Integrasi TPACK Dalam Flipped Learning Untuk Meningkatkan Keterampilan Berpikir Kritis Peserta Didik Pada Pembelajaran Biologi di SMAN 1 Metro

Dina Maulina, Yuni Sadikin, Rini Rita T Marpaung, Berti Yolida

Abstract


TPACK menjadi syarat implementasi pembelajaran berbasis teknologi. Integrasi TPACK pada model pembelajaran flipped learning dapat memfasilitasi pelaksanaan pembejaran secara online ataupun blended learning. Penelitian ini bertujuan untuk menganalisis integrasi TPACK dalaml Flipped Learning  terhadap keterampilan berpikir kritis peserta didik kelas XI SMA Negeri 1 Metro. Penelitian ini menggunakan quasi experiment dengan desain pretest- posttest nonequivalent groups design. Sampel yang digunakan di dalam penelitian ini berjumlah 61 orang yang terbagi menjadi Kelas XI IPA 3 (30 orang) dan Kelas XI IPA 3 (31 orang) dengan teknik pengambilan sampel yaitu purposive sampling. Data dalam penelitian ini berupa data kuantitatif dan data kualitatif. Data kuantitatif berupa data hasil berpikir kritis dari pretest, posttest dan nilai n-gain  selanjutnya dianalisis dengan uji Independent Sample t-test (α=0,05). Hasil penelitian meunjukkan bahwa terdapat pengaruh yang signifikan dari penerapan model Flipped Learning  terhadap keterampilan berpikir kritis peserta didik (Sig. p<0,05). Data kualitatif berupa data nilai angket keterlaksanaan pembelajaran dengan skor 88,95% (kategori sangat baik) untuk hasil penilaian observer dan skor 64, 8 (kategori baik) untuk penilaian dari peserta didik. Sebanyak 67,4% peserta didik merasa dapat berpikir secara lebih kritis pada penerapan Flipped Learning. Dengan demikian, integrasi TPACK dalam Flipped Learning berpengaruh terhadap keterampilan berpikir kritis peserta didik dalam pembelajaran biologi secara daring.

Keywords


Berpikir kritis, Biologi, Flipped Learning, Pembelajaran Daring, TPACK.

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References


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DOI: https://doi.org/10.37058/bioed.v7i2.4967

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