Bagaimanakah Audience Feedback Mempengaruhi Peningkatan Kemampuan Pemecahan Masalah? Studi dalam PBL dengan Lingkungan Blended Learning

Prihatina Hikmasari, Tri Sri Noor Asih, Ardhi Prabowo

Abstract

This research aims to analyze the quality of audience feedback learning in the Problem Based Learning model with a blended learning environment against problem solving capabilities. The research design uses a one-shot case study of 2 classes namely experiment and control classes at SMA Negeri 8 Semarang. Data collection techniques in research using test methods, polls, observations, interviews, and documentation. The results showed that audience feedback in the Problem Based Learning model with a blended learning environment towards quality mathematical problem solving capabilities. This is demonstrated by the average validity of instruments and the performance of quality learning in good categories. The suitability of providing feedback on learning results makes students more independent in learning so as to solve problem solving of mathematics problems.

Penelitian ini bertujuan untuk menganalisis kualitas pembelajaran audience feedback dalam model Problem Based Learning dengan lingkungan blended learning terhadap kemampuan pemecahan masalah matematika. Desain penelitian menggunakan one-shot case study terhadap 2 kelas yaitu kelas eksperimen dan kontrol di SMA Negeri 8 Semarang. Teknik pengumpulan data dalam penelitian menggunakan metode tes, angket, observasi, wawancara, dan dokumentasi. Hasil penelitian menunjukkan bahwa audience feedback dalam model Problem Based Learning dengan lingkungan blended learning terhadap kemampuan pemecahan masalah matematika berkualitas. Hal ini ditunjukkan dengan rata-rata validitas instrumen dan keterlaksanaan pembelajaran berkualitas dalam kategori baik. Kesesuaian pemberian feedback hasil belajar menjadikan peserta didik lebih mandiri dalam belajar sehingga mampu menyelesaikan soal pemecahan masalah matematika.

Keywords

Audience Feedback; PBL; Blended Learning, Problem Solving Ability

Full Text:

PDF

References

Al Said, R. S., Du, X., Al Khatib, H. A. H. M., Romanowski, M. H., & Barham, A. I. I. (2019). Math teachers’ beliefs, practices, and belief change in implementing problem based learning in Qatari primary governmental school. Eurasia Journal of Mathematics, Science and Technology Education, 15(5).

Amiluddin, R., & Sugiman, S. (2016). Pengaruh Problem Posing Dan Problem Based Learning Terhadap Prestasi Belajar, Dan Motivasi Belajar Mahasiswa Pendidikan Matematika. Jurnal Riset Pendidikan Matematika, 3(1), 100.

Angkotsan, N. (2014). Keefektifan Model Problem Based Learning ditinjau dari Kemampuan Pemecahan Masalah Matematis. Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 3(1), 11–19.

Blubaugh, J. A. (1969). Effects of positive and negative audience feedback on selected variables of speech behavior. Speech Monographs, 36(2), 131–137.

Brookhart, S. M. S. (2008). How to Give Effective Feedback to Your Students. In Association for Supervision and Curriculum Development (Vol. 6, Issue 2). Association for Supervision and Curriculum Development Alexandria.

Chen, J., McLean, J. E., & Kemps, E. (2018). Combined Audience and Video Feedback With Cognitive Review Improves State Anxiety and Self-Perceptions During Speech Tasks in Socially Anxious Individuals. Behavior Therapy, 49(2), 165–179.

Chin, C. K., Munip, H., Miyadera, R., Thoe, N. K., Ch’ng, Y. S., & Promsing, N. (2019). Promoting Education for Sustainable Development in teacher education integrating blended learning and digital tools: An evaluation with exemplary cases. Eurasia Journal of Mathematics, Science and Technology Education, 15(1), 1–17.

Creswell, J. W. (2014). Research Design Pendekatan Qualitative, Quantitative, and Mixed Methods Approaches (V. Knight (ed.); 4th ed.).

Danielson, C. (2011). The Framework for Teaching Evaluation Instrument. Virginia: Association for Supervision and Curriculum Development.

Du, X., Su, L., & Liu, J. (2013). Developing sustainability curricula using the PBL method in a Chinese context. Journal of Cleaner Production, 61, 80–88.

Epting, L. K., Riggs, K. N., Knowles, J. D., & Hanky, J. J. (2011). Cheers vs. Jeers: Effects of audience feedback on individual athletic performance. North American Journal of Psychology, 13(2), 299–312.

Fadillah, L., Kartono, & Supriyadi. (2020). Mathematical Communication Ability Based On Cognitive Style in PBL With Tutor Feedback Assisted by Triangle Calculator. Unnes Journal of Mathematics Education Research, 9(1), 2020–2086.

Febriyanti, C., & Irawan, A. (2017). Meningkatkan Kemampuan Pemecahan Masalah dengan Pembelajaran Matematika Realistik. Delta-Pi: Jurnal Matematika Dan Pendidikan Matematika, 6(1), 31–41.

Folaranmi, A. (2016). Effects of Audience Feedback on Radio and Television Programmes in Lagos State , Nigeria. JANUARY 2014.

Gallagher, S. A., & Gallagher, J. J. (2013). Using Problem-based Learning to Explore Unseen Academic Potential. Interdisciplinary Journal of Problem-Based Learning, 7(1), 3–15.

Hanusch, F., & Tandoc, E. C. (2019). Comments, analytics, and social media: The impact of audience feedback on journalists’ market orientation. Journalism, 20(6), 695–713.

Hendriana, H., Rohaeti, E. E., Sumarmo, U. (2018). Hard Skills and Soft Skills Matematika Siswa. Bandung: PT Refika Aditama.

Joel L. Hartman, P. D. M. D. C. D. (2005). Blended learning. Bmj, 330(7495), 829. https://doi.org/10.1136/bmj.330.7495.829

Lee, E. J., & Tandoc, E. C. (2017). When News Meets the Audience: How Audience Feedback Online Affects News Production and Consumption. Human Communication Research, 43(4), 436–449.

Md. Mamoon-Al-Bashir, AHEA , Md. Rezaul Kabir, AHEA, I. R. (2016). The Value and Effectiveness of Feedback in Improving Students’ Learning and Professionalizing Teaching in Higher Education. Journal of Education and Practice, 7(16), 38–41.

Mustofa, Z., Susilo, H., & Al Muhdhar, M. H. I. (2016). Penerapan Model Pembelajaran Problem Based Learning Melalui Pendekatan Kontekstual Berbasis Lesson Study Untuk Meningkatkan Kemampuan Memecahkan Masalah Dan Hasil Belajar Kognitif Siswa Sma. Jurnal Pendidikan - Teori, Penelitian, Dan Pengembangan, 1(5), 885–889.

Narciss, S., Sosnovsky, S., Schnaubert, L., Andrès, E., Eichelmann, A., Goguadze, G., & Melis, E. (2014). Exploring feedback and student characteristics relevant for personalizing feedback strategies. Computers and Education, 71, 56–76.

NCTM. (2000). Principles and Standards for School Mathematics. United States of America: The National Council of Teachers of Mathematics, Inc.

NCTM. (2003). Programs for Initial Preparation of Mathematics Teachers. Standards for Secondary Mathematics Teachers, 1–7.

Noviyanti, F., Sugiharta, I., & Farida, F. (2019). Analisis Kemampuan Pemecahan Masalah Matematis : Dampak Blended Learning Menggunakan Edmodo. Desimal: Jurnal Matematika, 2(2), 173–180.

Nugraha, D. G. A. P., Astawa, I. W. P., & Ardana, I. M. (2019). Pengaruh model pembelajaran blended learning terhadap pemahaman konsep dan kelancaran prosedur matematis. Jurnal Riset Pendidikan Matematika, 6(1), 75–86.

Pendidikan, M., Kebudayaan, D. A. N., & Indonesia, R. (2015). Peraturan Mentri Pendidikan dan Kebudayaan Republik Indonesia nomor 53 Tahun 2015. Pendampingan Pelaksanaan Kurikulum 2013 Pada Pendidikan Dasar Dan Pendidikan Menengah, 1–9.

Peraturan Pemerintah RI No 32 Tahun 2013. (2013). Peraturan Pemerintah Republik Indonesia Nomor 32 Tahun 2013. The World Economy, 30(11), 1662–1681.

Pitaloka, E. D., & Suyanto, S. (2019). Keefektifan Blended - Problem Based Learning terhadap Pemecahan Masalah pada Materi Ekologi. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(5), 640–647.

Rahayu, Kartono, & Sulhadi. (2017). The Effect of Mathematical Disposition on PMRI Toward Problem Solving Ability Based on Ideal Problem Solver. 3(10), 2012–2015.

Samo, D. D. (2017). Kemampuan pemecahan masalah matematika mahasiswa tahun pertama dalam memecahkan masalah geometri konteks budaya. Jurnal Riset Pendidikan Matematika, 4(2), 141.

Setyaningrum, W. (2018). Blended Learning: Does it help students in understanding mathematical concepts? Jurnal Riset Pendidikan Matematika, 5(2), 244–253.

Siu, T., & Annie, Y. I. N. (2011). ISSN : 1511-8002 ’ Perception of and Reaction to Exploring Students Students ’ – based Assessment Feedback in School. Journal of the Malaysian Education Deans’ Universiti Sains Malaysia, 7(2), 104–147.

Sulistiyoningsih, Titien, Kartono, M. (2015). Pbl Bernuansa Adiwiyata Dengan Blended Learning Untuk Meningkatkan Kemampuan Pemecahan Masalah Dan Karakter Peduli Lingkungan. Unnes Journal of Mathematics Education Research, 4(2), 84–92.

TIMSS. (2015). Highlights From TIMSS And TIMSS Advanced 2015: Mathematics And Science Achievement Of U.S. Students In Grades 4 And 8 And In Advanced Courses At The End Of High School In An International Context. (NCES 2017-002). National Center for Education Statistics. http://nces.ed.gov/pubsearch

Winayus, R. F., Mariani, S., & Sukestiyarno, Y. L. (2020). The Ability of Problem Solving for Tenth Grade Student on Problem Based Learning About Web-Assisted from Students Independence. 9(1), 61–68.

Yandari, I. A. V., Supartini, S., Pamungkas, A. S., & Khaerunnisa, E. (2019). The Role of Habits of Mind (HOM) on Student’s Mathematical Problem Solving Skills of Primary School. Al-Jabar : Jurnal Pendidikan Matematika, 10(1), 47–57.

Yandhari, I. A. V., Alamsyah, T. P., & Halimatusadiah, D. (2019). Penerapan Strategi Pembelajaran Problem Based Learning Untuk Meningkatkan Kemampuan Pemecahahan Masalah Matematis Siswa Kelas IV. Kreano, Jurnal Matematika Kreatif-Inovatif, 10(2), 146–152.

Yeh, Y. chu. (2010). Integrating collaborative PBL with blended learning to explore preservice teachers’ development of online learning communities. Teaching and Teacher Education, 26(8), 1630–1640.

DOI: https://doi.org/10.15294/kreano.v11i2.26211

Refbacks

  • There are currently no refbacks.


Bookmark and Share