Implementasi Pembelajaran Abad 21 terhadap Hasil Belajar IPA Peserta Didik dengan Pengendalian Motivasi Belajar
Keywords:
Science Learning Outcome, Learning Motivation, 21st Century Learning.Abstract
Less optimal learning of science results in low learning outcomes of science. In overcoming this, it is necessary to apply variative learning in accordance with the demands of the current century, namely 21st century learning. The study aims to determine the effect of the implementation of 21st century learning on science learning outcomes in learners by controlling learning motivation. This research is experimental study. The study population was students of class V of SD Muhammadiyah 2 Kupang totaling 92 people and the sample used was 62 people, with a random sampling technique. Data were analyzed using one-way ANAVA test, ANAKOVA test, and product moment test. The instrument used in the form of science learning outcomes tests and questionnaires. The results showed that: 1) there was an effect of the implementation of 21st century learning on science learning outcomes with = 34.984>
(0.05; 1:60) = 4.00. 2) There is an effect of the implementation of 21st century learning on science learning outcomes, after learning motivation is controlled by FA * = 36.106> (0.05; 1:59) = 4.00. 3) There is a significant contribution of learning motivation to the learning outcomes of science, by 66%. The implications of this study include:
1) educators play a more active and creative role in shaping 21st century learning in students by not only mastering
science as a product, but especially as a process. 2) The implementation of 21st century learning requires patience, determination, creativity, innovation in designing learning so that students actually participate in learning so that the required skills are formed in accordance with the 21st century. 3) Adequate learning facilities to support learning so as to improve learning outcomes in a manner optimal.
Downloads
References
Aiman, U., & Ahmad, R. A. R. (2020). Model Pembelajaran Berbasis Masalah (PBL) terhadap Literasi Sains Siswa Kelas V Sekolah Dasar. Jurnal Pendidikan Dasar Flobamorata, 1(1), 1–5.
Aiman, U., Uslan, U., & Nuriyah, N. (2018). Improvement of Jas-Based Learning Outcomes in The Plant Material and Its Life in PGSD Products, Muhammadiyah University, Kupang. Progressive and Fun Education (Profunedu) International Conference Proceeding, 313–318.
Aritonang, K. T. (2008). Minat dan motivasi dalam meningkatkan hasil belajar siswa. Jurnal Pendidikan Penabur, 7(10), 11–21.
BSNP.(2010). Paradigma Pendidika Nasional Abad XXI. Jakarta: BNSPPress.
Dantes, N. (2017).Desain Eksperimen Dan Analisis Data. Depok: Raja Grafindo Persada.
Meilani,D.,Dantes,N., & Tika, I. N. (2020). Pengaruh Implementasi Pembelajaran Saintifik Berbasis Keterampilan Belajar dan Berinovasi 4C terhadap Hasil Belajar IPA dengan Kovariabel Sikap Ilmiah pada Peserta Didik Kelas V SD Gugus 15 Kecamatan Buleleng. Jurnal Elementary: Kajian Teori dan Hasil Penelitian Pendidikan Sekolah Dasar, 3(1), 1–5.
Fitriani, P., Permana, R., & Nugraha, M. F. (2019). Pengaruh Realistic Mathemathic Education (RME) dengan Teknik Pair Cheks pada Materi Pecahan terhadap Prestasi Siswa SD. Indonesian Journal of Primary Education, 3(2), 73–82.
Hasyda, S. (2020). Penerapan Metode Pembelajaran Discovery dalam Meningkatkan Prestasi Belajar IPA pada Peserta Didik Kelas IV di Sekolah Dasar. Jurnal Pendidikan Dasar Flobamorata, 1(1), 6–13.
Kumalasari, L. (2019). Suplemen Bahan Ajar IPA Bermuatan Etnosains untuk Menumbuhkan Kemampuan Berpikir Kritis dan Karakter Siswa Sekolah Dasar [PhD Thesis]. Universitas Negeri Semarang.
Muhsam, J. (2020). Pengembangan Lembar Kerja Siswa (LKS) Berbasis Model
Inkuiri Terintegrasi Life Skills pada Siswa Kelas IV SD Negeri Oeba 3 Kupang. Jurnal Pendidikan Dasar Flobamorata, 1(1), 24–31.
Pambudi, B., Efendi, R. B., Novianti, L. A., Novitasari, D., & Ngazizah, N. (2018). Pengembangan Alat Peraga IPA dari Barang Bekas untuk Meningkatkan Motivasi Belajar dan Pemahaman Siswa Sekolah Dasar. Indonesian Journal of Primary Education, 2(2), 28–33.
P21. 2015. P21 Framework Definitions. http://www.21stcenturyskills.org.
Diakses tanggal 23 Januari 2020.
Rustaman, N. Y. (2005). Perkembangan penelitian pembelajaran berbasis inkuiri dalam pendidikan sains. Makalah Dipresentasikan dalam Seminar Nasional II Himpunan Ikatan Sarjada dan Pemerhati Pendidikan IPA Idonesia Bekerjasama dengan FPMIPA. Universitas Pendidikan Indonesia, Bandung, 22–23.
Sulfemi, W. B. (2019). Hubungan Motivasi Belajar dengan Hasil Belajar IPS Di SMP Kabupaten Bogor.
Sutinah, C. (2016). Pengaruh Pembelajaran IPA Berbasis Zone Of Proximal Development Pada Materi Daur Air Terhadap Penguasaan Konsep Siswa [PhD Thesis]. Universitas Pendidikan Indonesia.
US, S. (2012). Peran berpikir kreatif dalam proses pembelajaran matematika.
Uslan, U., Basri, I., & Muh, A. S. (2018). Pengembangan Perangkat Asesmen Pembelajaran Proyek Pada Materi Perkembangbiakan Tumbuhan. Jurnal Ilmiah Profesi Pendidikan, 3(1).
