ability between groups of learners who have high and low levels of acceptance of the LMS. This research design uses quantitative methods with one way anova data analysis techniques. The research results found that there were differences in SRL abilities between groups of learners who had high and low levels of LMS acceptance.

Abstrak
Mengajarkan senyawa kimia secara menarik itu cukup menantang karena kompleksitas materi dan sulitnya mengkontekstualisasi berbagai unsur kimia dalam kehidupan sehari-hari. Penelitian ini mengeksplorasi penggunaan alat AI dan metode bercerita untuk merancang pembelajaran kimia yang menarik bagi siswa kelas sepuluh. Penelitian ini dilakukan di Bandung Alliance Intercultural School, melibatkan lima belas siswa yang membuat ebook untuk mengajarkan senyawa kimia kepada siswa kelas dua. Data dikumpulkan melalui observasi dan penilaian rubrik. Alat AI seperti ChatGPT, Gemini, dan CanvaAI digunakan untuk mencari ide cerita, mengembangkan alur cerita, dan membuat gambar. Intervensi dari siswa diperlukan untuk memastikan kontennya sesuai usia dan menarik. Sifat kolaboratif proyek ini mendorong kepemilikan dan keterlibatan siswa. Temuan menunjukkan bahwa metode bercerita yang diperkaya dengan AI dapat membuat pelajaran kimia lebih interaktif dan relevan. Sayangnya, generalisasi hasil penelitian ini terbatas karena dilakukan di satu sekolah saja. Penelitian selanjutnya harus mereplikasi metode ini di lingkungan pendidikan yang beragam dan menggunakan desain eksperimental untuk mengukur efektivitas AI dan metode bercerita dalam pendidikan kimia.

Keywords

Acceptance; Learning Management System; Self Regulated Learning; Online Learning

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