Mengapa Siswa Memiliki Kesadaran Metakognitif Lebih Tinggi Dalam Flipped Learning Terintegrasi Metacognitive Scaffolding? Kajian Persepsi Siswa di Kelas Online Fisika Selama Pandemi

Emilia Fandira Nasera Putri, Supriyono Koes Handayanto, Edi Supriana

Abstract


Abstract: The pandemic period due to Covid-19 made physics learning done online. The study aims to seek students’ perceptions in the implementation of online class. Flipped learning integrated by metacognitive scaffolding is used to teach physics. The research method used is mixed method with one group pre-post-test design. The subjects consisted of 110 students, from grade 10 in Surabaya City, Indonesia. The results of the research show that through the method given, the students can improve skills in terms of knowing the factors that affect learning, evaluate the learning that has been done and can make planning for further learning. The student's response are (1) students are very enthusiastic about the use of PPT and the video used in learning; (2) Moodle has the advantage of increasing student motivation in learning but it takes time to learn each feature used; (3) the assignment paper equipped with metacognitive scaffolding helps students in understanding the material gradually.

Abstrak: Masa pandemi Covid-19 membuat pembelajaran fisika dilakukan secara daring. Penelitian ini bertujuan untuk mengetahui persepsi siswa dalam pelaksanaan pembelajaran daring. Flipped learning yang terintegrasi dengan scaffolding metakognitif digunakan untuk mengajar fisika. Metode penelitian yang digunakan adalah mixed method dengan desain one group pre-post-test. Subjek terdiri dari 110 siswa kelas 10 di Kota Surabaya, Indonesia. Hasil penelitian menunjukkan bahwa melalui metode yang diberikan siswa dapat meningkatkan keterampilan dalam hal mengetahui faktor-faktor yang mempengaruhi pembelajaran, mengevaluasi pembelajaran yang telah dilakukan dan dapat membuat perencanaan pembelajaran selanjutnya. Respons siswa adalah (1) siswa sangat antusias dengan penggunaan PPT dan video yang digunakan dalam pembelajaran; (2) Moodle memiliki keunggulan dalam meningkatkan motivasi siswa dalam belajar tetapi membutuhkan waktu untuk mempelajari setiap fitur yang digunakan; (3) kertas tugas yang dilengkapi dengan scaffolding metakognitif membantu siswa dalam memahami materi secara bertahap.

Keywords


flipped learning; metacognitive scaffolding; physics learning; flipped learning; metacognitive scaffolding; pembelajaran fisika

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DOI: http://dx.doi.org/10.17977/jptpp.v6i8.14963

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