Field Study Terintegrasi Hybrid Learning: Solusi Pembelajaran Dasar-Dasar Geologi Selama Pandemi Covid-19
Abstract
Pandemi COVID-19 memaksa dunia pendidikan untuk segera berbenah. Hal ini berlaku dalam proses pembelajaran, berubah dari mode tatap muka menuju mode pembelajaran daring. Penelitian ini bertujuan untuk memanfaatkan aktivitas pembelajaran field study terintegrasi hybrid learning dalam pembelajaran Dasar-Dasar Geologi, dan apakah pembelajaran tersebut dapat meningkatkan hasil belajar siswa. Desain Penelitian Tindakan Kelas (PTK) digunakan dalam penelitian ini. Subjek pada penelitian ialah Kelas X SMK Negeri 1 Binuang pada Program Keahlian Geologi Pertambangan Tahun Pelajaran 2019/2020 dengan jumlah 32 siswa. Analisis data PTK menggunakan analisis deskriptif kuantitatif, yang dilakukan dengan menelaah data hasil belajar sebelum dan setelah siklus, kemudian dilakukan sintesis dengan kajian pustaka. Hasil penelitian menunjukkan Siklus II menghasilkan angka 77,78% siswa tuntas Kriteria Ketuntasan Minimal (KKM) atau turun dari Siklus pertama 84,374%. Saat Pra Siklus menunjukkan jumlah siswa tuntas KKM hanya 18,75%. Hasil yang diperoleh dalam PTK ini menandakan bahwa field study terintegrasi hybrid learning berpotensi untuk menjadi model pembelajaran Dasar-Dasar Geologi di masa Pandemi COVID-19.
Full text article
Generated from XML file
References
Bao, W. (2020). COVID "19 and online teaching in higher education: A case study of Peking University . Human Behavior and Emerging Technologies, 2(2), 113–115. https://doi.org/10.1002/hbe2.191
Barros, J. F. de, Almeida, P. A., & Cruz, N. (2012). Fieldwork in Geology: Teachers' Conceptions and Practices. Procedia - Social and Behavioral Sciences, 47, 829–834. https://doi.org/10.1016/j.sbspro.2012.06.743
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
Clark, I., & James, P. (2012). Blending what? An approach to delivering earth science courses online. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 14(1).
Dikmenli, Y. (2013). Effect of the blended learning environment and the application of virtual íœlkü Eser íœnaldi. Mevlana International Journal of Education (MIJE), 3(2), 43–56.
France, D., & Haigh, M. (2018). Fieldwork@40: Fieldwork in geography higher education. Journal of Geography in Higher Education, 42(4), 498–514. https://doi.org/10.1080/03098265.2018.1515187
Godlewska, A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B., Kamin-Patterson, S., Lamb, C., & Forcione, M. (2019). Converting a large lecture class to an active blended learning class: Why, how, and what we learned. Journal of Geography in Higher Education, 43(1), 96–115. https://doi.org/10.1080/03098265.2019.1570090
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Liu, X., Liu, S., Lee, S.-H., & Magjuka, R. J. (2010). International Forum of Educational Technology & Society Cultural Differences in Online Learning: International Student Perceptions. Source: Journal of Educational Technology & Society, 13(3), 177–188. https://doi.org/10.2307/jeductechsoci.13.3.177
McPhee, S., & Pickren, G. (2017). Blended learning with international students: A multiliteracies approach. Journal of Geography in Higher Education, 41(3), 418–433. https://doi.org/10.1080/03098265.2017.1331208
Mitchell, P., & Forer, P. (2010). Blended learning: The perceptions of first-year geography students. Journal of Geography in Higher Education, 34(1), 77–89. https://doi.org/10.1080/03098260902982484
Moore, N., & Gilmartin, M. (2010). Teaching for better learning: A blended learning pilot project with first-year geography undergraduates. Journal of Geography in Higher Education, 34(3), 327–344. https://doi.org/10.1080/03098265.2010.501552
Oktavianto, D. A. (2019a). Groups Investigation Learning Model to Analyze the Landscape Effect of Geological Processes Using Google Earth. Teknologi Pendidikan, 23(1), 1–14.
Oktavianto, D. A. (2019b). Pembuatan Model Pembelajaran Google Earth Untuk Meningkatkan Hasil Belajar Pemetaan Geologi.
Oktavianto, D. A., Sumarmi, & Handoyo, B. (2017). Pengaruh Pembelajaran Berbasis Proyek Berbantuan Google Earth terhadap Keterampilan Berpikir Kritis the Effect of Project-Based Learning Assisted Google Earth to Spatial Thinking Skills. Jurnal Teknodik, 21(1), 1–15.
Pringle, J., Gardiner, A., & Westerman, R. (2004). Virtual geological outcrops”Fieldwork and analysis made less exhaustive? Geology Today, 20(2), 67–71. https://doi.org/10.1111/j.1365-2451.2004.00450.x
Sahin, M. (2010). Blended learning in vocational education: An experimental study. International Journal of Vocational and Technical Education, 2(October), 95–101.
Samson, P. J., & Samson, P. J. (2020). Student behaviors in a blended synchronous course Student behaviors in a blended synchronous course. Journal of Geoscience Education, 0(0), 1–10. https://doi.org/10.1080/10899995.2020.1768002
Schifman, L., Cardace, D., Kortz, K., Saul, K., Gilfert, A., Veeger, A. I., & Murray, D. P. (2013). Sleuthing through the rock cycle: An online guided inquiry tool for middle and high school geoscience education. Journal of Geoscience Education, 61(3), 268–279. https://doi.org/10.5408/12-326.1
Sintema, E. J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–6. https://doi.org/10.29333/ejmste/7893
Stokes, A., Magnier, K., & Weaver, R. (2011). What is the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35(1), 121–141. https://doi.org/10.1080/03098265.2010.487203
Todhunter, B. (2013). LOL - limitations of online learning”Are we selling the open and distance education message short? Distance Education, 34(2), 232–252. https://doi.org/10.1080/01587919.2013.802402
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child and Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China's Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Barros, J. F. de, Almeida, P. A., & Cruz, N. (2012). Fieldwork in Geology: Teachers' Conceptions and Practices. Procedia - Social and Behavioral Sciences, 47, 829–834. https://doi.org/10.1016/j.sbspro.2012.06.743
Basilaia, G., & Kvavadze, D. (2020). Transition to Online Education in Schools during a SARS-CoV-2 Coronavirus (COVID-19) Pandemic in Georgia. Pedagogical Research, 5(4). https://doi.org/10.29333/pr/7937
Clark, I., & James, P. (2012). Blending what? An approach to delivering earth science courses online. International Journal of Innovation in Science and Mathematics Education (Formerly CAL-Laborate International), 14(1).
Dikmenli, Y. (2013). Effect of the blended learning environment and the application of virtual íœlkü Eser íœnaldi. Mevlana International Journal of Education (MIJE), 3(2), 43–56.
France, D., & Haigh, M. (2018). Fieldwork@40: Fieldwork in geography higher education. Journal of Geography in Higher Education, 42(4), 498–514. https://doi.org/10.1080/03098265.2018.1515187
Godlewska, A., Beyer, W., Whetstone, S., Schaefli, L., Rose, J., Talan, B., Kamin-Patterson, S., Lamb, C., & Forcione, M. (2019). Converting a large lecture class to an active blended learning class: Why, how, and what we learned. Journal of Geography in Higher Education, 43(1), 96–115. https://doi.org/10.1080/03098265.2019.1570090
Hung, M. L., Chou, C., Chen, C. H., & Own, Z. Y. (2010). Learner readiness for online learning: Scale development and student perceptions. Computers and Education, 55(3), 1080–1090. https://doi.org/10.1016/j.compedu.2010.05.004
Liu, X., Liu, S., Lee, S.-H., & Magjuka, R. J. (2010). International Forum of Educational Technology & Society Cultural Differences in Online Learning: International Student Perceptions. Source: Journal of Educational Technology & Society, 13(3), 177–188. https://doi.org/10.2307/jeductechsoci.13.3.177
McPhee, S., & Pickren, G. (2017). Blended learning with international students: A multiliteracies approach. Journal of Geography in Higher Education, 41(3), 418–433. https://doi.org/10.1080/03098265.2017.1331208
Mitchell, P., & Forer, P. (2010). Blended learning: The perceptions of first-year geography students. Journal of Geography in Higher Education, 34(1), 77–89. https://doi.org/10.1080/03098260902982484
Moore, N., & Gilmartin, M. (2010). Teaching for better learning: A blended learning pilot project with first-year geography undergraduates. Journal of Geography in Higher Education, 34(3), 327–344. https://doi.org/10.1080/03098265.2010.501552
Oktavianto, D. A. (2019a). Groups Investigation Learning Model to Analyze the Landscape Effect of Geological Processes Using Google Earth. Teknologi Pendidikan, 23(1), 1–14.
Oktavianto, D. A. (2019b). Pembuatan Model Pembelajaran Google Earth Untuk Meningkatkan Hasil Belajar Pemetaan Geologi.
Oktavianto, D. A., Sumarmi, & Handoyo, B. (2017). Pengaruh Pembelajaran Berbasis Proyek Berbantuan Google Earth terhadap Keterampilan Berpikir Kritis the Effect of Project-Based Learning Assisted Google Earth to Spatial Thinking Skills. Jurnal Teknodik, 21(1), 1–15.
Pringle, J., Gardiner, A., & Westerman, R. (2004). Virtual geological outcrops”Fieldwork and analysis made less exhaustive? Geology Today, 20(2), 67–71. https://doi.org/10.1111/j.1365-2451.2004.00450.x
Sahin, M. (2010). Blended learning in vocational education: An experimental study. International Journal of Vocational and Technical Education, 2(October), 95–101.
Samson, P. J., & Samson, P. J. (2020). Student behaviors in a blended synchronous course Student behaviors in a blended synchronous course. Journal of Geoscience Education, 0(0), 1–10. https://doi.org/10.1080/10899995.2020.1768002
Schifman, L., Cardace, D., Kortz, K., Saul, K., Gilfert, A., Veeger, A. I., & Murray, D. P. (2013). Sleuthing through the rock cycle: An online guided inquiry tool for middle and high school geoscience education. Journal of Geoscience Education, 61(3), 268–279. https://doi.org/10.5408/12-326.1
Sintema, E. J. (2020). Effect of COVID-19 on the Performance of Grade 12 Students: Implications for STEM Education. Eurasia Journal of Mathematics, Science and Technology Education, 16(7), 1–6. https://doi.org/10.29333/ejmste/7893
Stokes, A., Magnier, K., & Weaver, R. (2011). What is the use of fieldwork? Conceptions of students and staff in geography and geology. Journal of Geography in Higher Education, 35(1), 121–141. https://doi.org/10.1080/03098265.2010.487203
Todhunter, B. (2013). LOL - limitations of online learning”Are we selling the open and distance education message short? Distance Education, 34(2), 232–252. https://doi.org/10.1080/01587919.2013.802402
Viner, R. M., Russell, S. J., Croker, H., Packer, J., Ward, J., Stansfield, C., Mytton, O., Bonell, C., & Booy, R. (2020). School closure and management practices during coronavirus outbreaks including COVID-19: A rapid systematic review. The Lancet Child and Adolescent Health, 4(5), 397–404. https://doi.org/10.1016/S2352-4642(20)30095-X
Wang, C. H., Shannon, D. M., & Ross, M. E. (2013). Students' characteristics, self-regulated learning, technology self-efficacy, and course outcomes in online learning. Distance Education, 34(3), 302–323. https://doi.org/10.1080/01587919.2013.835779
Zhang, W., Wang, Y., Yang, L., & Wang, C. (2020). Suspending Classes Without Stopping Learning: China's Education Emergency Management Policy in the COVID-19 Outbreak. Journal of Risk and Financial Management, 13(3), 55. https://doi.org/10.3390/jrfm13030055
Authors
Oktavianto, A. (2021). Field Study Terintegrasi Hybrid Learning: Solusi Pembelajaran Dasar-Dasar Geologi Selama Pandemi Covid-19. Jurnal Geografi, Edukasi Dan Lingkungan (JGEL), 5(1), 1–14. https://doi.org/10.22236/jgel.v5i1.6068
Copyright and license info is not available