Peningkatan Keterampilan Berkomunikasi Siswa Melalui Pembelajaran Berorientasi TPACK Dengan Blended Learning Pada Materi Sistem Gerak - Maulida, Noviani; Sa’adah, Sumiyati; Ukit, Ukit (Jurnal BIOEDUIN, 2021)
Pembelajaran berorientasi Technological Pedagogical And Content Knowledge (TPACK) dirancang dengan memadukan teknologi, pedagogi dan materi sistem gerak dengan harapan siswa mendapatkan pengalaman bermakna selama pembelajaran. Tujuan penelitian adalah untuk menganalisis pengaruh pembelajaran berorientasi TPACK terhadap keterampilan berkomunikasi siswa pada materi sistem gerak. Penelitian ini menggunakan metode kuasi eksperimen dengan pretest posttest control group desain. Instrumen penelitian berupa tes (uraian) keterampilan berkomunikasi tulisan, rubrik penilaianÂ untuk mengukur keterampilan berkomunikasi lisan, lembar observasi dan angket. Data lembar obeservasi dan angket dianalisis secara deskriptif kuantitatif. TesÂ uraian diuji secara statistik dengan uji t. Hasil penelitian menunjukkan bahwa keterlaksanaan pembelajaran berkategori sangat baik, demikian juga respon siswa terhadap pembelajaran memperoleh rata-rata 9.31 dengan kategori sangat tinggi. Keterampilan berkomunikasi lisan kelas eksperimen sebesar 77% (baik) dan kelas kontrol 61% (cukup). Hasil uji statistik menunjukkan bahwa pembelajaran berorientasi TPACK dengan Blended learning berpengaruhÂ signifikan terhadap keterampilan berkomunikasi tulisan siswa. Technological Pedagogical and Content Knowledge (TPACK)-oriented learning is designed by combining technology, pedagogy, and motion system materials to get meaningful experiences during learning. The purpose of the study was to analyze the effect of TPACK-oriented learning on students’ communication skills on the motion system material. This study uses a quasi-experimental method with a pretest-posttest control group design. The research instrument was a test (essay) of written communication skills, an assessment rubric to measure oral communication skills, observation sheets and questionnaires. Observation sheet data and questionnaires were analyzed quantitatively descriptively. The description test was tested statistically with the t-test. The study results showed that the implementation of learning was categorized as very good, as well as student responses to learning that obtained an average of 9.31 with a very high category. Oral communication skills in the experimental class were 77% (good), and the control class was 61% (enough). The statistical test results show that TPACK-oriented learning with Blended learning significantly affects students’ writing communication skills.