indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 92 peningkatan prestasi belajar ilmu pengetahuan alam materi pencernaan dengan menggunakan media model tiga dimensi bagi siswa sekolah menengah pertama widhiani purwaningsih smp negeri 1 sawit email: widhianipurwaningsih22@gmail.com abstrak tujuan dari penelitian ini adalah untuk meningkatkan prestasi belajar sains bahan pencernaan dengan menggunakan media model tiga dimensi untuk kelas viii a smp negeri 1 sawit, boyolaliat semester i 2018/2019 tahun akademik. metode penelitian yang digunakan adalah penelitian tindakan kelas. variabel bebas adalah media model tiga dimensi. prestasi belajar sains adalah variabel dependen. populasinya adalah kelas viii a di smp negeri 1 sawitat semester pertama tahun 2018/2019 tahun ajaran. cara mengambil sampel dengan nilai tes siswa dan pengawasan langsung proses pembelajaran. berdasarkan hasil penelitian setelah penerapan pembelajaran dengan media model tiga dimensi dapat meningkat dari kondisi awal hingga siklus kedua. ada peningkatan nilai rata-rata dari 69,84 menjadi 78,87 dan meningkat lagi menjadi 83,68, jumlah siswa selesai dari 14 menjadi 31, dari nilai terendah 40 hingga 75, meningkat 35 poin, dan skor tertinggi 85 hingga 95, meningkat 10 poin. the improvement of science learning achievement in the digestive materials using three-dimensional model media for junior high school student widhiani purwaningsih smp negeri 1 sawit email: widhianipurwaningsih22@gmail.com abstract the purpose of this research was to improve the science learning achievement of digestive material by using three-dimensional model media for class viii a of junior high school 1 sawit,boyolaliat the first semester of 2018/2019 academic year. the research method used is classroom action research. the independent variable is a three-dimensional model media. science learning achievement is a dependent variable. the population is class viii a in the junior high school1 sawitat the first semester 2018/2019academic year. how to take samples with the value of student test and direct supervision of the learning process. research result. based on the results of the study after the application of learning with three-dimensions model media can improve from the initial conditions to the second cycle. there was an increase in the average value of 69.84 to 78.87 and increased again to 83.68, the number of students completed from 14 to 31, from the lowest value 40 to 75, increased by 35 points, and the highest score of 85 to 95, increased by 10 points. keywords: media model of the three-dimensions, science learning achievement. mailto:widhianipurwaningsih22@gmail.com mailto:widhianipurwaningsih22@gmail.com indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 93 pendahuluan monotonnya kegiatan belajar mengajar yang dilakukan oleh para guru, meskipun telah diadakannya penataran dan pelatihan melalui program mgmp, tot, dll ternyata tidak banyak mempengaruhi guru dalam penerapannya di kelas. hal ini dikarenakan sikap guru itu sendiri yang tidak mau berubah, media yang ada kurang memadai, dan lingkungan sekolah yang kurang mendukung. media model dimensi tiga tidak memerlukan biaya yang tinggi untuk pengadaannya, diharapkan bisa menarik minat siswa untuk mempelajari materi yang diajarkan guru, karena selain penampilannya menarik anak langsung dihadapkan pada benda nyata sehingga kenangan siswa/ daya tangkap dan ingatan anak akan terpancing memperhatikan media model demensi tiga tersebut. menurut ngadino (2000:38) “media pembelajaran adalah segala sesuatu yang dapat digunakan untuk merangsang pikiran, perasaan, perhatian, dan kemauan siswa sehingga dapat mendorong terjadinya proses belajar pada diri siswa”. boediono (2004:129) menyatakan “ipa adalah hasil kegiatan manusia berupa pengetahuan, dan konsep yang terorganisasi tentang alam semesta dan kehidupannya yang diperoleh dari pengalaman melalui serangkaian proses ilmiah”. tirtonagoro (2009: 43) menyatakan bahwa “prestasi merupakan hasil usaha yang dilakukan dan menghasilkan perubahan yang dinyatakan dalam bentuk symbol untuk menunjukkan kemampuan dalam mencapai hasil kerja dalam waktu tertentu”. metode lokasi penelitian ini berada di smp 1 sawit, boyolali. penelitian ini dilaksanakan pada semester ganjil tahun pelajaran 2018/2019 yaitu bulanagustus 2018 sampai dengan desember 2018. populasi dalam penelitian ini diambil dari seluruh siswa indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 94 kelas viii a smp n 1 sawit, boyolali semester gasal tahun pelajaran 2018/2019 yang berjumlah 31 orang. untuk mencapai ketuntasan belajar mata pelajaran ipa pada siswa kelas viii a smp n 1 sawit, boyolali semester gasal tahun pelajaran2018/2019 maka dilakukan penelitian tindakan kelas dalam 2 siklus yang setiap siklus terdiri dari 4 tahapanya itu prasiklus, siklus i dan siklus ii alat pengumpul data dalam penelitian ini berupa dokumen nilai siswa, lembar dan butir soal/ unjuk kerja/ lesan. teknik analisis data yang digunakan data observasi dan data dokumentasi hasil dan pembahasan data hasil belajar siswa pada prasiklus (tindakan awal) no uraian jumlah persentase (%) 1 belumtuntas 17 54.84 2 tuntas 14 45.16 3 nilaitertinggi 85 4 nilaiterendah 40 5 rata-rata 69.84 0 50 100 tindakan awal n tertinggi n terendah n rerata s tuntas b tuntas grafik data hasil belajar siswa pada prasiklus data kondisi proses belajar mengajar prasiklus (tindakan awal) indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 95 no uraian rata-rata skor kriteria 1 minat belajar 1.97 kurang 2 kerjasama 2.03 sedang 3 inisiatif 2.17 sedang 4 kreatifitas 2.19 sedang data hasil pengamatan / informasi prestasi belajar siswa siklus i no uraian jumlah persepsi (%) 1 tuntas 31 100 2 belum tuntas 0 0 3 nilai tertinggi 90 4 nilai terendah 75 5 rata-rata 78.87 data hasil pengamatan / informasi prestasi belajar siswa kelas viii a siklus ii no uraian jumlah persentase (%) 1 tuntas 31 100 2 belum tuntas 0 0 3 nilai tertinggi 95 4 nilai terendah 75 5 rata-rata 83,68 peningkatan prestasi belajar dari tindakan awal, siklus i, siklus ii no uraian prasiklus siklus i siklus ii 1 siswa tuntas 14 31 31 2 siswa belum tuntas 17 0 0 3 nilai tertinggi 85 90 95 4 nilai terendah 40 75 75 5 nilai rerata 69.84 78,87 83,68 indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 96 0 50 100 tindakan awal siklus i siklus ii n tertinggi n terendah n rerata siswa tuntas grafik: hasil prestasi prasiklus, siklus i dan siklus ii data hasil pengamatan proses belajar mengajar no uraian prasiklus siklus i siklus ii ratarata skor kriteria ratarata skor kriteria ratarata skor kriteria 1 minatbelajar 1.97 kurang 3.07 baik 3.22 baik 2 kerjasama 2.03 sedang 3.13 baik 3.33 baik 3 tanggungjawab 2.17 sedang 3.15 baik 3.34 baik 4 kreatifitas 2,19 baik 3.19 baik 3.42 baik 0 1 2 3 4 pra siklus siklus i siklus ii minat belajar kerja sama tanggung jawab kreatifitas grafik: data pengamatan proses pembelajaran indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 97 simpulan dan saran berdasarkan pembahasan pada proses pembelajaran dan hasil belajar siswa yang dilaksanakan pada siklus i dan dilanjutkan siklus ii dapat disimpulkan bahwa. 1. dengan penggunaan media model dimensi tiga dapat meningkatkan hasil prestasi belajar ipa siswa kelas viii a semester gasal smp negeri 1 sawit tahun 2018/2019 pada materi pencernaan manusia. a) siswa tuntas: dari prasiklus 14siswa, meningkat menjadi 31 siswa atau 125% pada siklus i dan siklus ii. b) siswa belum tuntas: dari prasiklus 17 siswa, menurun menjadi 0 siswa atau 125% pada siklus i dan siklus ii. c) nilai tertinggi: dari prasiklus 85, meningkat menjadi 90, atau 3,3% padasiklus dan meningkat lagi menjadi 95 atau 3,3% pada siklus ii. d) nilai terendah: dari prasiklus 40, meningkat menjadi 75, atau 97,36% padasiklus i dan meningkat lagi menjadi 75 atau 2,66% pada siklus ii. e) rata-rata nilai: dari prasiklus 69,84 meningkat menjadi 78,87 atau 14,10% pada siklus i dan meningkat lagi menjadi 83,83 atau 6,36% pada siklus ii 2. berdasarkan proses pembelajaran setelah penerapan media model dimensi tiga dapat meningkatkan dari kondisi awal ke kondisi akhir setelah siklus i dan dilanjutkan pada siklus ii terdapat peningkatan untuk: a) minat belajar : rata-ratanya dari prasiklus 1,97 (cukup), meningkat menjadi 3.07 (baik), atau 55,83% pada siklus i dan meningkat lagi menjadi 3.22 (baik) atau 4,89% pada siklus ii. b) kerjasama : rata-ratanyapadaprasiklus 2.03, meningkat menjadi 3.13 (baik) atau 54,18% padasiklus i dan meningkat lagi menjadi 3.33 (baik), atau 6,39% pada siklus ii. c) tanggungjawab : rata-ratanya dari prasiklus 2.17 (cukup), meningkat menjadi 3,15% (baik), atau 45,16% pada siklus i dan meningkat lagi menjadi 3.34 (baik), atau 6.03% pada siklus ii. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 92-98 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 98 d) kreativitas ; rata-ratanya dari prasiklus 2.19 (cukup), meningkat menjadi 3.19 (baik) atau 45,66% pada siklus i dan meningkat lagi menjadi 3.42 (baik), atau 7,21% pada siklus ii. daftar referensi ngadino (2000).macam-macam media pembelajaran ipa. yogjakarta: university press arief s sadiman (2003). media pembelajaran. jakarta: university press mujadi (2004).media pembelajarandimensi 2. jogjakarta: university press rochman, natawidjaya (2007). media pembelajaran. jogjakarta: grafindo boediono (2004).hakekat dan pembelajaran ipa prawoto (2003).ilmu pengetahuan alam dan sekitarnya. jogjakarta press karso (2003).karakteristik ilmu pegetahuanalam. surabaya: university press sutrantinah, tirtonegoro (2009). belajar dan tehnikpembelajaran. jogjakarta: university press w.s. wingkel (2001). belajar dan pembelajaran. surabaya: university press djauzali, ahmad (2004). hakekatbelajar ipa. jogjakarta: multi pressindo sumadi, suryabrata (2010). evaluasipembelajaran. jogjakarta: university press m ngalim, purwanto (2007).evaluasipembelajaran. jogjakarta: multi pressindo manase, malo (2005). penulisankaryailmiah. jogjakarta: university press suharsimi, arikunto (2006). karyailmiah. jakarta: university press andreas, proyono (2000). penelitiantindakankelas. jogjakarta: university press syukur (2010).penelitiantindakankelas. jogjakarta: university press sutrisno, hadi (2002). karyailmiah. jakarta: university press fuad, hasan (2003). evaluasipembelajaran. jogjakarta: university press indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 85 pembelajaran fisika dengan pendekatan inkuiri menggunakan aplikasi berbasis android untuk meningkatkan prestasi siswa suyono guru sma negeri 2 madiun email: suyonosynway@gmail.com abstrak tujuan dari penelitian ini adalah pembelajaran fisika melalui pendekatan inkuiri menggunakan aplikasi berbasis android dapat untuk meningkatan prestasi fisika pada siswa kelas xi ipa4 sma negeri 2 madiun tahun pelajaran 2016/2017. metode penelitian yang digunakan tindakan kelas (action research) yang terdiri dari 2 siklus. setiap siklus terdiri 4 langkah yaitu perenacaan, tindakan, observasi dan refleksi. teknik pengumpulan data dengan tes tertulis untuk prestasi fisika. hasil penelitian menunjukkan pembelajaran dengan pendekatan inkuiri menggunakan aplikasi berbasis android dapat meningkatkan prestasi fisika belajar siswa yang ditandai dengan ketuntasan belajar siswa dalam pembelajaran yaitu dari 81,25 % pada siklus i menjadi 94,11% pada siklus ii dengan nilai rata-rata siswa 70,71 pada siklus i menjadi 80,71 pada siklus ii. kata kunci : pendekatan inkuiri, aplikasi berbasis android learning physics with inquiry approach using android-based applications to improve student achievements suyono guru sma negeri 2 madiun email: suyonosynway@gmail.com abstract this study aims to determine the improvement of student learning outcomes with the inquiry approach using android-based applications in class xi ipa4 sma negeri 2 madiun 2016/2017 academic year. classroom action research methods (action research) data collected with written tests for knowledge. learning with the inquiry approach using android-based applications has a positive impact in improving student learning achievement which is characterized by student learning completeness in learning that is from 81.25% in cycle i to 94.11% in cycle ii with an average value of 70.71 students in cycle i it became 80.71 in cycle ii. keywords: inquiry approach, android based application mailto:suyonosynway@gmail.com mailto:suyonosynway@gmail.com indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 87 pendahuluan berdasarkan beberapa pengalaman dari tahun-tahun yang lampau dalam pembelajaran fisika sma kususnya pada materi pokok teori kinetik gas dengan kompetensi dasar memahami teori kinetik gas dalam menjelaskan karakteristik gas pada ruang tertutup sebagaimana tercantum didalam kurikulum 2013 sekolah kami, pada umumnya sekolah mengalami beberapa kesulitan yang disebabkan minimnya sarana serta keengganan para guru untuk melakukan praktikum di laboratorium di karenakan waktu yang tersedia sangat terbatas dan pengelolaan kelas pada metode praktikum lebih berat (dengar pendapat forum mgmps sma negeri 2 kota madiun) hal ini berimbas pada rendahnya prestasi belajar siswa. pada materi pembelajaran fisika terdapat banyak rumus-rumus yang harus dipelajari siswa. selain pembelajaran fisika, siswa sma harus mempelajari rumus-rumus lain yang terdapat pada mata pelajaran yang lain seperti matematika, kimia. hal ini menjadi salah satu permasalahan yang pokok untuk menghafal, memahami dan menerapkannya dalam pemecahan masalah yang terjadi di lingkungan sehari-hari. berdasarkan masalah tersebut maka diperlukan media belajar yang cocok. di era milenial dan digital sekarang ini media elektronik seperti handphone beserta aplikasinya sangatlah familier dikalangan pelajar sma. media pembelajaran merupakan sesuatu yang dapat digunakan untuk menyampaikan pesan dari sumber secara terencana. tujuan dari media pembelajaran salah satunya adalah dapat menciptakan proses pembelajaran menjadi kondusif dan efektif. (rayanda asyar, 2012 : 8) permasalahan yang terjadi di kelas xi.ipa 4 adalah lemahnya tingkat hafalan, pemahaman dan aplikasi rumus-rumus fisika, beberapa faktor tersebut diantaranya adalah: 1) proses dalam pembelajaran sering dilakukan hanya dengan metode ceramah , dan 2) peran media pembelajaran yang kurang optimal untuk menunjang proses pembelajaran. oleh karena hal tersebut di atas maka peneliti mencoba menanganinya dengan menggunakan pendekatan inkuiri menggunakan aplikasi pembelajaran yang berbasis android untuk memecahkan masalah tersebut. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 88 berdasarkan landasan teori dan kerangka pemikiran di atas maka dapat dirumuskan hipotesis penelitian tindakan kelas adalah: 1) dapat meningkatkan kualitas pembelajaran dan prestasi siswa di kelas sehingga siswa secara umum dapat termotivasi untuk meningkatkan proses belajarnya dalam menghafal,memahami dan menerapkan teori dan rumus-rumus fisika dalam penyelesaian permasalahan sehari-hari. 2) dari sisi peneliti (guru) diharapkan dapat meningkatkan profesionalisme dalam melakukan tugas mengajar agar siswa lebih termotivasi sehingga dapat meningkatkan prestasi belajar siswa. kemudian dari sisi institusi (sekolah) dapat memberi informasi yang berupa masukan kepada seluruh warga sekolah untuk selalu berpaya meningkatkan kemampuan dalam mengatasi masalah pendidikan terutama dalam pembelajaran di kelas dengan mengacu pada metode ilmiah. metode metode penelitian ini yang digunakan pada penelitian ini adalah penelitian tindakan (action research). penelitian tindakan ini bertujuan untuk memecahkan masalah pembelajaran di kelas. analisis pada penelitian ini menggunakan analisis deskriptif kuantitatif. hal ini dapat menjabarkan teknik pembelajaran yang diterapakan sesuai dengan langkah pembelajaran sehingga dapat mencapai target sesuai dengan indikator keberhasilan yang ditunjukkan melalui nilai prestasi siswa. klasifikasi penelitian tindakan terdiri dari 4 macam yaitu a) guru sebagai penelitian. b) penelitian tindakan kolaboratif. c) simultan terintegratif. (d) administrasi social eksperimental (oja dan sumarjan dalam titik sugiarti, 1997: 8). sedangkan pada penelitian tindakan ini menggunakan bentuk guru sebagai peneliti. hal ini guru sebagai penanggung jawab penuh terhadap penelitian tindakan. penelitian tindakan ini bertujuan untuk meningkatkan prestasi siswa melalui pembelajaran di kelas. guru secara penuh bertanggungjawab atas penelitian mulai dari perencanaan, tindakan, pengamatan, dan refleksi. pada penelitian ini peneliti tidak bekerjasama dengan siapapun, kehadiran peneliti sebagai guru di kelas sebagai pengajar tetap dan dilakukan seperti biasa, sehingga siswa tidak tahu kalau diteliti. dengan cara ini diharapkan didapatkan data yang seobjektif mungkin demi kevalitan data yang diperlukan. tempat penelitian ini indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 89 dilakukan di kelas xi.ipa.4 sma negeri 2 kota madiun semester genap tahun pelajaran 2016/2017. waktu pelaksanaan penelitian ini dilakukan pada bulan februari maret 2017 semester genap tahun pelajaran 2016/2017. penelitian ini menggunakan instrumen yaitu 1) silabus. silabus digunakan untuk mengatur kegiatan pembelajaran pengelolahan kelas, serta capaian penilaian hasil belajar yang sudah terrencana. 2) rencana program pembelajaran (rpp) merupakan perangkat pembelajaran yang digunakan sebagai pedoman guru dalam mengajar dan disusun untuk tiap pertemuan pada masing-masing siklus. masing-masing rpp berisi kompetensi dasar, indikator pencapaian hasil belajar, tujuan pembelajaran, dan kegiatan belajar mengajar. 3.) media aplikasi pembelajaran interaktif yang disusun peneliti berisikan materi yang akan dipelajari dengan melalui program flash yang di publikasikan dalam bentuk file dengan extention swf. penggunaan pembelajaran di hp android melalui aplikasi flash game player yang secara gratis dapat diunduh di google play. tampilan menu utama dalam aplikasi ini adalah sebagai berikut: gambar 1. tampilan aplikasi pembelajaran hasil dan pembahasan data penelitian yang diperoleh berupa hasil uji coba item butir soal, data observasi berupa pengamatan pengelolaan belajar dengan penerapan pendekatan inkuiri menggunakan aplikasi pembelajaran berbasis android dan pengamatan aktivitas siswa dan guru pada akhir pembelajaran, dan data tes siswa pada setiap siklus. data hasil uji coba item butir soal digunakan untuk mendapatkan tes yang betul-betul mewakili apa yang diinginkan. data ini selanjutnya dianalisis tingkat validitas, reliabilitas, taraf indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 90 kesukaran, dan daya pembeda. data tes untuk mengetahui peningkatan prestasi belajar siswa setelah diterapkan belajar. siklus i tabel 2. rekapitulasi hasil tes pada siklus i no uraian hasil siklus i 1 nilai rata-rata tes 7,71 2 jumlah siswa yang tuntas belajar 26 3 jumlah siswa yang belum tuntas 6 4 persentase ketuntasan belajar 81,25% dari tabel di atas dapat dijelaskan bahwa dengan pendekatan inkuiri menggunakan aplikasi berbasis android diperoleh nilai rata-rata prestasi belajar siswa adalah 7,71 dan ketuntasan belajar mencapai 81,25 % atau ada 32 siswa dari 26 siswa sudah tuntas belajar. hasil tersebut menunjukkan bahwa pada siklus pertama secara klasikal siswa tuntas belajar, karena siswa yang memperoleh nilai ≥ 67 sebanyak 26 lebih besar dari siswa yang belum tuntas sebesar 6 siswa. siklus ii tabel .2. rekapitulasi hasil tes pada siklus ii dari tabel di atas dapat dijelaskan bahwa dengan pendekatan inkuiri menggunakan aplikasi berbasis android diperoleh nilai rata-rata prestasi belajar siswa adalah 8,71 dan ketuntasan belajar mencapai 96,87 % atau ada 31 siswa dari 32 siswa sudah tuntas belajar. hasil tersebut menunjukkan bahwa pada siklus pertama secara klasikal siswa no uraian hasil siklus ii 1 2 3 4 nilai rata-rata tes jumlah siswa yang tuntas belajar jumlah siswa yang belum tuntas persentase ketuntasan belajar 8,71 31 1 96,87% indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 91 tuntas belajar, karena siswa yang memperoleh nilai ≥ 67 sebanyak 32 lebih besar dari siswa yang belum tuntas sebesar 1 siswa. simpulan dan saran berdasarkan hasil pembahasan di atas maka dapat disimpulkan sebagai berikut: pembelajaran dengan pendekatan inkuiri menggunakan aplikasi berbasis android memiliki dapat meningkatkan prestasi fisika. hal ini dapat dilihat dari nilai ketuntasan belajar siswa dalam pembelajaran fisika yaitu pada siklus 1 sebesar 81,25 % meningkat menjadi 94,11% pada siklus ii. sedangkan nilai rata-rata prestasi fisika siswa 70,71 pada siklus i menjadi 80,71 pada siklus ii. secara tidak langsung dapat berdampak pada peningkatan motivasi belajar siswa. berdasarkan hasil wawancara menunjukkan bahwa dalam pembelajaran fisika pada materi aplikasi pembelajaran teori kinetic melalui android. hasil penelitian yang menunjukkan proses belajar mengajar fisika lebih efektif dan lebih memberikan hasil yang optimal bagi siswa, maka disampaikan saran sebagai berikut: 1) dalam pembelajaran pendekatan inkuiri berbasis android memerlukan persiapan yang cukup matang. guru harus mempu menentukan atau memilih topik yang benar-benar bisa menerapkan dengan pembelajaran interaktif menggunakan aplikasi android pada proses belajar mengajar sehingga diperoleh hasil yang optimal. 2) guru hendaknya melatih siswadengan menggunakan pendekatan inkuiri, walau dalam taraf yang sederhana. sehingga siswa dapat menemukan pengetahuan baru, memperoleh konsep dan keterampilan, dan mampu memecahkan masalah-masalah yang dihadapinya. 3) penelitian dapat digunakan sebagai rujukan pada penelitian selanjutnya dan permasalahan yang sejenis sehingga dapat dilakukan perbaikan-perbaikan agar diperoleh hasil yang lebih baik. daftar referensi ali, muhammad. 1996. guru dalam proses belajar mengajar. bandung: sinar baru algesindon. arikunto, suharsimi. 1993. manajemen mengajar secara manusiawi. jakarta: rineksa cipta. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 92 arikunto, suharsimi. 1998. prosedur penelitian suatu pendekatan praktek. jakarta: rineksa cipta combs. arthur. w. 1984. the profesional education of teachers. allin and bacon, inc. boston. departemen pendidikan dan kebudayaan, 1994. petunjuk pelaksanaan proses belajar mengajar, jakarta. balai pustaka. asyhar, rayanda. 2012. kreatif mengembangkan media pembelajaran. jakarta: gaung persada (gp) press jakarta. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 74 perancangan dan implementasi multimedia interaktif berbasis android pada mata pelajaran ipa di sekolah menengah atas muhammad ikhlas fakultas ilmu komputer, universitas putra indonesia “yptk” padang email: mhdikhlas@upiyptk.ac.id abstrak pengembangan media pembelajaran seperti multimedia interaktif memberikan variasi terhadap setiap proses pembelajaran. materi pembelajaran yang disampaikan melalui visual media elektronik bertujuan untuk memberikan rasa yang berbeda pada siswa dibanding pembelajaran di kelas. dalam perancangan sistem multimedia interaktif menggunakan alat bantu perancangan sistem yaitu uml (unified modelling language) dan kemudian hasil rancangan diimplementasikan pada aplikasi adode flash cs6 berbasis android, sehingga aplikasi nantinya dapat dijalankan pada platform android. aplikasi multimedia interaktif pada mata pelajaran biologi ini juga dilengkapi dengan menu evaluasi, sehingga setiap siswa yang telah selesai mempelajari materi yang tersaji di dalam aplikasi, dapat mengerjakan beberapa soal yang disediakan. setelah menyelesaikan soal, siswa juga dapat mengetahui nilai dan jumlah jawaban yang benar dari soal tersebut. sehingga dengan adanya evaluasi tersebut akan memberikan tolok ukur pada kemampuan siswa dalam belajar. penelitian ini menggunakan metode penelitian dengan langkah-langkah yaitu penelitian pendahuluan, kajian teori, analisa dan perancangan sistem, implementasi sistem dan evaluasi. kata-kata kunci: multimedia interaktif, biologi, uml, android design and implemention interactive multimedia based on android for natural science subjects in senior high schools muhammad ikhlas faculty of computer science, universitas putra indonesia “yptk” padang email: mhdikhlas@upiyptk.ac.id abstract development of instructional media such as interactive multimedia provides variations on each learning process. learning material delivered through electronic visual media aims to give students a different feel than learning in the classroom. in designing interactive multimedia systems using a system design tool that is uml (unified modeling language) and then the design results are implemented on the androidbased flash adode cs6 application, so that later applications can be run on the android platform. this interactive multimedia application on biology courses is also equipped with an evaluation menu, so that every student who has finished studying the material presented in the application, can do some of the questions provided. after completing the questions, students can also find out the value and number of correct answers of the questions. so that the evaluation will provide a benchmark on the ability of students to learn. this study uses a research method with steps, namely preliminary research, theoretical study, system analysis and design, system implementation and evaluation.h keywords: interactive multimedia, biology, uml, android indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 75 pendahuluan keterbatasan sumber daya dan variasi belajar sekolah-sekolah di indonesia masih menjadi perhatian khusus yang harus dipikirkan banyak orang, terutama dari kalangan intelektual. konsep belajar yang terbilang masih konvensional membuat banyak siswa menjadi jenuh dan bosan dengan proses belajar mengajar (pbm) seperti itu. rata-rata baik di perkotaan maupun di daerah dalam proses belajarnya masih menggunakan buku tulis, buku ajar (cetak), papan tulis dan lain sebagainya, salah satu diantaranya di sma n 2 pulau punjung. sehingga perlu adanya inovasi dan variasi belajar yang mengikuti perkembangan dunia, terutama perkembangan teknologi. perkembangan ilmu pengetahuan dan teknologi (iptek) memberikan tantangan tersendiri bagi lulusan ilmu pendidikan untuk menciptakan media pembelajaran yang dapat meningkatkan mutu pendidikan yang lebih baik. berkembangnya iptek mendorong guru untuk menghasilkan media pembelajaran berbasis komputer. dengan kemajuan teknologi, memudahkan guru membuat media pembelajaran untuk mata pelajaran yang membutuhkan biaya tinggi (muyaroah & fajartia, 2017). madcoms (dalam apriyani, 2012:20) juga mengemukakan bahwa adobe flash cs6 adalah software yang baik digunakan untuk mendukung pembelajaran interaktif. karena, media pembelajaran interaktif dengan aplikasi adobe flash cs6 dapat menggabungkan grafis, animasi, suara, serta memiliki kemampuan untuk melakukan interaksi dengan pengguna (hidayah, wahyuni, & ani, 2017). perpaduan antara teknologi dan visualisasi akan mengubah paradigma seseorang terutama siswa dalam belajar. karena saat ini pelajar-pelajar di indonesia tidak terlepas dari penggunaan teknologi, contohnya seperti mencari tugas dan informasi lainnya melalui smartphone atau ponsel pintar. dengan adanya aplikasi berupa multimedia interaktif yang dibuat dengan menggunakan adobe cs6 berbasis android, akan membantu siswa maupun guru untuk menyampaikan materi pelajaran dengan variasi yang lain, sehingga siswa tidak lagi jenuh dengan metode pembelajaran yang ada saat ini. di dalam perancangannya, penulis menggunakan alat bantu perancangan sistem berupa pemodelan uml (unified modelling language), dimana objek dari penelitian berdasarkan apa dan siapa pengguna sistem. sehingga dengan adanya media pembelajaran ini dapat membantu guru dalam menyampaikan pesan dalam proses belajar mengajar agar tujuan dari pembelajaran indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 76 dapat tercapai dengan maksimal, terutama dalam hal ini beruapa mata pelajaran biologi di kelas x, xi dan xii sma n 2 pulau punjung. metode penelitian ini menggunakan metode penelitian atau kerangka kerja yang terstruktur agar proses penelitian menjadi terarah. adapun kerangka kerja dari penelitian dapat dilihat pada gambar 1 berikut. gambar 1. kerangka kerja penelitian penelitian pendahulaun; kegiatan ini merupakan langkah awal dari penelitian yaitu mengumpulkan informasi dari objek yang diteliti kemudian membuatkan latar belakang masalah, tujuan dan manfaat penelitian serta batasan masalah apa saja yang akan dibahas didalam objek penelitian agar penelitian menjadi lebih terarah. kajian teori; kegiatan ini bertujuan untuk menemukan referensi yang akan digunakan sebagai sumber teori yang relevan dengan penelitian. analisa dan perancangan sistem; pada tahap ini dilakukan analisa dan perancangan terhadap objek penelitian yaitu pada sistem pembelajaran yang ada di sekolah, pada tahapan ini analisa sistem dilakukan dengan menggunakan pemodelan uml dan implementasi dari rancangan menggunakan adobe cs6 berbasis android. evaluasi; tahap ini merupakan tahapan terakhir dari penelitian yaitu melakukan evaluasi indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 77 terhadap hasil penelitian sebelum diterapkan pada sistem pembelajaran di sekolah. dengan adanya evaluasi ini diharapkan hasil penelitian lebih optimal. hasil dan pembahasan analisa sistem bertujuan untuk mengetahui permasalahan yang ada pada sistem pembelajaran yang lama, untuk kemudian dikembangkan menjadi sistem pembelajaran yang baru dengan menggunakan media pembelajaran. pada tahap analisa dilakukan perancangan pada sistem, agar sistem yang akan dibangun menjadi terarah dan menghasilkan sistem yang sesuai dengan apa yang diharapkan. pada analisa yang dilakukan, ditemukan bahwa kegiatan pembelajaran masih monoton, sehingga perlu adanya solusi terhadap sistem pembelajaran dengan dibuatkan sebuah aplikasi yang membantu guru dan siswa dalam proses belajar mengajar sehingga lebih bervariasi. pada tahap ini dilakukan perancangan terhadap sistem. perancangan menggunakan alat bantu perancangan sistem berupa uml (unified modelling language) yang terdiri atas beberapa diagram, diantaranya use case diagram, sequence diagram dan activity diagram. use case diagram salah satu diagram penting yang digunakan untuk mengilustrasikan kebutuhan (requirements) dari sistem adalah use case (uc) diagram, yang menjelaskan secara visual konteks dari interaksi antara aktor dengan sistem. setiap use case menyatakan spesifikasi perilaku (fungsionalitas) dari sistem yang sedang dijelaskan yang memang dibutuhkan oleh aktor untuk memenuhi tujuannya (kurniawan, 2018). definisi aktor adapun aktor yang terlibat di dalam sistem dapat didefinisikan dengan satu aktor, yaitu user. tabel 1. definisi aktor aktor keterangan user user merupakan orang yang memakai aplikasi media pembelajaran interaktif. user dapat melihat halaman utama dam memilih pilihan yang tersedia. definisi use case pada definisi use case ini menjelaskan tentang apa yang fungsional dari setiap unit kegiatan sistem. setiap interaksi antara aktor dan sistem memiliki fungsi yang berbeda-beda. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 78 dengan adanya definisi use case, maka dapat memberikan gambaran yang jelas terhadap aktifitas aktor. tabel 2. defisnisi use case use case keterangan aktor intro halaman pembuka saat aplikasi pertama dijalankan. user home pada halaman ini merupakan halaman pembuka sebelum ke halaman menu utama. user profil sekolah pada halaman ini user dapat melihat profil atau biodata sekolah. user menu utama pada halaman ini user dapat memilih konten apa yang ingin dilihat dalam menu tersebut. user profil halaman ini berisi penjelasan profil atau biodata pembuat aplikasi. user guru berisi penjelasan profil atau biodata guru-guru pada mata pelajaran biologi yang mengajar di sekolah. user about berisi tentang penjelasan aplikasi “media pembelajaran interaktif”. user materi berisi materi-materi mata pelajaran biologi dari kelas x sampai kelas xii. user evaluasi pada halaman ini berisi evaluasi-evaluasi mata pelajaran biologi dari kelas x sampai kelas xii untuk menguji kemampuan siswa. user video pada halaman ini berisi beberapa video tentang mata pelajaran biologi dari kelas x sampai kelas xii. user diagram use case setelah dilakukan analisa dengan mendefinisikan aktor dan use case, maka penulis dapat mengambarkan bagaimana use case diagram yang terjadi pada sistem media pembelaran ini. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 79 gambar 2. diagram use case sequence diagram pada sequence diagram menjelaskan bagaimana entitas setiap objek pada sistem saling berinteraksi. adapun sequence diagram utama pada aplikasi media pembelajaran ini adalah sebagai berikut : sequence diagram materi diagram ini menjelaskan tentang interaksi antara entitas sistem pada use case materi. gambar 3. sequence diagram materi indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 80 sequence diagram evaluasi diagram ini menjelaskan tentang interaksi antara entitas sistem pada use case evaluasi. gambar 4. sequence diagram evaluasi sequence diagram video diagram ini menjelaskan tentang interaksi antara entitas sistem pada use case video. gambar 5. sequence diagram video indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 81 activity diagram pada activity diagram atau diagram aktifitas, menjelaskan bagaimana aliran kerja pada sistem. dengan adanya diagram ini, dapat membantu user untuk mengetahui apa saja aktifitas atau alur kerja dari aplikasi media pembelajaran tersebut. gambar 6. activity diagram hasil dan pembahasan setelah dilakukan analisa dan perancangan sistem, maka dilakukan implementasi terhadap rancangan sistem, dengan hasil rancangan sebagai berikut : tampilan menu utama menu utama merupakan, halaman utama dari aplikasi ketika dijalankan. adapun menu yang tersedia adalah menu materi, evaluasi, video, dan tentang aplikasi. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 82 gambar 7. tampilan menu utama tampilan menu meteri menu materi merupakan materi pembelajaran yang ada pada setiap kelas, baik kelas x, xi, dan xii. gambar 8. tampilan menu materi indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 83 tampilan menu evaluasi menu evaluasi merupakan menu yang bertujuan untuk menilai atau mengevaluasi materi yang telah disajikan di dalam sistem dan mengukur tingkat pemahaman siswa terhadap materi yang disajikan. gambar 9. tampilan menu evaluasi simpulan dan saran berdasarkan hasil dan evaluasi terhadap media pembelajaran ini, maka diperoleh kesimpulan bahwa dengan adanya media pembelajaran interaktif ini, proses belajar mengajar bagi siswa lebih bervariasi karena materi yang disajikan dalam bentuk visual yang dapat diakses oleh siswa dimanapun dan kapanpun sehingga tidak monoton dan membosankan seperti pembelajaran di kelas. aplikasi ini dirancang untuk menggantikan metode konvensional yang sudah ada dengan metode animasi, sehingga dengan metode dan tampilan yang baru dan dapat membantu guru dalam proses belajar mengajar. adapun saran dari penulis untuk penelitian selanjutnya adalah aplikasi media pembelajaran dapat dikembangkan berbasis database, sehingga materi yang ada di dalam sistem dapat terus diperbaharui sesuai dengan perkembangan ilmu pengetahuan. daftar referensi akil, i., studi, p., administrasi, m., & timur, j. (2016). rekayasa perangkat lunak dengan model unified process studi kasus : sistem informasi journal, (1), 1–11. a.s, rosa dan m. shalahuddin. 2014. rekayasa perangkat lunak terstruktur dan berorientasi objek. bandung: informatika bandung. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 74-84 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 84 hidayah, s., wahyuni, s., & ani, h. m. a. (2017). penggunaan media pembelajaran interaktif dengan aplikasi adobe flash cs6 untuk meningkatkan motivasi belajar pada kompetensi dasar menganalisis peran, fungsi dan manfaat pajak (studi kasus siswa kelas xi ips 1 man 1 jember semester genap tahun ajaran 2016. jurnal pendidikan ekonomi: jurnal ilmiah ilmu pendidikan, ilmu ekonomi, dan ilmu sosial, 11(1), 117–123. fatoni, a., & kuraesin, p. d. (2015). rancang bangun multimedia pembelajaran interaktif mata pelajaran ipa terpadu untuk siswa smpn 5 kota serang, 47–50. kurniawan, t. a. (2018). pemodelan use case ( uml ): evaluasi terhadap beberapa kesalahan dalam praktik use case ( uml ) modeling : evaluation on some pitfalls in practices, (march). https://doi.org/10.25126/jtiik.201851610 muyaroah, s., & fajartia, m. (2017). pengembangan media pembelajaran berbasis android dengan menggunakan aplikasi adobe flash cs 6 pada mata pelajaran biologi abstrak, 6(2301), 79–83. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 56 peningkatan prestasi belajar fiqih materi jinayah melalui metode index card match mahsun alwa’id man 1 semarang email: mahsunalwaid@gmail.com abstrak penelitian ini merupakan upaya untuk meningkatkan prestasi belajar fiqih materi jinayah dengan metode index card match di kelas xi iis 2 man 1 semarang. pertanyaan utama yang ingin dijawab melalui penelitian ini adalah, apakah penerapan metode index card match dapat meningkatkan prestasi belajar siswa dalam mata pelajaran fiqih materi jinayah pada kelas xi iis 2 man 1 semarang, kabupaten semarang? untuk menjawab pertanyaan tersebut maka penelitian ini menggunakan metode penelitian tindakan kelas. penelitian ini termasuk penilitian tindakan kelas(classroom action reaserch). subjek penelitian adalah siswa kelas xi iis 2 man 1 semarang, kabupaten semarang tahun pelajaran 2018/2019 berjumlah 23 siswa. teknik pelaksanaan diawali dari pengumpulan data yang meliputi dokumentasi, tes, dan pengamatan serta dianalisa secara deskriptif dan kualitatif. tindakan dilanjutkan dengan pelaksanaan dua siklus/tahap. setiap tindakan terdiri atas perencanaan, pelaksanaan, pengamatan/observasi, dan refleksi yang dilaksanakan bersama seorang rekan kerja yang membantu pelaksanaan penelitian. hasil penelitian menunjukkan bahwa prestasi belajar siswa meningkat dari 56,52% pada pra siklus menjadi 78,26% pada siklus i, serta 86,97% pada siklus ii. perhatian siswa terhadap mata pelajaran juga meningkat dari 43,46% menjadi 86,96% pada siklus ii. hasil penelitian ini dapat disimpulkan bahwa penerapan metode index card match dapat meningkatkan prestasi belajar fiqih pada siswa xi iis 2 man 1 semarang. kata kunci: prestasi belajar, fiqih, metode index card match. improving fiqih learning achievement on jinayah material through index card match method mahsun alwa’id man 1 semarang email: mahsunalwaid@gmail.com abstract this research is effort to improve fiqih learning achievement in material of jinayah with card match index method to students of man 1 semarang regency grade xi iis 2 in 2018/2019. the first question which is answered through this research is whether the assemble of card match index method can be able to improve achievement to learning the material of fiqih ( jinayah ) to the students of man 1 semarang regency grade xi iis 2 in 2018/2019?. to answer this question, so the research use classroom action research method. this research include in classroom action research method. the subject of this research is the students of man 1 semarang regency grade xi iis 2 in 2018/2019 amount 23 students. the implementation technique is started from collect the data include: dokumentation, test, and observation that is analyzed in descriptive and qualitative. this action continue with two siklus implementation, every action divide into: planning, action, observation and reflection which is done with a partner whom help the research. the result of research show the students achievement increase from 56,52 % in pra siklus to 78,26 % in one siklus, and then 86,97 % in two siklus. the attention of students with this object can increase, from 43,46 % to 86,96 % in two siklus. the result of research can be concluded that the application of card match index method can be able to improve fiqih learning achievement to the students man 1 semarang regency grade xi iis 2 in 2018/2019. keywords: learning achievements, fiqih, index card match method mailto:mahsunalwaid@gmail.com mailto:mahsunalwaid@gmail.com indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 57 pendahuluan pendidikan pada dasarnya merupakan salah satu hal yang sangat penting dalam kehidupan manusia. gerakan peningkatan mutu pendidikan pada hakekatnya memiliki tujuan akhir yaitu meningkatkan mutu hasil penyelenggaraan pendidikan melalui peningkatan kinerja semua komponen, baik komponen siswa, guru, sarana prasarana maupun sistem pembelajaran. menurut murphy (1992: 10) upaya memperbaiki dan meningkatkan mutu pendidikan seakan tidak pernah berhenti. banyak agenda reformasi yang telah, sedang, dan akan dilaksanakan. beragam program inovatif ikut serta memeriahkan reformasi pendidikan. reformasi pendidikan adalah restrukturisasi pendidikan, yakni memperbaiki pola hubungan sekolah dengan lingkungannya dan dengan pemerintah, pola pengembangan perencanaan serta pola pengembangan manajerialnya, pemberdayaan guru dan restrukturisasi model-model pembelajaran (abdul majid, 2006: 3). kegiatan pendidikan tidak lepas dari adanya pendidik dan anak didik. selain penguasaan dan pemahaman guru dan siswa terhadap kurikulum yang digunakan, diperlukan pula adanya pendekatan metode belajar mengajar yang bervariasi (abdullah munir, 2010:80). karena jika metode yang digunakan monoton atau tetap akan menyebabkan siswa menjadi bosan dan tidak tertarik pada materi pelajaran tersebut. jika hal ini dibiarkan lama kelamaan akan menambah masalah dan menghambat proses kegiatan belajar mengajar. guru tidak cukup dengan memberikan ceramah di depan kelas, hal ini tidak berarti bahwa metode ceramah tidak baik, melainkan pada suatu saat siswa akan menjadi bosan apabila hanya guru sendiri yang berbicara (aktif) sedangkan siswa hanya datang, duduk, mendengar atau pasif. sikap siswa yang demikian dan selalu jenuh tentu tidak akan dapat menerima pelajaran dengan baik yang akhirnya daya serap siswa rendah. kondisi seperti ini tidak akan menumbuh kembangkan kemampuan dan aktifitas siswa seperti yang diharapkan. misalnya nilai ulangan siswa rendah karena tingkat pemahaman terhadap materi yang dipelajari masih sangat kurang, sehingga guru harus mengulangi pembahasan materi itu lagi. kegiatan pembelajaran seperti ini tidak efektif dan efisien. banyak metode yang bisa digunakan dalam kegiatan belajar mengajar, namun tidak semuanya mampu mewujudkan belajar yang bermakna (meaning learning) apabila kurang tepat dalam penggunaannya. dengan belajar yang bermakna siswa akan lebih tahu dan memahami tentang hal-hal yang dipelajari. salah satu metode yang dapat digunakan dalam kegiatan belajar mengajar adalah dengan index card match. menurut hisyam zaini, (2007: 69) index card match adalah strategi yang cukup menyenangkan yang digunakan untuk mengulang materi yang telah diberikan sebelumnya. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 58 namun demikian, materi baru pun tetap bisa diajarkan dengan strategi ini dengan catatan, siswa diberi tugas mempelajari topik yang akan diajarkan terlebih dahulu, sehingga ketika masuk kelas mereka sudah memiliki bekal pengetahuan. metode index card match dapat menciptakan pembelajaran yang menyenangkan sehingga siswa dapat meningkatkan pemahaman terhadap apa yang sedang dipelajari (marwan, 2012:04). berdasarkan pengamatan awal terhadap pelaksanaan dan hasil pembelajaran fiqih di man 1 semarang kabupaten semarang, ditemukan beberapa permasalahan, diantaranya: pertama, pembelajaran selama ini masih cenderung monoton dan belum divariasikan dengan metode lain yang lebih variatif, misalnya yang memperhatikan perbedaan individual peserta didik. hal ini menyebabkan aktivitas peserta didik rendah atau pasif. kedua, prestasi belajar masih rendah, hal ini dibuktikan dari hasil evaluasi belajar kelas xi iis 2 yang berjumlah 23 peserta didik, sebanyak 10 atau sekitar 43,47% belum berhasil mendapatkan nilai 75 sebagai kriteria ketuntasan minimal (kkm) yang telah ditetapkan. tujuan pendidikan yang ingin dicapai dikategorikan menjadi tiga bidang, yakni bidang kognitif, afektif dan psikomotorik. sebagai tujuan yang hendak dicapai ketiga-tiganya harus nampak sebagai prestasi belajar siswa. oleh karena itu ketiga aspek tersebut dipandang sebagai prestasi belajar dari proses pengajaran yang nampak dalam perubahan tingkah laku. secara teknik dirumuskan dalam sebuah pernyataan verbal melalui tujuan pengajaran (tujuan instruksional) (sudjana, 2005: 49). metode penelitian ini menggunakan penelitian tindakan kelas (ptk). ptk merupakan suatu pencermatan terhadap kegiatan belajar berupa sebuah tindakan yang sengaja dimunculkan dan terjadi dalam sebuah kelas besar secara bersama. tindakan tersebut diberikan oleh guru atau dengan arahan dari guru yang dilakukan oleh siswa (arikunto, 2008: 3). maka sesuai dengan jenis penilitian yang dipakai yaitu penelitian tindakan, penelitian diawali dengan perencanaan tindakan (planning), penerapan tindakan (action), mengobservasi dan mengevaluasi proses dan prestasi tindakan (observation and evaluation), dan melakukan refleksi (reflektif) (supardi, 2008: 104). observasi dibagi menjadi dua siklus yaitu, siklus i dan ii dimana masing-masing siklus memiliki alur kegiatan yang sama dan membahas satu sub pokok bahasan yang diakhiri dengan tes formatif diakhir masing-masing siklus. dibuat dua siklus dengan maksud untuk memperbaiki system pengajaran yang telah dilaksanakan. perencanaan kegiatannya meliputi membuat rencana atau scenario pelaksaan pembelajaran indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 59 menggunakan metode index card match, mempersiapkan fasilitas dan sarana pendukung , mempersiapkan lembar observasi guru untuk mengetahui kinerja guru, perencanaan tindakan pembelajaran, dan menyiapkan instrumen untuk menggali data hasil belajar siswa dengan menggunakan tes evaluasi. pelaksanaan merupakan tahapan pengaplikasian semua perencanaan tindakan yang telah disusun meliputi guru menjelaskan kepada siswa tentang materi yang akan disampaikan dalam proses pembelajaran dengan menggurakan metode index card match,guru membagikan potonganpotongan kertas yang berisi pertanyaan dan potongan-potongan kertas lain yang berisi jawaban kepada semua siswa, siswa mencari pasangannya masing-masing yang sesuai dengan pertanyaan dan jawaban, kemudian meteka duduk berdekatan, k emudian setiap pasangan secara bergantian membacakan soal yang diperoleh dengan suara keras kepada teman-teman lainnya. selanjutnya soal tersebut dijawab oleh pasangannya,demikian seterusnya dan selanjutnya guru memberi kesempatan kepada siswa untuk bertanya maupun mengutarakan pendapatnya, kemudian guru memberikan tugas berupa latihan soal yang sesuai dengan materi yang telah disampaikan. observasi atau pengamatan observasi adalah kegiatan pengamatan (pengambilan data) untuk memotret seberapa jauh efek tindakan kelas mencapai sasaran (supardi,2008: 127) yaitu dengan lembar observasi. observasi dalam penelitian tindakan kelas merupakan pengamatan yang dilakukan oleh peneliti untuk menggali data yang dilakukan dengan cara mengamati guru pada proses pembelajaran dengan menggunakan lembar observasi guru. selain itu dilakukan tes evaluasi untuk menggali data siswa. refleksi refleksi digunakan untuk mengukur keberhasilan suatu siklus dan dilakukan setiap akhir siklus. kegiatan ini untuk melihat keberhasilan dan kelemahan dari perencanaan yang dilaksanakan sebelumnya. refleksi juga menjadi acuan dalam menentukan perbaikan atas kelemahan pelaksanaan siklus sebelumnya untuk diterapkan pada siklus berikutnya. pada penelitian ini populasinya adalah seluruh siswa kelas xi man 1 semarang sedangkan sampel penelitian adalah kelas xi iis 2 yang memiliki rata-rata minat dan hasil belajar rendah. sebelum pelaksanaan penelitian diperoleh data nilai ulangan harian siswa kelas xi iis 2 man 1 semarang kabupaten semarang pada mata pelajaran fiqih. dari 23 siswa, yang terdiri dari 19 siswa perempuan dan 4 siswa laki-laki, hasil belajar siswa belum memuaskan nilai rata-rata kelas yaitu 69,04% dan masih ada sekitar 10 siswa dengan rentang nilai 50-65 dan nilainya masih dibawah kriteria ketuntasan minimal (kkm) yaitu 75. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 60 hasil dan pembahasan hasil penelitian ini menunjukkan tentang hasil belajar siswa yang terdiri atas respon perhatian, keaktifan, dan hasil belajar siswa. keaktifian siswa ini meliputi: menjawab pertanyaan, bertanya, mengemukakan pendapat, dan mengerjakan latihan soal. pada pra siklus diperoleh perhatian siswa diketahui yang merespon terhadap proses pembelajaran rata-ratanya 56,52 %, sedangkan yang tidak merespon 43,48 %. menurut kategori perhatian berarti siswa dalam mengikuti proses pembelajaran cukup memperhatikan. pada siklus i diperoleh hasil belajar siswa cukup baik, nilai ratarata kelas yaitu 74,26 nilainya sudah mencapai kriteria ketuntasan minimal (kkm), hasil tersebut menunjukkan bahwa pada siklus i ini ketuntasan belajar secara klasikal belum tercapai yaitu 85% tetapi menunjukkan adanya peningkatan, walaupun masih ada 5 siswa. dari pada siklus i ini sudah menunjukkan adanya peningkatan hasil belajar yang cukup baik. selama proses pembelajaran di kelas beberapa siswa sudah aktif memperhatikan, sudah ada siswa yang berani bertanya, menjawab pertanyaan serta mengemukakan pendapat. namun sebagian siswa masih kurang memperhatikan sehingga hasilnya kurang maksimal. pada siklus ii diperoleh hasil bahwa perhatian siswa, diketahui yang merespon terhadap proses pembelajaran rata-ratanya 86,96 %, sedangkan yang tidak merespon 13,04%. hasil belajar siswa sudah sangat baik dengan rata-ratanya 86,10 hasil tersebut mengalami peningkatan bila dibandingkan dengan siklus i. hasil nilai belajar ini menunjukkan adanya ketuntasan belajar yang mencapai 86,95%, atau sekitar 20 siswa yang tuntas belajar dari siklus ii ini sudah menunjukkan hasil yang baik dan sudah mencapai ketuntasan klasikal yaitu 85%. siswa sudah memperhatikan yang dibuktikan dengan keaktifan bertanya, mengemukakan pendapat, serta menjawab pertanyaan. melalui hasil penelitian ini menunjukkan bahwa cara belajar dengan menggunakan strategi active learning yang menerapkan metode index card match memiliki dampak positif dalam meningkatkan prestasi belajar siswa. hal ini dapat dilihat dari semakin meningkat dan mantapnya pemahaman siswa terhadap materi yang disampaikan guru. dalam rangka mengetahui hasil, maka penelitian dilakukan minimal dua siklus. pra siklus dilihat sebagai gambaran bahwa metode konvensional perlu diperbaiki supaya hasil belajar siswa bisa mencapai hasil yang maksimal. dengan metode konvensional pembelajaran hanya berpusat pada guru yang menggunakan metode ceramah saja, maka hal tersebut membuat suasana membosankan indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 61 sehingga anak cenderung akan mencari kesibukan sendiri sendiri tanpa memperhatikan kepada guru. salah satunya adalah dengan bicara sendiri sehingga membuat suasana menjadi gaduh. hanya ada beberapa anak yang mau memperhatikan keterangan dari guru. tabel 1. hasil gabungan perhatian siswa siklus jumlah persentase i 13 56,52% ii 20 86,96% tabel 2. gabungan hasil belajar siklus hasil belajar persentase jumlah rata-rata tuntas tidak tuntas pra siklus 1588 69,04 56,53% 43,47% i 1708 74,26 78,26% 21,74% ii 1980 86,09 86,97% 13,91 simpulan dan saran berdasarkan hasil penelitian kegiatan pembelajaran yang dilakukan pada siklus i dan ii bahwa perhatian, keaktifan, dan hasil belajar pada mata pelajaran fiqih dengan menerapkan metode index card match, dapat disimpulkan sebagai berikut: penerapan metode index card match dapat meningkatkan prestasi belajar siswa kelas xi man 1 semarang kabupaten semarang tahun pelajaran 2016/2017, hal tersebut dapat dilihat pada proses belajar mengajar dari 23 siswa yang telah mencapai kkm sebesar 56,52% pada pra siklus meningkat menjadi 78,28% pada siklus i dan 86,97% pada siklus ii. daftar referensi ahmadi, abu dan widodo supriyono.1991.psikologi belajar.jakarta: pt. rineka cipta. arief, armai . 2002. pengantar ilmu dan metodologi pendidikan islam. jakarta : ciputat pers. arikunto, suharsimi. 2008. penelitian tindakan kelas. jakarta : bumi aksara ash-shiddiqiy, hasby. 1999. pengantar ilmu fikih. semarang. pt. pustaka riska putra. baharudin, wahyuni nur esa. 2008. teori belajar dan pembelajaran. yogyakarta: ar-ruz media bahri djamhara, saiful. 2002. psikologi belajar. jakarta : pt rineka cipta. bakry, nazar sidi. 2003. fikih dan ushul fikih. jakarta: pt. raja grafindo persada. dalyono, m. 2001. psikologi pendidikan. jakarta : robbani press. hanafi, a. 1989. pengantar dan syarah hukum islam. jakarta: pt. bulan bintang. nusantara. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 56-62 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 62 ismail, sm. 2008. strategi pembelajaran ilmu agama islam berbasis paikem.. jakarta : rasail media group. pribadi, benny a. 2009. model desain sistem pembelajaran. jakarta: pt. dian rakyat. poerwardarminta, 2006, kamus umum bahasa indonesia, jakarta : balai pustaka. purwanto, ngalim. 2003. psycologi pendidikan. bandung: pt. remaja rosdakarya sanjaya, wina. 2006. strategi pembelajaran berorientasi standar proses pendidikan. jakarta : kencana predana media. siberman, mell. 2006. active learning: 101 cara belajar siswa aktif. bandung : standar nasional pendidikan beserta delapan peraturan-peraturan menteri pendidikan nasional. 2009. yogyakarta : cv karya mulia. sudjana, nana. 2005. dasar-dasar proses belajar mengajar. bandung : sinar baru algesindo ofset. sukardi, 2005, metodologi penelitian pendidikan kompetensi dan praktiknya, jakarta : sinar grafika offset. suryabrata, sumadi, 2005, psikologi pendidikan, jakarta : pt raja grafindo persada. syah, muhibbin. 2003. psikologi belajar. jakarta : pt raja grafindo persada. supardi, 2008, penelitian tindakan kelas (classroom action research) beserta sistematika proposal dan laporannya, jakarta : bumi aksara. usman, uzzer, lilis setiawati. 1993. upaya optimalisasi kegiatan belajar mengajar. bandung : pt remaja rosdakarya indonesian journal of instructional media and model volume 4, issue 2 (2022), pp. 1-7 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm https://doi.org/10.32585/ijimm.v4i2.3285 | 1 improving student learning outcomes with problem-based learning on islamic civilization material sri istiqomah sma negeri 7 semarang, semarang, indonesia e-mail: istiqom875@gmail.com* *coresponding author article history received: november 2, 2022; revised: november 19, 2022; accepted: november 28, 2022; published: november 30, 2022 abstract historical events in the past should be a mirror for the present generation in the life of the nation and state. this material is contained in the teaching of history in high school. the teaching of history which is expected to provide insight into the development and progress of islam in the past seems to be of little interest to students, this can be seen from the low completion results of students and lack of understanding of history. problem-based learning model is one of the simple methods that the author believes is appropriate to be able to increase the value of islamic cultural history lessons. the purpose of this study is to increase student enthusiasm for learning so that it will improve student learning outcomes as well, especially to improve student learning outcomes through a problembased learning model on the subject of the development of islamic civilization in class xi sman 7 semarang. research methods using classroom action research, with the subject and location of the research in class xi. the results of the study in the pre-cycle there was a completion of learning of 29.41%, in the first cycle there was an increase to 79.41%, and in cycle ii the average student completion was 91.18%. the conclusion of learning research on the development of islamic civilization in the heyday of islam with the problem-based learning learning model can improve the ability of students. keywords: learning outcomes; problem-based learning; islamic civilization copyright © 2022 the author(s) this is an open access article under the cc by-sa license. introduction islamic religious education is one of the important subjects in order to educate the nation's life and improve the quality of human beings who have faith and devotion to god almighty. learning islamic religious education is a process to prepare humans to live perfectly and happily, love their homeland, be physically healthy, perfect in their ethics (morals), have regular thoughts, be proficient in their work, and speak both verbally and in writing. the purpose of learning islamic education as the parent of islamic education learning is not just to teach islamic religious knowledge and train children's skills, but much broader than that, namely so that students know the laws of religion, so that they can carry out correctly and expect acceptance from allah, http://journal.univetbantara.ac.id/index.php/ijimm https://doi.org/10.32585/ijimm.v4i2.3285 mailto:istiqom875@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 2 strengthen the creed in the soul of students, increase their obedience to allah through the worship they do(qowim, 2020; santoso, 2022). islamic religious education in high school covers five aspects of the subject, namely, the qur'an, aqidah, akhlak, fiqh and history (firmansyah, 2019). among the five sub-subjects that are considered difficult for students to understand is the history of islamic culture, history is often seen as a boring rote subject, for this reason, history teachers must start to develop innovative learning systems to arouse students' interest in history lessons, especially the history of islamic culture(aslan, 2018; rosyid, 2018). the teaching of history is a process that contains a series of activities between teachers and students reciprocally that take place in an educational situation and are conducive to achieving the expected goals. the achievement of educational goals cannot be separated from the role of teachers, students, the community and other related institutions. as one of the efforts to improve the quality of education towards achieving this goal, it is necessary to convey an effort to improve the innovative learning system that stimulates students to love who are finally willing to study carefully a subject. through the teaching process students can grow towards optimal maturity, because in teaching can develop three abilities (competencies) including: cognitive (knowledge), affective (attitude) and psychomotor (skills) (elihami, 2018; firmansyah, 2019). history as one of the subjects taught to students is a picture of the human past as a social being that is scientifically compiled and complete. historical events in the past should be a mirror for the present generation in the life of the nation and state. this material is contained in the teaching of history in high school. the teaching of history, which is expected to be able to provide insight into the development and progress of islam in the past, seems to be of little interest to students, this can be seen in the results of low student completion and lack of historical understanding. many factors that influence the failure include improper methods. teachers are usually in the process of teaching and learning by the lecture method. students become passive and eventually students just know and memorize the subject matter, have not been able to understand seriously, so to be able to practice it is very difficult. the teaching is less attractive to students with monotonous presentation, arid subject matter with not being packaged neatly, both in terms of teaching methods and media, the dry classroom atmosphere is difficult with not many students willing to ask questions in the teaching process, students lack the courage to express ideas in learning activities, less concerned in the classroom by not having records, especially for having textbooks and support, the atmosphere of the classroom that is not passionate about improving history learning outcomes in the absence of rewards from teachers who teach, in order for a teacher who wants the teaching and learning process to succeed well must be able to choose and determine the method to be used in the teaching and learning process. the determination of the method must be adjusted to the material to be delivered and must also be in accordance with the learning objectives. in practice, islamic learning that occurs in schools today emphasizes more on informative teaching and learning methods, namely teachers explaining or lecturing and students listening or taking notes. the ceramah method is a method that can be https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 3 said to be a traditional method, because since long ago this method was used as a means of oral communication between teachers and students in the teaching and learning process (maurin & muhamadi, 2018; satriani, 2018). learning with the lecture method is the most preferred by teachers because this method is the easiest to implement (prananingrum, 2020). communication that occurs in the process is generally one-way, namely from the teacher to the students so that learning is centered on what the teacher conveys (teacher centered). based on 2020 data, it was revealed that there are still many students who do not pay attention to the teacher's explanation during the explanation process. students tend to be passive when the learning process takes place, students are sleepy and bored when the teacher explains the material, and the results of the even semester test are still many who have not reached the expected minimum completion criteria (kkm), namely 75.71% of students whose test results are still below the minimum completion criteria (kkm). based on these conditions, students need innovative new learning models to stimulate student attraction to improve pai learning outcomes. in the context, the problem based learning (pbl) learning model is used. problem based learning is a teaching model with a student learning approach to authentic problems(amir et al., 2020; safrida & kistian, 2020). authentic problems can be interpreted as a problem that students often encounter in everyday life. the pbl learning model is one of the simple methods that the author believes is appropriate to be able to increase the value of islamic cultural history lessons. it is hoped that through this method, students' enthusiasm for learning will increase so that student learning outcomes are also good. therefore, this research is entitled "improving student learning outcomes with problem-based learning on islamic civilization material" can be effort to solve problems in overcoming the ice and impasse of teaching that students are less interested in and to improve student learning outcomes. methods the research used in this study is a type of classroom action research (ptk) or in english called classroom active research. ptk is very suitable for this research, because the research is held in the classroom and focuses more on problems that occur in the classroom or in the teaching and learning process (rahmawati, 2018; sugiyono, 2015). classroom action research is a form of reflective research by taking certain actions that can improve learning outcomes in the classroom. classroom action research is a systematic study of efforts to improve the implementation of educational practices by a group of teachers by taking actions in learning, based on their reflections on the results of these actions (fitria et al., 2019; handayani & rukmana, 2020; saino et al., 2019). the research was conducted in class xi mipa 1 sma n 7 semarang, with the research sumbjek being 34 students consisting of 12 men, and 12 women. the data collection method is carried out by observation, interview, test, and document. the triangulation technique in this study is the trianggulation of data sources and methods. the class action research program consists of three stages with two cycles. https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 4 results and discussion previous research researched by fatatin nuriana discussed planning the use of google classroom in improving student learning outcomes with a problem-based learning model. the results of this study showed an increase in student learning outcomes from pretest to cycle i with average scores, namely pretest (67.5), posttest cycle i (75) and posttest cycle ii (93.5)(nuriana, 2022). the implementation of this class action research begins with observations in class xi mipa 1, in the observation of many students whose motivation is low in understanding this historical material, and teacher-centered methods have not been able to improve student achievement this triggers saturation in students so that many students do not pay attention and tend to be rowdy in the classroom. researchers applying problem-based learning methods in cycle i and cycle ii showed a significant increase in student learning activities. the increase in student learning activities can be seen on the observation sheet of student learning activities. in the pre-cycle, cycle i and cycle ii there is an increase in each indicator of student learning activity, the increase in these indicators is as follows: table 4.8 comparison of students who are complete learning and incomplete learning in precyclical, cycle 1 and cycle 2 phase students who do not complete their studies students who are fully studied presentase completion pre-cycle 24 14 29.41% cycle i 7 27 79,41% cycle ii 0 34 100% table 4.9 comparison of student participation in precyclical,cycle 1 and cycle 2 no phase average participation excellent good enough less 1 pre cycle 63,09 0 1 9 24 2 cycle i 75,5 14 7 6 7 3 cycle ii 91,18 14 17 3 0 https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 5 conclusion based on the results of class action research that has been carried out in three cycles by applying problem-based learning models on the historical material of the development of islamic civilization during the heyday in class xi mipa 1 sma n 7 semarang, it can be concluded that the hypothesis formulated is proven to be true. this means that using the problem based learning (pbl) model can increase students' understanding of these basic competencies. thus, learning the development of islamic civilization in the heyday of islam with the problem based learning (pbl) learning model can improve the abilities of students. these conclusions are supported by the following data: the results of action research on pre-silkus, cycle i, and cycle ii can be described as follows: pra siklus by applying conventional methods, the average score of student learning achievement is 63.09 and learning completion reaches 29.41% or there are 10 students out of 34 students who have completed learning. these results show that in the classical precyclical students have not completed learning, because students who get a score of ≤ 75 are only 29.41% smaller than the desired presentation of 100%. siklus i by applying the problem based learning (pbl) learning model in the first cycle, the average score of student learning achievement was 75.4 and learning completion reached 79.41% or there were 27 students out of 34 students who had completed learning. these results show that in the first cycle classically, students who have not completed learning are still 7 children or 20.59%, because students who get a score of ≥ 75 are only 79.41%. siklus ii by applying the problem-based learning learning model in cycle ii, the average score of student learning achievement was 91.18 and the completeness of learning reached 100%, these results showed that in cycle ii classically all students completed learning, because students who obtained a score of ≥ 75 did not exist. the learning process of material on the development of islamic civilization in its heyday with a problem-based learning learning model, obstacles during learning have https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 6 been successfully overcome, this is due to intensive supervision and guidance carried out by teachers. references amir, n. f., magfirah, i., malmia, w., & taufik. (2020). penggunaan model problem based learning (pbl) pada pembelajaran tematik siswa sekolah dasar. uniqbu journal of social sciences (ujss), 1(2), 22–34. aslan. (2018). pembelajaran sejarah kebudayaan islam di madrasah ibtidaiyah. cross-border: jurnal kajian perbatasan antarnegara, diplomasi dan hubungan internasional, 1(1), 76–94. elihami, e. (2018). penerapan pembelajaran pendidikan agama islam dalam membentuk karakter pribadi yang islami. jurnal edumaspul, 2(1), 79–96. firmansyah, m. i. (2019). pendidikan agama islam : pengertian, tujuan, dasar, dan fungsi. taklim: jurnal pendidikan agama islam, 1(2), 79–90. fitria, h., kristiawan, m., & rahmat, n. (2019). upaya meningkatkan kompetensi guru melalui pelatihan penelitian tindakan kelas. abdimas unwahas, 4(1), 14–25. handayani, s. l., & rukmana, d. (2020). peningkatan kemampuan menulis karya ilmiah guru melalui pelatihan penelitian tindakan kelas bagi guru sd keywords : action research , scientific paper , elementary teacher pendahuluan. jurnal publikasi pendidikan, 10(1), 8–13. maurin, h., & muhamadi, s. i. (2018). metode ceramah plus diskusi dan tugas untuk meningkatkan aktivitas belajar siswa. al-aulad: journal of islamic primary education, 1(2), 65–76. nuriana, f. (2022). peningkatan hasil belajar melalui model problem based learning menggunakan google classroom mata pelajaran sejarah kebudayaan islam siswa kelas xii iik 2 era pandemi man 4 jombang mu ’ tallim : jurnal pendidik. muta’allim: jurnal pendidikan agama islam, 1(1), 345– 370. prananingrum, r. (2020). perbandingan keefektifan pembelajaran pendekatan metode student center learning tipe cooperative learning dengan metode ceramah terhadap hasil belajar mahasiswa div keperawatan anestesiologi its pku muhammadiyah surakarta. intan husada: jurnal ilmiah keperawatan, 8(2), 30–37. qowim, a. n. (2020). metode pendidikan islam perspektif alqur ’ an. iq (ilmu alqur’an): jurnal pendidikan islam, 3(01), 35–58. https://doi.org/https://doi.org/10.37542/iq.v3i01.53 rahmawati, a. (2018). penerapan sq3r berbantunan reka cerita gambar untuk meningkatkan pemahaman membaca dan hasil belajar siswa. profesi pendidikan dasar, 3(2), 127–133. https://doi.org/10.23917/ppd.v3i2.3827 rosyid, m. (2018). kawasan kauman menara kudus sebagai cagar budaya islam : catatan terhadap kebijakan pemerintah kabupaten kudus. purbawidya: jurnal penelitian dan pengembangan arkeologi, 7(1), 89–101. https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 istiqomah, s. (2022). improving student learning outcomes with problem-based learning on islamic civilization material. indonesian journal of instructional media and model, 4(2). doi: https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 | 7 safrida, m., & kistian, a. (2020). penerapan model pembelajaran problembased learning (pbl) untukmeningkatkan hasil belajar ipa kelas v sd negeri peureumeue kecamatan kaway xvi. bina gogik: jurnal ilmiah pendidikan, 7(1), 53–65. saino, sulistyowati, r., & harti, h. (2019). pelatihan penyusunan proposal penelitian tindakan kelas (ptk) untuk meningkatan kompetensi guru smk bisnis daring dan pemasaran (bdp) bidang keahlian bisnis manajemen di kabupaten tuban. abimanyu: journal of community engagement, 1(1), 68–77. santoso, s. a. (2022). pembelajaran pendidikan agama islam masa pandemi covid-19 pendahuluan. jurnal annaba’stit muhammadiyah, 8(2), 282–292. satriani. (2018). inovasi pendidikan: metode pembelajaran monoton ke pembelajaran variatif (metode ceramah plus). jurnal ilmiah iqra’, 10(1), 47–54. sugiyono. (2015). metode penelitian pendidikan (pendekatan, kuantitatif, kualitatif, dan r&d). cv alfabeta. abdul majid.2013strategi pembelajaran .remaja rosdakarya:bandung abuddin nata,2011 perspektif strategi pembelajaran (jakarta: kencana ahmad tanzeh,2011 metodologi penelitian praktis (yogyakarta: teras, asri budiningsih,2005 belajar dan pembelajaran, (jakarta: rineka cipta,, eka sastrawati dkk,2011 “problem based learning, strategi metakognisi, dan keterampilan berpikir tingkat tinggi siswa” jurnal tekno-pedagogi vol. 1 no. 2 september 2011 iqbal hasan, pokok-pokok materi metodologi penelitian dan aplikasinya, lexy j. moleong,2009 metode penelitian kualitatif (bandung: remaja rosdakarya, m. ngalim purwanto2002, psikologi pendidikan, bandung: remaja rosda karya, mahmud. 2010. psikologi pendidikan. bandung: pustaka setia, muhammad muntahibun nafis, 2011 ilmu pendidikan islam (yogyakarta: sukses offset,) oemarhamalik,1995 kurikulum dan pembelajaran, (jakarta:bumiaksara, richard i. arends, 2007 learning to teach (new-york: mc graw hill companies, richard i. arends,2007 learning to teach/belajar untuk mengajar(yogyakarta: pustaka belajar, rochiati wiraatmadja,2009 model penelitian tindakan kelas (bandung: remaja rosdakarya, rusman, 2012 model-model pembelajaran ( jakarta: rajawali pers,) https://doi.org/10.32585/ijimm.v4i2.3285 https://doi.org/10.32585/ijimm.v4i2.3285 indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 63 meningkatkan hasil belajar ips melalui model pembelajaran problem based instruction di sekolah dasar maria laetisia sd inpres wairklau, sikka, nusa tenggara timur emil: laestisiamaria@gmail.com abstrak penelitian ini dilatarbelakangi oleh hasil ulangan harian siswa secara klasikal masih di bawah standar kkm pada mata pelajaran ips pada topik pembahasan kenampakan alam dan buatan. rendahnya hasil belajar siswa dipengaruhi oleh kecenderungan siswa bosan dalam mengikuti pembelajaran. upaya untuk meningkatkan hasil belajar siswa terhadap pembelajaranproblem based instruction sebagai alternatif dalam memecahkan suatu masalah. dalam penelitian ini di gunakan metode penelitian tindakan kelas, dengan alat yang digunakan lembar evaluasi, lembar observasi penilaian rpp, lembar penilaian pelaksanaan pembelajaran, lembar penilaian motivasi siswa dan lembar keusioner. berdasarkan hasil penelitian bahwa hasil motivasi siklus i siswa yang tuntas mencapai kkm berjumlah 15 orang atau 45,45%, sedangkan pada siklus ii siswa yang tuntas mencapai kmm berjumlah 33 atau 100%. berdasarkan penelitian yang dilaksanakan dengan model pembelajaran problem based instruction (pbi) dapat meningkat. hasil penelitian ini dapat dijadikan sebagai salah satu alternatif bagi guru untuk meningkatkan kualitas pembelajaran di sekolah dasar. kata kunci: pembelajaran problem based instruction, hasil belajar, siswa. improving social studies learning outcomes through problem based instruction learning model on primary schools maria laetisia wairklau inpres elementary school, sikka, nusa tenggara timur email: laestisiamaria@gmail.com abstract this research is motivated by the results of students' daily tests are still classically below the kkm standard on social studies subjects on the topic of natural and artificial appearance discussion. the low student learning outcomes are influenced by the tendency of students to get bored in participating in learning. efforts to improve student learning outcomes towards learning problem based instruction as an alternative in solving a problem. in this study the classroom action research method was used, with the tools used evaluation sheets, rpp assessment observation sheets, learning implementation assessment sheets, student motivation assessment sheets and questionnaire sheets. based on the results of the study that the results of motivation in the first cycle of students who completed the kkm totaled 15 people or 45.45%, while in the second cycle the students who completed the kmm totaled 33 or 100%. based on research conducted with the problem based instruction (pbi) learning model can be increased. the results of this study can be used as an alternative for teachers to improve the quality of learning in primary schools. keywords: problem based instruction learning, learning outcomes, students. mailto:laestisiamaria@gmail.com mailto:laestisiamaria@gmail.com indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 64 pendahuluan pendidikan memiliki peran yang sangat penting dalam kehidupan manusia. pendidikan dapat mempengaruhi perkembangan manusia dalam seluruh aspek kepribadian dan kehidupannya. pendidikan memiliki kekuatan yang dinamis dalam kehidupan manusia di masa depan. pendidikan dapat mengembangkan berbagi potensi yang dimiliki manusia secara optimal, yaitu mengembangkan potensi yang setinggi-tingginya dalam aspek fisik, intelektual, emosional, sosial, dan spiritual sesuai dengan tahap perkembangan serta karakteristik lingkungan fisik dan lingkungan sosiobudaya dimana dia hidup. menurut driyakara (mikarsa,2007:1.2) pendidikan adalah upaya memanusiakan manusia muda. sedangkan menurut undang-undang sistem pendidikan nasional pasal 1 ayat 1 menyatakan bahwa “pendidikan adalah usaha sadar untuk menyiapkan peserta didik melalui kegiatan bimbingan, pengajaran, dan latihan bagi peranannya di masa yang akan datang”.menurut kurniasih (2010:1) pendidikan berfungsi untuk memanusiakan manusia, bersifat normatif, dan karena itu mesti dapat dipertanggungjawabkan. praktek pendidikan tidak boleh dilaksanakan secara sembarang, tetapi harus dilaksanakan secara disadari dan terencana. praktek pendidikan harus memiliki suatu landasan yang kokoh agar jelas dan benar konsepnya, tetap tujuan dan saranaannya, relevan isi kurikulumnya, serta efisien dan efektif cara-cara pelaksanaannya. implikasi dari hal tersebut maka dalam rangkan pendidikan mesti terdapat momen berpikir dan momen bertindak, mesti terdapat momen studi pendidikan dan momen praktek pendidikan. dalam kehidupan modern lembaga pendidikan sekolah mempunyai peran penting dalam mengembangkan sumber daya manusia. sekolah sering juga dipandang sebagai lingkunngan pendidikan kedua bagi anak setelah lingkungan keluarga, diserahi tanggungjawab pendidikan yang dipikul oleh orang tua dalam kelurga. hal ini terjadi karena orang tua sudah kecil kemungkinan untuk mendidik anaknya untuk menguasai berbagai kemampua yang diperlukan dalam kehidupan. sekolah merupakan suatu lembaga khusus, suatu wahana, suatu tempat untuk menyelenggarakan pendidikan, yang di dalamnya terdapat suatu proses belajar mengajar untuk mencapai tujuan pendidikan yang sesuai dengan pasal 3 undang-undang no.20 tahun 2003 tentang sistem pendidikan nasional. tujuan dari diselenggarakan disekolah dasar adalah untuk mengembangkan sikap dan kemampuan serta memberikan pengetahuan dan keterampilan dasar indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 65 yang diperlukan serta mempersiapkan siswa mengikuti pendidikan menengah. untuk mencapai tujuan tersebut, maka diperlukan pendidikan dan pengajaran berbagai disiplin ilmu salah satunya adalah ilmu pengetahuan sosial (ips). ilmu pengetuan sosial merupakan ilmu yang sangat berkaitan erat dengan kehidupan sosial bermasyarakat. globalisasi yang terus berkembang, mempengaruhi gaya kehidup sosial bermasyarakat. untuk menyeimbangkan kehidupan sosial bermasyarakat agar tradisi kehidupan sosial di indonesia tidak aterkikis dengan budaya luar, perlu ditanamkan kesadaran akan nilainilai sosial di lingkungannya. untuk itu, perlu ditanamkan pembelajaran ips sejak dini. permasalahan yang muncul dari kondisi pembelajaran ips tersebut, sebagian siswa menganggap mata pelajaran ips sebagai mata pelajaran yang sulit dipahami sehingga siswa cenderung merasa bosan, jenuh dan malas untuk belajar, siswa kurang termotivasi karena menganggap mata pelajaran ips merupakan mata pelajaran yang membutuhkan pemahaman konsep yang luas. sehingga aktivitas siswa yang rendah ini dapat mempengaruhi hasil belajar siswa. berlandaskan kesadaran akan tugas dan tujuan, guru ips harus mampu menghayati segala gejala dan masalah yang timbul dan terjadi dalam kehidupan perkembangan dan penerapan ilmu dan teknologi harus menjadi perhatiannya. materi dan konsep pelajaran ips harus digali dari kenyataan-kenyataan yang ada dan terjadi di masyarakat. setelah ditelusuri dalam pembelajaran tersebut guru menggunakan metode ceramah, sehingga pada umumnya siswa mengikuti pembelajaran secara pasif sehingga dalam pembelajaran tersebut keaktifan siswa sangatlah kurang, karena siswa hanya duduk terdiam mendengarkan apa yang di bicarakan. sehingga siswa kurang aktif dan hasil belajar pun kurang maksimal. oleh karena itu penelitian ini bertujuan untuk melakukan perubahan proses belajar mengajar untuk berhasilnya tujuan pembelajaran dengan menerapkan suatu sistem pembelajaran yang melibatkan siswa secara aktif dalam kegiatan belajar mengajar, pembelajaran yang semula berpusat pada guru beralih berpusat pada siswa, yaitu salah satunya adalah dengan menggunakan model pembelajaran problem based instruction. metode rancangan yang ditetapkan dalam penelitian ini adalah penelitian tindakan kelas. aqib, dkk (2010:3) mendefinisikan ptk sebagai penelitian yang dilakukan oleh guru dikelasnya sendiri melalui refleksi diri dengan tujuan untuk memperbaiki kinerjanya sehingga hasil belajar siswa meningkat. selanjutnya, arikunto, dkk (2009:140) menerangkan bahwa dalam indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 66 pelaksanaan ptk terdapat empat tahapan, yaitu perencanaan, pelaksanaan tindakan, pengamatan danrefleksi ataupantulan.seperti yang digambarkan dalam skema berikut ini: gambar 1. bagan langkah-langkah ptk (arikunto, 2009:16) subjek penelitian dalam penelitian tindakan kelas ini adalah siswa kelas va sd inpres wairklau, yang terletak di jln. cempaka, perumnas, kecamatan alok, kabupaten sikka. adapun jumlah siswa yang diteliti adalah 33 orang, terdiriatas17 siswa laki-lakidan16siswa perempuan. teknik pengumpulan data yang digunakan dalam penelitian ini adalah teknik tes dan non tes. tes yang akan dilakukan dalam penelitian ini adalah tes tertulis yang dilaksanakan pada setiap akhir siklus. sementara untuk non-tes digunakan observasi, dokumentasi, dan wawancara. dalam penelitian tindakan kelas, observasi terutama ditujukan untuk memantau proses dan dampak perbaikan yang direncanakan. observasi digunakan untuk mengamati aktivitas siswa dan guru dalam prosespembelajaranyang menggunakan model pbi. lembarobservasi dilakukan untuk mengetahui bagaimana kualitas pembelajaran yang dilaksanakan di dalam kelas. alat penilaiannya adalah menggunakanlembar pengamatan aktivitas siswa. observasi juga dilakukuan terhadap guruyang sedang mengajar dengan lembar pengamatan keterampilan guru. dokumen yang telah diperoleh kemudian dianalisis (diurai), dibandingkandan dipadukan (sintesis) membentuk satu hasil kajian yang sistematik, dan utuh. jadi metode dokumenter tidak sekedar mengumpulkan dan menulis kan atau melaporkan dalam bentuk kutipan-kutipan tentang sejumlah dokumenyang dilaporkan dalam penelitian adalah hasil analisis terhadap dokumen-dokumen tersebut. wawancara yaitu salah satu alat penilaian non tes yang digunakan untuk mendapat kan informasi tertentu tentang keadaan responden dengan cara tanya jawab indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 67 sepihak (hamdani, 2011:318). wawancara dalam penelitian ini digunakan untuk mengetahui pendapat guru dan siswa kelas va sd inpres wairklau tentang pembelajaran yang telah dilakukan. wawancara dilakukan pada setiap akhir pembelajaran pada masingmasing pertemuan dalam tiap siklus i dan siklus ii. teknik analisis data yang digunakan adalah analisis kuantitatif dan kualitatif. data kuantitatif berupa hasil belajar kognitif, dianalisis dengan menggunakan teknik analisis deskriptif dengan menentukan mean atau rerata. adapun penyajian data kuantitatif dipaparkan dalam bentuk presentase. adapun persentase tersebut adalah sebagai berikut: hasil penghitungan dikonsultasikan dengan kriteria ketuntasanbelajar siswa yang dikelompokkan kedalam dua kategori tuntas dan tidak tuntas, dengan kriteria sebagai berikut. tabel 1.kriteria ketuntasan minimal belajar siswa kriteria kualifikasi klasikal individual ≥ 75% ≥ 70 tuntas <75% <70 tidaktuntas data kualitatif berupa data hasil observasi keterampilan guru dan aktifitas siswa dalam pembelajaran ipsmelalui model problem based instruction, serta hasil catatan lapangan dan wawancara dianalisis dengan analisis deskriptif kualitatif. data kualitatif dipaparkan dalam kalimat yang dipisahpisahkan menurut kriteria untuk memperoleh kesimpulan. dalam penelitian ini data kualitatif diperoleh dari hasil observasi terhadap aktifitas guru dan siswa serta hasil wawancara siswa sebagai bentuk respon terhadap pembelajaran yang dilakukan guru. kualitas pembelajaran ips melalui model pbi (problem based instruction) dikelas va sd inpres wairklau dapat dikatakan meningkatdengan indikator keberhasilan sebagai berikut. (a) aktivitas siswa dalam pembelajaran ips melalui model pbi meningkat, dengan kriteria minimal baik; (b) keterampilan guru dalam pembelajaran ips melalui model pbi meningkat, dengan kriteria minimal baik; (c) 85% siswa kelasva sd inpres wairklau mengalami ketuntasan belajar individual sebesar ≥ 60 dalam pembelajaran ips menggunakan model pbi. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 68 hasil dan pembahasan hasil penelitian siklus i keterampilan guru dalam pembelajaran ips hasil observasi keterampilan guru dalam pembelajaran ips melalui model pembelajaran problem based instruction pada siklus i diperolehdata sebagai berikut: tabel 2. data hasil observasi keterampilan guru siklus i no indikator skor kriteria 1 mempersiapkan siswauntuk belajar 3 b 2 melakukan apersepsi 3 b 3 menyampaikan tujuan pembelajaran 2 c 4 memunculkan permasalahan kepadasiswamelaluidemonstrasi atau cerita 3 b 5 membimbingsiswadalam melaksanakaneksperimen 2 c 6 membimbingsiswadalam merencanakan karya. 2 c 7 membimbingsiswadalam mempresentasikan karya 2 c 8 melakukan tanyajawab 3 b 9 memberi penguatan 4 a 10 menutup pelajaran 3 b jumlah skortotal 27 baik berdasarkan tabel diatas, dapat dilihat bahwa jumlah skor keterampilan mengajar yang dicapai guru dalam penelitian menggunakan model problem based instruction pada siklus i, diperoleh skor 27, rerata 2,7 dengan kategorib (baik).hal ini ditunjukkan dengan guru melakukan presensi untuk mengecek kehadiran siswa, selain itu guru juga menyiapkan peralatan media yang akan digunakan selama pembelajaran. guru mengajak siswa untuk menyanyikan lagu naik delman untukmemunculkan materi kepadas iswa dengan cara yang kongkrit, menyenangkan bagi siswa. gambar delman ditampilkan di depan kelas untuk menarik perhatian siswa. tingkat keterlihatan gambar sudah baik, terbukti siswa yang paling belakang bisa melihat gambar delman dengan jelas. gambar yang disajikan juga sesuai dengan materi. guru sudah menyampaikan tujuan pembelajaran. guru memunculkan masalah melalui lisan dan bantuan media gambar yang dibawa oleh guru. guru sudah membimbing dan mengawasi jalannya eksperimen siswa. aktivitas siswa hasil observasi aktivitas siswa dalam pembelajaran ips melalui model pembelajaran problem based instruction padasiklus i diperoleh data sebagai berikut: indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 69 tabel 3. hasil observasi aktivitas siswa siklus i no indikator jumlah siswa yang mendapatskor total skor ratarata skor kriteria 1 2 3 4 1 kesiapan siswadalammengikutipembelajaranips 2 3 1 4 27 2.70 b 2 meresponpermasalahanyangdisampaika n oleh guru 2 3 3 2 25 2.50 b 3 mengidentifikasi masalahyangdisampaikan oleh guru 2 5 3 0 21 2.10 c 4 melakukan kegiatanpenyelidikan kelompok 1 5 3 1 24 2.40 c 5 merencanakan karya 1 3 3 3 28 2.80 b 6 mempresentasikan karya 2 7 1 0 19 1.90 c 7 menganalisis proses pemecahan masalah 3 1 4 2 25 2.50 b 8 menyimpulkan materi (kegiatanrefleksi) 0 4 4 2 28 2.80 b jumlah 19.70 cukup kriteria 2.46 berdasarkan hasil observasi aktivitas siswa dalam pembelajaran ips melalui model pembelajaran problem based instruction pada siklus i di atas, diperoleh jumlah rata-rata skor yaitu 19,50. sehingga diperoleh rata-rata 2,44. hasil observasi aktivitas siswa untuk siklus i masuk dalam kriteria cukup (c). ). hal ini ditunjukkan dengan siswa yang masih sering ramai dan tidak tertib, saat guru masuk ke dalam kelas untuk memulai pelajaran masih ada siswa yang berada diluar ruangan, dan sebagian besar siswa masih sibuk bermain di dalam kelas. hasil belajar siswa hasil tes pembelajaran ips melalui model pembelajaran problem based instruction pada siklus i, diperoleh data sebagai berikut. tabel 4. hasil tes pembelajaran ips siklus i nilai frekuensi persentase kualifikasi 80 -100 5 15,15 % tuntas 75 -80 10 30,30 % tuntas 42 -74 10 30,30 % tidaktuntas 24 -41 8 24,24 % tidaktuntas 6 -23 0 0% tidaktuntas jumlah 33 100% indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 70 tabel distribusi frekuensi di atas menunjukkan bahwa tes pembelajaran ips melalui model pembelajaran problem based instruction pada siklus i diperoleh hasil bahwa 45,45% atau sebanyak 15 siswa dari 33 siswa mengalami ketuntasan belajar sedangkan 54,54% atau 18 siswa lainnya belum tuntas. rata-rata nilai yang diperoleh dalamh asil tes pembelajaran ips adalah sebesar 60 dengan nilai terendah 35 dan nilai tertinggi 85. nilai yang paling sering muncul pada siklus i ini adalah nilai antara 42-74 dan nilai antara 75-80. hasil penelitian siklus ii keterampilan guru dalam pembelajaran ips hasil observasi keterampilan guru dalam pembelajaran ips melalui model pembelajaran problem based instruction pada siklus ii diperoleh data sebagai berikut: tabel 5. data hasil observasi keterampilan guru siklus ii no indikator skor kriteria 1 mempersiapkan siswa untukbelajar 3 b 2 melakukan apersepsi 3 b 3 menyampaikan tujuan pembelajaran 3 b 4 memunculkan permasalahankepadasiswamelaluidemonstrasiataucerita 3 b 5 membimbingsiswa dalammelaksanakan eksperimen 3 b 6 membimbingsiswa dalammerencanakan karya. 3 b 7 membimbingsiswa dalammempresentasikan karya 2 c 8 melakukan tanyajawab 3 b 9 memberipenguatan 4 a 10 menutup pelajaran 4 a jumlah skortotal 31 baik rerata 3.1 berdasarkan tabel di atas, dapat dilihat bahwa jumlah skor keterampilan mengajar yang dicapai guru dalam penelitian menggunakan model problem based instruction pada siklus iidiperoleh skor 31, rerata 3,1 dengan kategori b (baik). aktivitas siswa hasil observasi aktivitas siswa dalam pembelajaran ips melalui model pembelajaran problem based instruction padasiklus ii diperolehdata sebagai berikut. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 71 tabel 6. hasil observasi aktivitas siswa siklus ii no indikator jumlah siswa yang mendapat skor jumlah total skor rata rata skor kriteria 1 2 3 4 1 kesiapan siswadalammengikutipembelajaran ips 0 3 2 5 32 3.20 b 2 meresponpermasalahanyangdisampaik an oleh guru 0 4 3 3 29 2.90 b 3 mengidentifikasi masalahyangdisampaikan oleh guru 1 4 3 2 26 2.60 b 4 melakukan kegiatan penyelidikankelompok 1 3 3 3 28 2.80 b 5 merencanakan karya 0 5 1 4 29 2.90 b 6 mempresentasikan karya 1 4 5 0 24 2.40 c 7 menganalisis prosespemecahan masalah 1 3 1 5 30 3.00 b 8 menyimpulkan materi (kegiatanrefleksi) 0 5 1 4 29 2.90 b jumlah 22.70 baik kriteria 2.84 berdasarkan hasil observasi aktivitas siswa dalam pembelajaran ips melalui model pembelajaran prboblem based instruction pada siklus ii di atas, diperoleh jumlah keseluruhanya itu 22, 70. sehingga diperoleh rata-rata 2,84. hasil observasi aktivitas siswa untuk siklus ii masuk dalam kriteria baik (b). hal ini ditunjukkan dengan siswa yang sudah cukup tertib dalam mengikuti pembelajaran, saat guru masuk kedalam kelas untuk memulai pelajaran sudah tidak ada siswa yang berkeliaran diluar kelas, namun ada beberapa siswa yang masih sibuk bermain di dalam kelas, ketika guru melakukan apersepsi dengan cara menanyakan materi pembelajaran pada pertemuan sebelumnya, siswa menjawab pertanyaan guru dengan mudah. hasil belajar siklus ii hasil tes pembelajaran ips melalui model pembelajaran problem based instruction pada siklus ii, diperoleh data sebagai berikut: indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 72 tabel 7. hasil tes pembelajaran ips siklus ii nilai frekuensi persentase kualifikasi 80 -100 20 60,60% tuntas 75 -80 13 39,39% tuntas 42 -74 0 0% tidaktuntas 24 -41 0 0% tidaktuntas 6 -23 0 0% jumlah 33 100% tabel distribusi frekuensi di atas menunjukkan bahwa tes pembelajaran ips melalui model pembelajaran problem based instruction pada siklus ii diperoleh hasil bahwa 100% atau sebanyak 33 siswa siswa mengalami ketuntasan belajar. rata-rata nilai yang diperoleh dalam hasil tes pembelajaran ips adalah sebesar 60,48 dengan nilai terendah 77 dan nilai tertinggi 90. simpulan dan saran berdasarkan hasil penelitian peningkatan kualitas pembelajaran ips melalui model pembelajaran problem based instruction (pbi) pada siswa kelas va sd inpres wairklau, maka dapat disimpulkan sebagai berikut: (1) kualitas pembelajaran ipsmelalui model pembelajaran problem based instruction (pbi) pada siswa kelasvasd inpres wairklau terjadi peningkatan ditunjukkan dengan keterampilan guru mengalami peningkatan, pada siklusi keterampilan guru baik (b) dengan skor 29, meningkat menjadi baik sekali (a) dengan skor 35 pada siklus ii; (2) aktivitas siswa mengalami peningkatan, pada siklus i aktivitas siswa mendapat skor 19,64 dengan kategori cukup (c) meningkat menjadi baik (b) pada pada siklus ii dengan skor 25,19; (3) hasil belajar siswa mengalami peningkatan, rata-rata hasil belajar siswa pada siklus i sebesar 60,24 meningkat menjadi 70,71 pada siklus ii. persentase ketuntasan belajar klasikal siswa juga meningkat. pada siklus i ketuntasan belajar klasikal adalah 52,37 %, kemudian meningkat menjadi 80,94% pada siklus ii mengalami ketuntasan belajar individual ≥70, maka penelitian ini dinyatakan berhasil. daftar referensi amien, mohammad. 1987.mengajarkan ilmu pengetahuanalam dengan menggunakan metode “discovery” dan “inquiry”.jakarta : depdikbud anni, catharina tdkk. 2007.psikologi belajar. semarang:unnes press. arikunto,suharsimi,dkk.2009.penelitiantindakankelas.jakarta:bumiaksara arends, 2008.learningto teach. yogyakarta: pustakapelajar aqib, zainal dkk. 2010. penelitian tindakan kelas. bandung: yramawidya. burhanuddin, elita. 2009.media. jakarta: depdiknas. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 73 daryanto. 2010.belajar dan mengajar. bandung: yrama widya. daryanto.2010.mediapembelajaran.bandung:saranatutorialnuranisejahtera. djamarah,syaifulbahri.2010.gurudansiswadidikdalaminteraksiedukatif.jakarta:pt.rinekacipta mansur, s. 2018. pengaruh pendekatan jelajah alam sekitar (jas) terhadap hasil belajar siswa pada materi klasifikasi mahluk hidup di smpk binawirawan maumere. uhamka. bioeduscience. 2 (1): 74-80. doi: 10.29405/j.bes/74-80121314 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 51 peningkatan kemampuan guru dalam melaksanakan problem based learning melalui supervisi akademik di sekolah maria tatiana erti smp katolik virgo fidelis maumere, flores, ntt email: emilia.ssps@yahoo.com abstrak proses pembelajaran pada satuan pendidikan diselenggarakan secara interaktif, inspiratif, menyenangkan, menantang, memotivasi pesertadidik untuk berpartisipasi aktif, serta memberikan ruang yang cukup bagi prakarsa, kreativitas, dan kemandirian sesuai dengan bakat, minat, dan perkembangan fisik serta psikologis peserta didik (permendiknas nomor 22 tahun 2016). problem based learning merupakan salah satu model yang direkomendasikan dalam kurikulum 2013untuk memperkuat pendekatan ilmiah (scientific). kenyataannya, 70% guru matematika smp virgo fidelisbelum memahami dan melaksanakan model problem based learning secara baik dan benar. melalui pts ini, diharapkan dapat membantu guru matematika dalam; 1) menyusun dan mengembangkan silabus, 2) menyusun dan mengembangkan rencana pelaksanaan pembelajaran; 3) melaksanakan proses pembelajaran sesuai dengan rpp, dan model pbl.penelitian tindakan sekolah (pts) initerdiri dari 2 siklus, yang masingmasing siklus terdiri dari perencanaan (planning); tindakan (acting); observasi (observing); dan refleksi (reflecting), kemudian berlanjut dengan perencanaan ulang (replanning), tindakan, observasi, dan refleksi untuk siklus berikutnya (arikunto (2011:16). dari kondisi awal (pra siklus) ketercapaianpelaksananan pbl masih 44,44, setelah dilaksanakan tindakan siklus i meningkat menjadi 62,50 dengan kategori cukup. melalui fokus pada indikator yangbelum terpenuhidijadikan bahan kajian untuk menentukan tindakan pada siklus ii. hasil evaluasi pada siklus ii, menunjukkan bahwa kemampuan guru-guru matematika melaksanakan pbl meningkat menjadi 86,11 dengan kategor sangat baik. hasil ptsmenunjukkan melalui supervisi akademik dan pendampingan dapat meningkatkan kemampuan guru dalam melaksanakan model problem based learning dengan baik. kata kunci: kemampuan guru matematika, problem based learning, supervisi akademik. improvement of teacher's ability in implementing problem based learning through academic supervision in schools maria tatiana erti smp katolik virgo fidelis maumere, flores, ntt email: emilia.ssps@yahoo.com abstract learning processes in educational units are organized in an interactive, inspirational, fun, challenging, motivating participants to actively participate, and provide sufficient space for initiative, creativity and independence according to the talents, interests, and physical and psychological development of learners (permendiknas nomor 22 year 2016). problem based learning is one of the recommended models in kurikulum 2013 to strengthen the scientific (scientific) approach. in fact, 70% of students smp virgo fidelis do not understand and implement the problem base learning model properly and correctly. through this pts, is expected to assist math teacher in; 1) develop and develop syllabuses, 2) develop and develop the lesson plans; 3) implementing learning process in accordance with rpp, and pbl model. this school action research (pts) consists of 2 cycles, each cycle consisting of planning; acting; observation (observing); and reflecting, then continuing with re-planning (replanning), action, observation, and reflection for the next cycle (arikunto, 2011). from the initial condition (pre cycles) the achievement of pbl is still 44.44, after the first cycle action is increased to 62.50 with sufficient category. through a focus on the unfulfilled indicators were used as the study material to determine actions in cycle ii. the results of evaluation in cycle ii, showed that the ability of math teachers to implement pbl increased to 86.11 with very good categorization. the results of the pts show through academic supervision and mentoring can improve the ability of teachers in implementing problem base learning model well. keywords: mathematic teacher ability, problem based learning, academic supervision. mailto:emilia.ssps@yahoo.com mailto:emilia.ssps@yahoo.com indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 52 pendahuluan sesuai dengan pasal 3 undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional, menegaskan bahwa pendidikan nasional berfungsi mengembangkan kemampuan dan membentuk watak serta peradaban bangsa yang bermartabat dalam rangka mencerdaskan kehidupan bangsa, bertujuan untuk mengembangkan potensi peserta didik agar menjadi manusia yang beriman dan bertakwa kepada tuhan yang maha esa, berakhlak mulia, sehat, berilmu, cakap, kreatif, mandiri, dan menjadi warga negara yang demokratis serta bertanggung jawab. untuk menjamin pelayanan pendidikan yang bermutu sesuai dengan tuntutan perkembangan jaman maka peningkatan kompetensi ini merupakan suatu proses yang berkelanjutan. pitadjeng (2015), tugas profesi guru mencakup tugas mendidik, mengajar dan melatih. menjadi tugas utama guru dalam melaksanakan proses pembelajaran sepenuhnya bertanggung jawab pada pengembangan ketiga ranah sikap, pengetahuan, dan keterampilan. bloom taxonomy mengkategorikan capaian pembelajaran menjadi tiga domain, yaitu dimensi pengetahuan yang terkait dengan penguasaan pengetahuan, dimensi sikap yang terkait dengan penguasaan sikap dan perilaku, serta dimensi ketrampilan yang terkait dengan penguasaan ketrampilan. dimensi pengetahuan diklasifikasikan menjadi faktual, konseptual, prosedural, serta metakognitif yang penguasaannya dimulai sejak tingkat pendidikan dasar hingga tingkat pendidikan menengah (penjelasan permendiknas nomor 21 tahun 2016 tentang standard isi). dengan demikian, tugas utama guru adalah bertanggung jawab membantu anak didik dalam hal belajar. guru dikatakan telah berhasil dalam mengajar apabila tercapainya tujuan dan kualitas pembelajaran. setiap akan mengajar, guru perlu membuat rencana pelaksanaan pembelajaran (rpp). dalam persiapan itu sudah terkandung tentang, tujuan mengajar, pokok yang akan diajarkan, metode mengajar, bahan pelajaran, alat peraga dan teknik evaluasi yang digunakan. setiap guru harus memahami benar tentang tujuan mengajar, secara khusus memilih dan menentukan metode mengajar sesuai dengan tujuan yang hendak dicapai, cara memilih, menentukan dan menggunakan alat peraga, cara membuat tes dan menggunakannya, dan pengetahuan tentang alat-alat evaluasi. untuk memperkuat pendekatan ilmiah dan mendorong kemampuan peserta didik untuk menghasilkan karya kontekstual, baik individual maupun kelompok maka sangat disarankan dalam rpp menggunakan pendekatan pembelajaran yang menghasilkan karya berbasis pemecahan masalah (project based learning). dengan diberlakukannya kembali kurikulum 2013 yang menekan pada pendekatan scientifik, maka model pembelajaran berbasis (project based learning) menjadi salah satu model yang direkomendasikan. namun kenyataannya pada smpk virgo fidelis yang melaksanakan kurikulum 2013 ditemukan lebih dari 70% guru belum merealisasikan dan melaksanakan model-model pembelajaran yang menjadi tuntutan. untuk menjaga agar kualitas pembelajaran sesuai dengan tuntutan kurikulum 2013, maka perlu adanya supervisi akademik. supervisi akademik bukan penilaian unjuk kerja pendidik melainkan membantu pendidik mengembangkan kemampuan profesionalismenya. supervisi akademik merupakan fungsi kepala sekolah yang berkenaan dengan pelaksanaan tugas pembinaan, pemantauan, penilaian, serta pembimbingan dan pelatihan profesional guru baik pada aspek kompetensi maupun tugaspokoknya. dengan supervisi akademik diharapkan dapat membantu guru dalam; 1) menyusun dan mengembangkan silabus, 2) indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 53 menyusun dan mengembangkan rencana pelaksanaan pembelajaran; 3) melaksanakan proses pembelajaran sesuai dengan rpp, terutama sesuai dengan tuntutan kurikulum 2013. untuk mewujudkan peningkatan kualitas profesi guru matematika tidak akan terlepas adanya pembinaan dari kepala sekolah, karena bertugas melaksanakan pengawasan akademik yang ditunjuk melalui kegiatan pemantauan, penilaian, pembinaan, serta pelaporan dan tindak lanjut. tanggung jawab kepala sekolah adalah meningkatkan kemampuan guru dalam melaksanakan dan meningkatnya mutu pembelajaran matematika agar dapat mempertinggi mutu hasil belajar siswa serta meningkatkan mutu lulusan. untuk memecahkan masalah kekurangmampuan guru matematika dalam menerapkan pembelajaran berbasis masalah, maka kepala sekolah melakukan pendampingan dan pembinaan melalui penelitian tindakan sekolah. penerapan model pendampingan berupa penelitian tindakan sekolah yang terdiri dari 2 siklus. menurut arikunto (2011:16), penelitian tindakan sekolah (pts) yang digunakan ialah: perencanaan (planning); tindakan (acting); observasi (observing); dan refleksi (reflecting), kemudian berlanjut dengan perencanaan ulang (replanning), tindakan, observasi, dan refleksi untuk siklus berikutnya. dengan demikian, tujuan dilaksanakan penelitian tindakan sekolah oleh kepala sekolah yang dilaksanakan pada semester genap tahun pelajaran 2017/2018 ini adalah 1) untuk meningkatkan ketrampilan guru matematika menggunakan pembelajaran dengan model problem based learning; 2) untuk mengungkap pengaruh pembelajaran dengan model problem based learning terhadap motivasi dan hasil belajar siswa setelah guru menerapkan model pembelajaran tersebut. metode jenis penelitian ini merupakan penelitian tindakan sekolah (pts) yang dilaksanakan oleh kepala sekolah kepada guru mata pelajaran matematika, dan bertempat di smp virgo fidelis, kabupaten sikka. waktu penelitian direncanakan selama 4 bulan yaitu dari bulan januari 2018 sampai dengan bulan mei 2018. prosedur pelaksanaan penelitian tindakan kelas ini meliputi 2 siklus, yang masing-masing siklus terdiri dari perencanaan (planning); tindakan (acting); observasi (observing); dan refleksi (reflecting), kemudian berlanjut dengan perencanaan ulang (replanning), tindakan, observasi, dan refleksi untuk siklus berikutnya (arikunto, 2011:16). indikator keberhasilan proses tindakan adalah apabila guru matematika pada sekolah binaan telah memahami dengan baik model problem based learning dan mampu melaksanakannya dalam pembelajaran sehingga siswa dapat dengan cepat memahami materi ajar yang diberikan guru mereka. indikator tersebut merupakan ratarata dari hasil pengamatan yang dilakukan oleh peneliti (observer i) dan kepala sekolah guru matematika yang bersangkutan (observer ii). hasil dan pembahasan analisis data penelitian persiklus kondisi awal berdasarkan hasil pemantauan melalui supervisi akademik pada guru matematika disemester ganjil tahun pelajaran 2017/2018 di smp virgo fidelis ditemukan guru tidak melakukan pengembangan silabus dan pengembangan rencana pelaksanaan pembelajaran (rpp) untuk kompetensi yang akan diajarkan. metode dan model pembelajaran yang digunakan pun tidak terencana dengan baik, dan metode indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 54 yang digunakannya metode ceramah. akibat selanjutnya siswa menjadi pasif, kurang antusias, mengantuk, ngobrol sendiri dan ada pula yang mengerjakan mata pelajaran lain. data rata-rata hasil supervisi oleh kepala sekolah (peneliti) pengelolaan pembelajaran seperti disajikan pada tabel berikut. tabel 1. pengelolan pembelajaran dengan model problem based learning pada pra siklus kemampuan guru skor hasil observasi observer i 1) memotivasi peserta didik untuk terlibat aktif dalam pemecahan masalah yang dipilih. 2 2) meningkatkan orientasi peserta didik kepada masalah 1 3) melaksanakan eksprimen untuk mendapatkan penjelasan dan pemecahan masalah 2 4) merencanakan dan menyiapkan karya sesuai :seperti laporan,model dan berbagi tugas 1 5) mengevaluasi hasil belajar tentang materi yang telah dipelajari 2 6) membimbing siswa dalam penyelidikan individu dan kelompok 2 7) orientasi peserta didik kepada pemecahan masalah 2 8) merancang rpp yang berbasis problem based learning 2 9) mendorong siswa mengembangkan bakat individu 2 rata-rata 1,48 nilai 44,44 dari data pada tabel 1 terlihat bahwa hampir semua indikator pelaksanaan mendapat nilai cukup dan kurang. rata-rata ketercapaian pelaksanaan model pbl hanya 44,44% atau termasuk kategori kurang. dari hasil wawancara dengan guru, diperoleh data bahwa guru-guru sudah mengikuti kegiatan pendampingan kurikulum dengan instruktur kabupaten(ik). sedangkan hasil wawancara dengan guru matematika, diketahui bahwa mereka belum memahami kurikulum2013 dengan baik, terutama penggunaan model-model pembelajaran. kelemahan dan kekurangan pada tahap awal menjadi bahan kajian untuk menyusun perencanaan tindakan yang akan dilakukan pada siklus i. siklus i siklus i tindakan dilakukan tiga kali dengan skenario tindakan penelitian ini sebagai berikut: 1) membangun komitmen dengan bahasa positif, 2) diskusi bersama dalam kelompok dengan guru matematika untuk menyamakan pemahaman tentang problem based learning, dan 3) bersama-sama dengan kepala sekolah (sebagai kolaborator) di sekolah masing-masing melaksanakan prosedur supervisi akademik. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 55 tabel 2. pengelolan pembelajaran dengan model problem based learning pada siklus i kemampuan guru skor hasil observasi observer i observer ii 1) memotivasi peserta didik untuk terlibat aktif dalam pemecahan masalah yang dipilih. 3 3 2) meningkatkan orientasi peserta didik kepada masalah 2 2 3) melaksanakan eksprimen untuk mendapatkan penjelasan dan pemecahan masalah 2 2 4) merencanakan dan menyiapkan karya sesuai :seperti laporan,model dan berbagi tugas 2 2 5) mengevaluasi hasil belajar tentang materi yang telah dipelajari 2 3 6) membimbing siswa dalam penyelidikan individu dan kelompok 3 3 7) orientasi peserta didik kepada pemecahan masalah 2 3 8) merancang rpp yang berbasis problem based learning 3 3 9) mendorong siswa mengembangkan bakat individu 2 3 rata-rata 2.33 2.67 nilai 62,50 berdasarkan tabel di atas rata-rata nilai perolehan adalah 62,50 dengan kriteria cukup. aspek-aspek yang mendapatkan kriteria kurang baik adalah memotivasi siswa, menyampaikan tujuan pembelajaran, meningkatkan orientasi peserta didik kepada masalah. keempat aspek yang mendapat penilaian kurang baik di atas, merupakan suatu kelemahan yang terjadi pada siklus i dan menjadi bahan kajian untuk refleksi dan revisi yang akan dilakukan pada siklus ii. siklus ii pada siklus ii bertujuan untuk lebih fokus dan menukik pada tindakan – tindakan pendampingan yang belum maksimal dilakukan pada siklus 1. tindakan pada siklus i sama dengan tindakan ii, ditambah dengan pembinaan melalui diskusi kelompok bersama-sama 3guru matematika yang disupervisi, dan pendampingan secara individu di sekolah masing-masing. hasil observasi dilakukan berkolaborasi dengan kepala sekolah, diperoleh ratarata perolehan pengelolan pembelajaran dengan model problem based learning pada siklus ii sebagai berikut. tabel 3. pengelolan pembelajaran dengan model problem based learning pada siklus ii kemampuan guru skor hasil observasi observer i observer ii 1) memotivasi peserta didik untuk terlibat aktif dalam pemecahan masalah yang dipilih. 3 4 2) meningkatkan orientasi peerta didik kepada masalah 4 3 3) melaksanakan eksprimen untuk mendapatkan penjelasan dan pemecahan masalah 3 4 4) merencanakan dan menyiapkan karya sesuai :seperti laporan,model dan berbagi tugas 4 4 5) mengevaluasi hasil belajar tentang materi yang telah dipelajari 3 3 6) membimbing siswa dalam penyelidikan individu dan 3 4 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 56 kelompok 7) orientasi peserta didik kepada pemecahan masalah 3 4 8) merancang rpp yang berbasis problem based learning 3 3 9) mendorong siswa mengembangkan bakat individu 3 4 rata-rata 29 33 nilai rata-rata 86,11 dari data pada tabel 3 hasil observasi menemukan terjadi peningkatan kualitas pelaksanaan supervisi terjadi di semua aspek yang diobservasi termasuk kategori sangat baik, yaitu mendapat rata-rata nilai 86,11. dengan demikian, tujuan penelitian tercapai, angka ini di atas kriteria penelitian yang diajukan yaitu 70%. karena tujuan penelitian tindakan sudah tercapai, maka siklus iii tidak dilaksanakan lagi. hasil penelitian menunjukkan terjadinya peningkatan kemampuan guru dari pra pelaksanaan penelitian sampai pada siklus ii disajikan pada gambar berikut. gambar 1. peningkatan produktivitas kerja guru. gambar tersebut menunjukkan bahwa pada siklus i telah terjadi peningkatkan kemampuan guru matematika dalam menggunakan pembelajaran problem based learning, yaitu dari rata-rata nilai perolehan 44,44 (sangat kurang) menjadi 62,50 (cukup) di akhir siklus i dan hal ini ditingkatkan lagi pada siklus ii, dimana rata-rata nilai perolehan pada akhir siklus ii telah mencapai 86,11 atau berada pada tingkatan sangat baik. setyorini dkk (2011) model pembelajaran problem based learning dapat meningkatkan kemampuan berpikir kritis siswa pada subpokok bahasan gerak lurus berubah beraturan. hasil belajar siswa setelah penerapan pbl yakni jumlah siswa yang mencapai kkm sebanyak 29 siswa (100%)(nafiah dan suyanto, 2016). gunantara dkk (2014) penerapan model pembelajaran problem based learning (pbl) dapat meningkatkan kemampuan pemecahan masalah pada mata pelajaran matematika. prima dan kaniawati (2011) adanya peningkatan penguasaan konsep yang lebih tinggi pada kelas eksperimen dengan perbedaan sangat signifikan dibandingkan dengan peningkatan penguasaan konsep pada kelas kontrol. 0 50 100 peningkatan produktivitas kerja guru rata-rata nilai rata-rata skor indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 57 simpulan dan saran simpulan simpulan dari hasil penelitian tindakan sekolah oleh kepala sekolah yang dilaksanakan pada semester genap tahun pelajaran 2017/2018 adalah: 1) pembelajaran menggunakan model problem based learning memiliki dampak positif dalam meningkatkan prestasi belajar peserta didik yang ditandai dengan peningkatan kemamapuan guru dari rata-rata setiap siklus; 2) penerapan model problem based learning mempunyai pengaruh positif, yaitu dapat meningkatkan motivasi belajar peserta didik; 3) melalui supervisi akademik dan pembinaan guru-guru matematika dapat meningkatkan kemampuan merencanakan dan melaksanakan model problem based learning dengan baik dan benar. saran 1. agar pelaksanaan pembelajaran dengan model problem based learning memerlukan persiapan yang cukup matang, sehingga bisa diterapkan model tersebut agar diperoleh hasil optimal. 2. guru hendaknya sering melatih peserta didik peserta didik dengan berbagai metode/model pembelajaran, agar berhasil atau mampu memecahkan masalahmasalah yang dihadapinya, sehingga berdampak pada meningkatkan prestasi belajarnya. 3. kepala sekolah hendaknya melakukan supervisi akademik secara terencana dan berkesinambungan agar membantu guru dalam meningkatkan kemampuannya mengelola pembelajaran. 4. perlu adanya penelitian yang lebih lanjut, karena hasil penelitian ini hanya dilakukan pada guru matematika pada smp virgo fidelis dan untuk penelitian yang serupa hendaknya dilakukan perbaikan-perbaikan agar diperoleh hasil yang lebih baik. daftar referensi arikunto, s. (2011). prosedur penelitian suatu pendekatan praktek. jakarta: rineksa djamarah dan bahri s. (2002). strategi belajar mengajar. jakarta: rineksa cipta. erman. s. (2003). strategi pembelajaran matematika kontemporer. bandung : jica. fauzan. m, gani. a, syukri. m .2017. penerapan model problem based learning pada pembelajaran materi sistem tata surya untuk meningkatkan hasil belajar siswa. jurnal pendidikan sains indonesia. universitas syiah kuala gulo. w, (2002). strategi belajar mengajar. jakarta: grasindo gunantara. g ., suarjana. i. m., dan riastini. p. n. 2014. penerapan model pembelajaran problem based learning untuk meningkatkan kemampuan pemecahan masalah matematika siswa kelas v. jurnal mimbar pgsd. undiksa indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 51-58 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 58 hamalik, (2004). proses belajar mengajar. jakarta: bumi aksara nafiah. y. n, dan suyanto. w. (2016) penerapan model problem-based learning untuk meningkatkan keterampilan berpikir kritis dan hasil belajar siswa. jurnal pendidikan vokasi. universitas negeri yogyakarta. pitadjeng. (2005). pembelajaran matematika yang menyenangkan. yogyakarta: graha ilmu djamarah. prima. e. c.,dan kaniawati. i. 2011. penerapan model pembelajaran problem based learning dengan pendekatan inkuiri untuk meningkatkan keterampilan proses sains dan penguasaan konsep elastisitas pada siswa sma. jurnal pengajaran matematika dan ilmu pengetahuan alam. universitas pendidikan indonesia. paloloang. m. f. b. 2014. penerapan model problem based learning (pbl) untuk meningkatkan hasil belajar siswa pada materi panjang garis singgung persekutuan dua lingkaran di kelas viii smp negeri 19 palu. jurnal elektronik pendidikan matematika tadulako. untad ruseffendi, e.t. (2006). pengantar kepada membantu guru mengembangkan kompetensinya dalam pengajaran matematika untuk meningkatkan cbsa. bandung: tarsito. suyadi. 2012. penelitian tindakan kelas dan penelitian tindakan sekolah. yogyakarta: andi. u. setyorini, s. e. sukiswo, b. subali. 2011. penerapan model problem based learning untuk meningkatkan kemampuan berpikir kritis siswa smp. jurnal pendidikan fisika indonesia. universitas negeri semarang. utomo. t., wahyuni. d., dan haryadi s. 2014 pengaruh model pembelajaran berbasis masalah (problem based learning) terhadap pemahaman konsep dan kemampuan berpikir kreatif siswa (siswa kelas viii semester gasal smpn 1 sumbermalang kabupaten situbondo tahun ajaran 2012/2013). jurnal edukasi. universitas negeri jember. usman dan uzer. (2001). menjadi guru profesional. bandung: remaja rosdakarya. microsoft word 925-4085-1-ed (revisi) (1).edited.docx indonesian journal of instructional media and model volume 3, issue 1 (2021), pp. 9-16 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v3i1.925 | 9 the influence of the students’ mastery of vocabulary on paraphrasing ability muhammad muslih akademi maritim cirebon, west java, indonesia email : muslihmunaya@gmail.com article history: received november 29, 2020; accepted april 21, 2021; published april 23, 2021 a b s t r a c t some countries much use english as an international language all over the world. unfortunately, the use of english in some countries is different from each other. in this case, indonesia uses english as a foreign language. there are four english skills, listening, speaking, reading, and writing. the mastery of vocabulary is a vital aspect in learning a language; we will not be able to speak to read, and write any language if we do not master it in vocabulary. therefore, vocabulary has an essential role because it is his primary instrument of language. the student's mastery of english vocabulary is still low. some factors that cause why the students' vocabulary is still low are the teacher's technique that does not motivate students in learning english. instrument of the collecting data used by the writer is observation, interview, and test. in doing research, the writer uses a quantitative approach. it means that the data being obtained are presented by number and then interpreted by using statistical analysis. the conclusion of the research is the application of mastery of vocabulary on ability in making paraphrase. it is is know the result the student' of the mastery of vocabulary (x variable) in the average of 71.142 and the result the students' of ability in making paraphrase (y variable) in the average of 68.00. correlation of c variable on y variable showing 0.418%. it means that 0.418 is enough to influence the correlation between applying the students' mastery of vocabulary on their ability to make paraphrase. keywords: english language, paraphrasing ability, mastery of vocabulary copyright © 2021 the author(s) this is an open-access article under the cc by-sa license. introduction hornby (2000:958) describes that vocabulary as several words that make up language (ashcroft, garner, and hadingham 2018; martin 2017). all the words know to a person or used in a particular book, subject, etc. a list of words with their meaning especially accompanies a textbook in a foreign language. the writer assumed that mastery of vocabulary is a vital aspect of learning a language. people will not be able to speak, read, and write any language if they do not master vocabulary. therefore, vocabulary has an essential role because it is the primary instrument of language. krisdalaksana (1993:127) defines the vocabulary (lexicon) as follow; 1) a language component that makes all information about the meaning and understanding of words in a language, 2) vocabulary that is possessed by a speaker, a writer or a language, vocabulary, 3) list of words which are arranged like a dictionary, but with brief and practice explanation. the same explanation is suggested by groy (1986:24), vocabulary is all of the works possessed in a language. the mastery of vocabulary is vital in learning the language. the learners will not be able to speak, read, and write any language if they do not master vocabulary. muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 10 therefore, vocabulary has an essential role because it is the primary instrument of language. hornby (2000:780) stated that mastery is excellent knowledge about or understanding of a particular thing. vocabulary mastery is not a spontaneous process. it is a gradual process to aim at stable vocabulary mastery. mackey (1961:102) stated that as a general rule. flor arts and jan aart (1998:220) explain that there four major word classes in english. they are nouns, adjectives, adverbs, and verbs. the little words are seven classes: prepositions conjunctions, articles, numerals, pronouns, quantifiers, and interjection (schulte im walde 2020; sermsook, liamnimitr, and pochakorn 2017). marcella frank's theory (1972:6) has eight types of vocabulary in language teaching (susanto 2017; shahbaz and khan 2017; azim et al. 2020). these types of vocabulary are called part of speech. mackey (1962:108) stated that: some factors influence the success and failure of learning english as a foreign language. they are: linguistic process and progress in second – language learning on (a) how the second language differs from the first and (b) how much the first language interferes with the second differences learning a second language that is highly similar to the first is not the same as learning an entirely different language. the similarities and differences may be in phonology, grammar, vocabulary style, or graphics. interferences the type of interference depends on whether the learner is speaking the language or simply trying to understand what he hears or what he reads. social since language is essentially a social phenomenon, the social influence its acquisition are numerous and interrelated in complex ways. it is the play of these influences on the growing mind that result in the learning and maintenance of a second language. these may be analyzed as (a) a number of language contacts operated by (b) a number of different factors. contact the groups of the persons with whom we continually use a language have the same effect on the manner and skill with which we use it. so do the situation in which we are placed. these groups or contacts may be enumerated as home and community. factor these contacts may vary according to the following factors: time, population, use, skill, standard attitude, and pressure. a paraphrase is a restatement of a source in about the same number of words. paraphrasing enables you to help your audience understanding the result of your reading. paraphrase when you can (a) clarify poor writing in your source or (b) restate complex material more simply. restatement of someone else's words should honor two critical principles, your version should be almost entirely in your words, and your words should accurately convey the content of the original passage. if you simply change a few words in a passage, you have not adequately restated it. paraphrasing is a writing skill in which you”rephrase” (write) information from an outside source in your own words without changing its meaning because you include your rewriting all, or nearly all, of the content of the original passage, a paraphrase is almost as long. in paraphrasing, however, you must not change the meaning of the original. when paraphrasing, it is crucial to avoid plagiarizing, writing paraphrase that is too similar to the original. a paraphrase is unacceptable when it contains the same vocabulary and sentence structure as the original. you can write a good paraphrase if you follow these steps: muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 11 step 1 read the original passage several times until you understand it fully. look up unfamiliar words, and find a synonym for them. if you need to take notes, write down only one or two words for each idea-note a complete sentence. for example, here is one writer's note on the original passage about universal language: language people use to communicate but too many abstract dream international language reasons: cultural, economic bonds, good feelings between countries. it may be helpful to make a brief outline like the following: language primary means of communication too many language barriers to understanding universal language needed reasons for the universal language increase cultural, economic bonds increase good feeling between countries step 2 write your paraphrase from memory. include as much of the information as you remember, do not look at the original while you are writing. step 3 check paraphrase for accuracy and competence. if necessary, add points you have missed. step 4 name the source of the original passage in parentheses at the end of your paraphrase. paraphrase is a restatement of a text or passage, using other words. the term "paraphrase" drives via the latin "paraphrases" from the greek paraphrasing, meaning "additional manner of expression". a paraphrase typically explains or clarifies the text that is being paraphrased. a paraphrase need not accompany a direct quotation, but when this is so, the paraphrase typically serves to put the source's statement into perspective or to clarify the context in which it appeared. a paraphrase is typically more detailed than a summary. paraphrase is a parse restatement of the central ideas of a poem in your own language or a restatement in your own words of someone else's ideas or observations. when paraphrasing, it is essential to acknowledge that original source in order to avoid plagiarism. the act of using your own words is to express the idea of another. a restatement giving the meaning in different words is called a paraphrase. we are interested in the two techniques we use to acknowledge the writer whose ideas that paraphrasing. within the text and outside the text, in brackets. paraphrase means using your words to express someone else's ideas, and a rough distinction is that paraphrasing refers to editing the text. these two skills (summary and paraphrases) some together in need for abstract vocabulary, where you summarize views for or against a particular situation, phenomenon, feature, or difference: e.g., such differences may be related to ... whether responsibility for communication rests with the reader or writer." characteristics of a well-done paraphrase is not summary it does not contain most of the words or paraphrase from the original plagiarism it includes all the minor details from original the meaning of the writing being paraphrased is more evident to the reader than in the original text. it restates the thesis it is usually longer than the original muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 12 method research design this research aims to determine the influence of the students' mastery of vocabulary on their ability to make paraphrases at the year's students of mts subulul ikhsan kersana brebes. the writer uses the quantitative method and formula of statistics, especially the productmoment correlation by the person. the writer takes all students 70 because the subject is less than 100. in this research, the techniques of collecting data used by the writer are as follows: this research aims to determine the influence of the student's mastery of vocabulary on their ability to make paraphrases at the year's students of mts subulul ikhsan kersana brebes. the writer uses the quantitative method and formula of statistics, especially the formula of productmoment correlation. the writer takes all students 70 because the subject is less than 100. in this research, the techniques of collecting data used by the writer are as follows: observation in this case, the writer has observed the process of teaching and learning english, especially in vocabulary and paraphrase. interview the writer has interviewed the english teachers about the strategies they use in teaching vocabulary and paraphrase and students’ interest in learning english, especially in vocabulary and paraphrase. test to know the student's mastery of vocabulary and their ability to make paraphrase, the writer gives students written reading tests and writing paraphrase. the teacher has presented the test on vocabulary and write paraphrases to the students of class eighth a and b. in analyzing data, the writer uses qualitative and quantitative data. qualitative data are obtained from analysis on the objective condition of the school, the teacher, students, and facilities that belong to the school. quantitative data to obtain quantitative data, the writer analyzed the data based on the test result. the data was then analyzed by using the formula of product-moment correlation as follows: 𝑟 !"# %s!"&(s!)(s") )[%.s!!&(s!)][%.s"&(s") 𝑟!"#./0012345/6 7148116 93053721 : 36; < x = variable x (the students’ mastery of vovabulary) y = variable y (the students’ ability in making paraphrase) to determine whether the research has significant influence or not and to know the contribution of x variable to y variable, the writer uses the formula of dc (determination coefficient as follow: 𝐷𝐶 = 𝑟-𝑥 100% r=correlation coefficient results and discussion the students’ master of vocabulary the test on the mastery of vocabulary has given to the students for knowing the students’ achievement in learning mastery of vocabulary. the test consists of 10 items that are taken from the exercise. the result of the test who are learning mastery of vocabulary can be seen in table 1. muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 13 table 1. the students' mastery of the vocabulary of class viii a (x variable) no category score 1 lowest score 50 2 the highest score 90 3 average 70.85 tabel 2. total score of mastery vocabulary viii a no score number of students total score 1 50 3 250 2 60 4 240 3 70 9 630 4 80 16 1280 5 90 1 90 total n = 35 x = 2490 mean the total score of the mastery of vocabulary from 35 respondents is 2490. the mean of that data is as follows: 𝑀 !# : % explananation 𝑀!#=136 /> ?3053721 x = variable x (students’ response) +𝑋 = 𝑇𝑜𝑡𝑎𝑙 (𝑎𝑚𝑜𝑢𝑛𝑡 𝑜𝑓 𝑥) n = total responden based on the formula above, the average score of the students’ mastery of vocabulary is: 𝑀! = 2490 35 = 71.142 the calculation above indicates that learning the mastery of vocabulary for eight-year students of mts subulul ikhsan kersana brebes is satisfied. it is based on the classification of students' achievement in the rational final examination that shows the shoe the score 71.142. it is categorized "good". the students’ ability in making paraphrase to obtain the students' ability to make paraphrases, the writer has also given the test on the reading to the students. the numbers same, and the materials are different with the students who are mastery of vocabulary. the following table below showed the test result in making paraphrase that the students of class viii b achieve. table 3. the students’ ability in making paraphrase of class viii b (y variable) no category score 1 lowest score 50 2 the highest score 80 3 average 67.15 muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 14 tabel 4. the total score of ability in making paraphrase viii b no score number of students total score 1 50 2 100 2 60 12 720 3 70 15 1050 4 80 6 480 total n = 35 x = 2380 mean the mean score of the data above can be calculated as follow: 𝑀"= s" % 𝑀"= mean of the variable x = variable y (student response) sy = total (amount of y) n = total respondents 𝑀"= -@ab @c =68.00 based on the classification of the students' achievement in the national final examination decided by the department of national education, the score 68 is categorized as "sufficient". this indicates that the ability to make paraphrases carried out by the english teacher of nts subulul ikhsan kersana brebes is sufficiently achieved. the influence of the students’ mastery of vocabulary on their ability in making paraphrase after knowing the students' mastery of vocabulary as x variable and the students' ability to paraphrase as y variable, the writer will correlate them. the data are connected through a test. the formulation is as follows: 𝑟!"= %s!"&(s!)(s") √%.s!!&(s!)!|%.s"&(s")! the data of the research variable include variable x, variable y, 𝑥-, 𝑦-, and xy. the writer has made a table to put them in the table 5 of research variables as follows: table 5. the students’ mastery of vocabulary (x variable) and students’ ability in making paraphrase (y variable) no variable total 1 x 5010 2 y 4740 3 x2 36490 4 y2 32600 5 xy 34180 6 n 70 𝑟!"= %s!"&(s!)(s") )⌈%.s!!&(s!)!⌉⌈%.s"&(s9)!⌉ = hb.@ijab&(cbjb)(ihib) )[hb.@kilb&(cbjb)!]⌈hb.@-kbb&(ihib)!⌉ = -@l-kbb&-@hihib )[-cci@bb&(-cjbbjb)!][--a-bb&--ikhkb] = jhakb )[ii-lb][@c-ib] = jhakb √jckbhhlkb muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 15 = jhakb @lcb.khbb = 0.425 based on the result of the correlation above. it is obtained that the score show 0.452 referring to the table of interpretation, the score of 0.452 is enough; it is from 0.40 to 0.60. therefore, there is a positive and significant influence of the students' mastery of vocabulary on their ability in making paraphrase. here the correlation between x and y variables based on the formula of determination confidence: dc = 𝑟-x 100% = 0.452x 100% = 0.2043 x 100% = 20.43% from the calculation coefficient above, it is obtained that score shows 20.43%. therefore, it can be concluded that the 20.43% y variable (the students' ability in making paraphrase) is influenced by x variable (the students' mastery of vocabulary). conclusion the conclusion of the research is the application of mastery of vocabulary on ability in making paraphrase. it is known from the result the student's mastery of vocabulary (x variable) in the average of 71.142 and the result the students' ability to make paraphrase (y variable) in the average of 68.00. the correlation of c variable on y variable showing 0.418%. it means that 0.418 is enough to influence level from the correlation between the application of the students' mastery of vocabulary on their ability in making paraphrase. references aarts, flor and aarts, jan. 1998. english syntactic structure. prentice-hall international (uk) al khuli, m. 1976. english as foreign language: linguistic background teaching method.riyadh university arikunto suharsimi. 2006. prosedur penelitian suatu pendekatan praktek. jakarta: pt rieneka cipta echols, jhon. m and hasan shadily. 1975. an english-indonesia dictionary. jakarta: pt. gramedia frank marcella. 1972. modern english practice. hall new york gorys kraf. 19986. komposisi sebuah kemahiran bahasa. jakarta: nusa indah hornby, as.2000. oxford advanced learner’s dictionary of current englisg. oxford university. london jamen mc crimmon. 1984. writing with a purpose. usa. houghton miffilin company jhon c. hodges and suzane strobeck web. 1994. harbrace college handbook. harcourt press kridalaksana. 1993. linguistic suatu pengantar. bandung: angkasa learning vocabulary in another language. i.sp national victoria university press.2001 margon, s. 1997. penelitian pendidikan. jakarta: rieneka cipta sudjono, ana. 2001. pengantar statistik pendidikan. jakarta. cv. raja grapindo http://www.lansing.cc.mi.us muhammad muslih | the influence of the students’ mastery of vocabulary on paraphrasing ability 10.32585/ijimm.v3i1.925 | 16 ashcroft, robert john, joseph garner, and oliver hadingham. 2018. “incidental vocabulary learning through watching movies.” australian journal of applied linguistics 1 (3): 135–47. azim, muhammad umer, zaheer hussain, azhar munir bhatti, and dr. muhammad iqbal. 2020. “recycling of vocabulary in english language teaching : from recycling of vocabulary in english language teaching : from theory to practice.” epistemology journal 7 (october): 88–102. martin, fermin moscoso del prado. 2017. “vocabulary , grammar , sex , and aging.” cognitive science a multidisciplinary journal 41: 950–75. https://doi.org/10.1111/cogs.12367. schulte im walde, sabine. 2020. “distinguishing between paradigmatic semantic relations across word classes: human ratings and distributional similarity.” journal of language modelling 8 (1): 53–101. https://doi.org/10.15398/jlm.v8i1.199. sermsook, kanyakorn, jiraporn liamnimitr, and rattaneekorn pochakorn. 2017. “an analysis of errors in written english sentences: a case study of thai efl students.” english language teaching 10 (3): 101. https://doi.org/10.5539/elt.v10n3p101. shahbaz, muhammad, and raja muhammad ishtiaq khan. 2017. “use of mobile immersion in foreign language teaching to enhance target language vocabulary learning.” mier journal of educational studies, trends and practices 7 (1): 66–82. susanto, alpino. 2017. “the teaching of vocabulary: a perspective.” jurnal kata 1 (2): 182. https://doi.org/10.22216/jk.v1i2.2136. upaya peningkatan belajar tolak peluru melalui indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 14 upaya peningkatan teknik dasar sepak bola melalui metode permainan beregu pada siswa sekolah menengah pertama sardianto smp negeri 1 mojosongo, boyolali abstrak tujuan penelitian ini adalah : (1) untuk meningkatkan hasil belajar teknik dasar sepak bola (2) untuk meningkatkan hasil belajar teknik dasar sepak bola melalui permainan beregu. metode penelitian yang digunakan untuk mencapai tujuan di atas adalah metode pembelajaran penilaian tindakan kelas (ptk). penelitian ini dilaksanakan di smpn 1 mojosongo boyolali tahun pelajaran 2019/ 2020. sampel diambil sebanyak 40 siswa yang dikelompokkan ke dalam dua siklus. pelaksanaan perlawanan (treatmen) diberikan selama delapan minggu dan dilaksanakan secara bertahap dengan mengerjakan program pembelajaran yang telah ditentukan. data dikumpulkan dengan teknik free test dan post test. hasil metode permainan beregu dapat diambil dengan teknik dasar sepak bola. penelitian ini menyimpulkan bahwa : (1) melalui permainan beregu dapat meningkatkan teknik dasar sepak bola bagi siswa kelas viii a smpn 1 mojosongo kabupaten boyolali (2) melalui permainan beregu dapat meningkatkan keaktifan peserta didik kelas viii a smpn 1 mojosongo kabupaten boyolali (3) pembelajaran teknik dasar sepak bola melalui permainan beregu pada pokok pembahasan teknik dasar sepak bola dapat meningkatkan ketuntasan belajar teknik dasar sepak bola. kata kunci: metode permainan beregu, teknik dasar sepak bola, siswa sekolah menengah pertama the efforts of improving basic football techniques through team play methods for middle school students sardianto smp negeri 1 mojosongo, boyolali abstract the objectives of this study are: (1) to improve learning outcomes of basic soccer techniques (2) to improve learning outcomes of basic soccer techniques through team games. the research method used to achieve the above objectives is the classroom action assessment (car) learning method. this research was conducted at smpn 1 mojosongo boyolali in the 2019 academic year. the sample was taken as many as 40 students who were grouped into two cycles. implementation of the resistance (treatment) is given for eight weeks and carried out in stages by working on a learning program that has been determined. data collected by free test and post test techniques. the results of the team play method can be drawn using basic soccer techniques. this study concludes that: (1) through team games can improve the basic techniques of soccer for students of class viii a at smpn 1 mojosongo in boyolali regency (2) through team games can increase the activity of students in class viii a at smpn 1 mojosongo in boyolali regency (3) learning basic soccer techniques through team games on the subject of basic soccer techniques can improve the mastery of learning basic soccer techniques. keywords: team play methods, basic soccer techniques, junior high school students indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 15 pendahuluan setiap kegiatan yang dilakukan oleh guru maupun siswa mempunyai tujuan, untuk itu perlu dipikirkan bagaimana alat peraga yang digunakan sesuai agar dalam waktu yang relatif terbatas dapat tercapai tujuan pendidikan yang diinginkan. pada kenyataan yang ada hasil belajar teknik dasar sepak bola di kelas viii a smpn 1 mojosongo boyolali belum menggembirakan karena rata-rata nilai pada ulangan harian masih di bawah 65, sejalan dengan pelaksanaan kurikulum tingkat satuan pendidikan (ktsp) salah satu upaya yang dilakukan di sekolah adalah penggunaan media pembelajaran yang tepat bagi siswa kelas viii a smpn 1 mojosongo boyolali. hal ini harus dilaksanakan agar kebutuhan nilai tersebut dapat tercapai dengan baik sesuai tuntutan kurikulum 2013 pada sistem pendidikan berbasis kompetensi penjasorkes khususnya teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo boyolali diharapkan bermanfaat sebagai kerangka dasar fungsi kurikulum 2013. kurikulum 2013 dapat berjalan secara kreatif, inovatif, efektif, menyenangkan dan bermakna bagi perserta didik. perubahan dan implementasi itu tidak hanya konsep metode dan strategi guru dalam mengajar akan tetapi situasi dan kondisi siswa juga harus kondusif dan menyenangkan, sehingga siswa merasa nyaman belajar di sekolah. salah satu cara untuk pembelajaran dalam rangka meningkatkan hasil belajar teknik dasar sepak bola adalah dengan media atau memanfaatkan alat bantu yang sesuai. menurut pengalaman guru bidang studi penjasorkes khususnya kelas viii a smpn 1 mojosongo kabupaten boyolali sangat efektif untuk mencapai peningkatan hasil belajar teknik dasar sepak bola. dan uraian tersebut di atas disimpulkan bahwa perlunya diadakan penelitian tindakan kelas (ptk) terhadap penggunaan alat bantu dan media yang tepat karena dapat memenuhi nilai atau fungsi media pembelajaran secara umum. berdasarkan latar belakang tersebut, maka judul yang dipilih dalam penelitian ini adalah “upaya peningkatan hasil belajar teknik dasar sepak bola melalui metode permainan beregu siswa smpn 1 mojosongo kelas viii a kabupaten boyolali tahun pelajaran 2019/ 2020”. berdasarkan latar belakang tersebut di atas, maka dapat dimunculkan rumusan masalah sebagai berikut : pertama, bagaimana permainan beregu dapat meningkatkan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 16 hasil belajar teknik dasar sepak bola?. kedua, apakah melalui permainan beregu dapat meningkatkan keaktifan peserta didik? ketiga, apakah melalui permainan beregu dapat meningkatkan ketuntasan klasikal bagi siswa kelas viii a semester genap smp negeri 1 mojosongo kabupaten boyolali?. tujuan penelitian ini diharapkan dapat : pertama, menemukan peningkatan hasil belajar teknik dasar sepak bola kelas viii a semester genap di smpn 1 mojosongo boyolali kabupaten boyolali yang lebih efektif. kedua, meningkatkan keaktifan siswa melalui permainan beregu. ketiga, mengetahui sejauhmana pengaruh metode permainan beregu dapat meningkatkan ketuntasan teknik dasar sepak bola bagi siswa smp negeri 1 mojosongo kabupaten boyolali hakekat teknik dasar sepak bola dengan metode permainan beregu dalam proses belajar mengajar (pbm), utamanya dalam pendidikan olah raga dan kesehatan merupakan salah satu komponen yang mutlak harus ada. hal tersebut dapat dimungkinkan karena tanpa adanya teknik dasar, maka proses belajar mengajar tidak akan berjalan sesuai dengan tujuan yang diharapkan. sejalan dengan penelitian maria (2019), bahwasanya untuk mecampai ketuntasan belajar diperlukan suatu upaya mempermudah siswa dalam belajar entah itu metode atau media. permainan beregu dalam proses belajar mengajar untuk melakukan sesuatu pelajaran dalam upaya menyampaikan gagasan baru, sehingga gagasan itu sampai pada si penerima (audiensi) sedangkan media adalah sebuah perantara yang digunakan untuk menyampaikan gagasan atau ide-ide baru, sehingga ide-ide itu sampai pada si penerima. berdasarkan kajian teori diatas, maka dapat diajukan hipotesis tindakan sebagai berikut: pertama, melalui pernanfaatan permainan beregu dapat meningkatkan belajar teknik dasar sepak bola bagi siswa kelas viii a smpn 1 mojosongo kabupaten boyolali tahun pelajaran 2019/2020. kedua, pembelajaran teknik dasar sepak bola melalui metode permainan beregu dapat meningkatkan keaktifan belajar peserta didik kelas viii a smpn 1 mojosongo kabupaten boyolali. ketiga, pembelajaran teknik dasar sepak bola melalui metode permainan beregu pada pelaksanaan bahasan teknik dasar sepak b ola kelas viii a smpn 1 mojosongo kabupaten boyolali indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 17 metode penelitian ini merupakan penelitian tindakan kelas (classroom action research) yang di tandai dengan adanya siklus, adapun dalam penelitian ini terdiri atas 2 (dua) siklus, adapun dalam penelitian ini terdiri atas perencanaan ( planning), pelaksanaan (acting), pengamatan (observing) dan refleksi (reflecting). rancangan siklus 1: perencanaan (planning) terdiri atas kegiatan : a) penyusunan rencana pelaksanaan pembelajaran (rpp), b) penyiapan scenario pembelajaran. pelaksanaan (acting): a) pelaksanaan program pembelajaran siswa dengan jadwal, b) proses pembelajaran dengan menerapkan keragaman, kemampuan di kelas khususnya ban bekas, c) memilih sarana/ prasarana pendukung kegiatan belajar teknik dasar sepak bola dengan memanfaatkan permainan beregu, d) perlengkapan permainan beregu. pengamatan (observing) yaitu mengamati proses pembelajaran dan menilai hash tes, sehingga diketahui hasilnya atas dasar hasil tersebut yang akan dipergunakan untuk merencanakan tindak lanjut pada siklus berikutnya. refleksi (reflecting) yaitu menyimpulkan pelaksanaan hash tindakan pada siklus satu. rancangan siklus 2 : perencanaan (planning) terdiri atas: a) melakukan identifikasi hasil refleksi siklus i, b) merumuskan tindakan dan solusi. pelaksanaan (acting): a)membagi siswa dalam kelompok, b) melakukan pembelajaran teknik dasar sepak bola dengan metode permainan beregu. pengamatan (observing) : setiap kemajuan yang terjadi pada proses pembelajarann pada siklus ii diadakan observasi. dari observasi kemudian dievaluasi untuk diteliti dan dicari kelemahan dan kelebihan sebagai dasar menentukan langkah tindakan berikutnya. refleksi (reflecting) melakukan refleksi secara kolaborasi dengan hasil sebagai berikut: a) siswa sudah mulai terbiasa dengan menggunakan permainan beregu, b) g uru mengetahui kelemahan siswa dan berusaha memperbaikinya. c) siswa melakukan pembelajaran dengan senang dan sudah mulai aktif dalam melakukan pembelajaran dengan mernanfaatkan permainan beregu serta mulai aktif dalam mengeluarkan pendapat pada saat berdiskusi. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 18 hasil dan pembahasan kemampuan awal hasil belajar teknik dasar sepak bola yang diperoleh dari ulangan harian. sebelum dilakukan tindakan memanfaatkan permainan beregu. tabel 1. hasil belajar teknik dasar sepak bola sebelum metode permainan beregu nilai jumlah (f) n. f prosentase 50 5 250 12,5% 55 4 220 10,0% 60 6 360 45,5% 65 8 520 20,0% 70 7 490 17,5% 75 6 450 15,0% 80 4 320 10,0% 85 jumlah 40 100% rerata 2130 : 40 = 53,26% ketuntasn klasikal 23 : 40 x 100% = 57,5% data tabel 1 dapat dilihat kondisi awal sebelum diberi tindakan. dalam hal ini nilai teknik dasar sepak bola yang diperoleh dalam kegiatan belajar mengajar sebelum menggunakan alat bantu bans bekas, nilai diperoleh melalui tes yang dilaksanakan oleh guru mata pelajaran. hasil belajar awal (pra siklus) teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo boyolali dapat digambarkan grafik sebagai berikut. grafik 1 hasil belajar teknik dasar sepak bola pada pra siklus 0 1 2 3 4 5 6 7 8 50 55 60 65 70 75 80 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 19 pada keadaan awal dapat dilihat nilai rata-rata teknik dasar sepak bola 53,26% siswa yang mendapat nilai dibuat sebanyak 6 siswa atau 15,0% sedang siswa yang telah mencapai batas tuntas yakni mendapat nilai 60 ke atas sebanyak 14 siswa atau 35,0% dan prosentase tersebut berarti sebagian besar siswa belum mencapai hasil yang memuaskan dan paling banyak ada siswa mendapatkan 55 berjumlah 6 siswa atau 15,0%. berdasarkan hasil belajar teknik dasar sepak bola masih rendah, maka sebagai guru mata pelajaran berusaha melakukan inovasi pembelajaran agar hasil belajar teknik dasar sepak bola dapat ditingkatkan/ inisiatif yang diambil guru mata pelajaran serta di dukung kepala sekolah yang dibantu teman guru kolaborasi dilakukan inovasi pembelajaran dengan metode permainan beregu tujuan untuk meningkatkan hasl belajar teknik dasar sepak bola. setelah dilaksanakan penelitian melalui tindakan kelas, pada siklus i diperoleh hasil seperti berikut: tabel 2. hasil belajar teknik dasar sepak bola setelah metode permainan beregu pada siklus 1 nilai jumlah (f) n. f prosentase 50 5 250 12,5% 55 4 385 17,5% 60 6 420 17,5% 65 8 455 17,5% 70 7 420 15,0% 75 6 375 12,5% 80 4 240 7,5% jumlah 40 2545 100% rerata 2545 : 40 = 63,63% ketuntasn klasikal 28 : 40 x 100% = 70,0% dari tabel 2 diatas dapat dilihat kondisi siklus 1 setelah diberi tindakan. dalam hal ini berupa nilai tolak peluru yang diperoleh dalam kegiatan belajar mengajar melalui pemanfaatan bola besar, nilai diperoleh melalui tes yang dilaksanakan oleh guru mata pelajaran. hasil belajar penjasokes khususnya teknik dasar sepak bola kelas viii a indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 20 smpn 1 mojosongo kabupaten boyolali pada siklus 1 melalui metode permainan beregu dapat digambarkan dalam bentuk grafik sebagai berikut : grafik 2 hasil belajar teknik dasar sepak bola siklus 1 pada siklus 1 dapat dilihat rata-rata teknik dasar sepak bola 53,26%. siswa yang mendapatkan nilai di bawah 60 sebanyak 9 siswa atau 22,5%. sedangkan siswa yang telah mencapai batas tuntas yaitu mendapatkan nilai 60 ke atas sebanyak 31 siswa atau 77,5%. dari prosentase tersebut berarti siswa belum mencapai hasil yang memuaskan dan paling banyak adalah siswa mendapat nilai 65 berjumlah 8 siswa atau 20,0%. berdasarkan hasil belajar teknik dasar sepak bola yang belum mencapai batas tuntas adalah 9 siswa, maka guru mata pelajaran terus berusaha melakukan inovasi pembelajaran agar hasil belajar teknik dasar sepak bola dapat ditingkatkan. inisiatif yang diambil guru mata pelajaran serta didukung oleh kepala sekolah dan dibantu teman kolaborasi, melanjutkan inovasi pembajaran dengan memaksimalkan alat bantu yaitu membenahi segala kekurangan yang ada guru memamfaatan alat bantu dengan tujuan pada siklus berikutnya hasil belajar teknik dasar sepak bola dapat ditingkatkan dan dapat mencapai batas tuntas yang ditentukan yakni 65 keatas. setelah dilanjutkan tindakan kelas pada siklus ii, hasil belajar teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo boyolali, kabupaten boyolali yang dalam pembelajaran yang memanfaatkan alat bantu dapat disajikan dalam bentuk tabel sebagai berikut. 0 1 2 3 4 5 6 7 8 50 55 60 65 70 75 80 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 21 tabel 3. hasil belajar teknik dasar sepak bola setelah menggunakan metode permainan beregu pada siklus 2 (sumber data : lampiran) nilai jumlah (f) n. f prosentase 50 2 100 0,05% 55 3 168 0,75% 60 5 300 12,5% 65 7 455 17,5% 70 8 560 20,0% 75 7 525 17,5% 80 8 640 20,0% jumlah 40 rerata 2748 : 40 = 68,72% ketuntasan klasikal 30 : 40 x 100% = 75% hasil prestasi belajar penjasorkes melalui metode permainan beregu siswa kelas viii a smpn mojosongo kabupaten boyolali pada siklus 2 dapat digambarkan bentuk grafik sebagai berikut : grafik 3 hasil belajar teknik dasar sepak bola siklus 2 pada siklus 2 dapat dilihat nilai rata-rata teknik dasar sepak bola 68,7% yang 0 1 2 3 4 5 6 7 8 50 55 60 65 70 75 80 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 22 mendapat nilai di bawah 60 tinggal 4 siswa atau 0,1%. sedangkan siswa telah mencapai batas tuntas yaitu mendapat nilai 60 ke atas sebanyak 30 siswa atau 75%. dari prosentase tersebut berarti sebagian siswa telah mencapai hasil yang memuaskan dan paling banyak adalah siswa mendapat nilai 80 berjumlah 8 siswa atau 20%. berdasarkan hasil presentasi belajar teknik dasar sepak bola yang telah mencapai batas tuntas, maka guru kelas tetap harus berusaha melakukan inovasi pembelajaran agar hasil belajar teknik dasar sepak bola dapat dipertahankan dan dapat ditingkatkan. inisiatif yang diambil guru kelas serta di dukung oleh kepala sekolah dan dibantu teman kolaborasi, melanjutkan inovasi pembelajaran dengan meningkatkan hasil belajar teknik dasar sepak bola yaitu memberikan semangat kepada siswa untuk senantiasa selalu aktif dalam pembelajaran untuk mendiskusikan dengan teman guru, meningkatkan kerjasama yang baik dengan tujuan hasil belajar teknik dasar sepak bola dapat ditingkatkan termasuk untuk mata pelajaran yang lainya. berdasarkan data awal hasil belajar teknik dasar sepak bola, diketahui rata-rata sebesar 10% terdapat 4 siswa nilai kurang dari 60 dan 30 siswa mendapat nilai 60 keatas. ketuntasan secara klasikal sebesar 75,0%. berdasarkan data tersebut, rata-rata kelas belum mencapai batas tuntas yang ditetapkan. demikian pula secara klasikal belum mencapai ketuntasan. berdasarkan hasil tes pada siklus 1 diketahui rata-rata nilai penjasorkes pembelajaran teknik dasar sepak bola sebesar 67,5% didapatkan sebanyak 34 siswa mendapat nilai di bawah 60 (belum tuntas belajarnya) dan terdapat 37 siswa yang telah tuntas, karena mendapatkan nilai 60 ke atas. ketuntasan secara klasikal telah mencapai 75,0%. berdasarkan data tersebut, secara klasikal belum mencapai ketuntasan belajar. berdasarkan hasil tes pada siklus 2, diketahui rata-rata nilai penjasorkes materi teknik dasar sepak bola sebesar 68,5% terdapat 7 siswa yang telah mendapat nilai 60 atau lebih (tuntas belajarnya) tinggal 10 siswa yang belum tuntas karena mendapat nilai di bawah 65 walaupun dilihat dari peningkatan telah menunjukkan peningkatan yang signifikan. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 23 ketuntasan secara klasikal telah mencapai 75,0%. berdasarkan data tersebut, secara klasikal telah mencapai ketuntasan belajar. berdasarkan hasil observasi dengan upaya-upaya perbaikan yang dilakukan pada pembelajaran teknik dasar sepak bola, hasil yang dicapai siswa mengalami peningkatan. peningkatan tersebut dapat dilihat daru naiknya presentase hasil tes yang diperoleh siswa. tabel 4. hasil belajar teknik dasar sepak bola pada kondisi awal siklus 1 dan siklus 2 nilai (n) kondisi awal siklus i siklus 2 jumlah % jumlah % jumlah % 50 5 12,5% 5 12,5% 1 2,5% 55 4 10,0% 7 17,5% 3 0,75% 60 6 45,5% 7 17,5% 6 12,5% 65 8 20,0% 7 17,5% 8 17,5% 70 7 17,5% 6 15,0% 8 20,0% 75 6 15,0% 5 12,5% 8 17,5% 80 4 17,5% 3 25% 6 20,0% jumlah 40 100% 40 100% 40 100% rata-rata 2130 : 40 = 53,26 2545 : 40 = 63,64 2765 : 40 = 69,12 ketuntasan klasikal 23:40x100 = 57,5% 28:40x100 = 70,0% 30:40x100 = 75% dari hasil nilai rata-rata dari setiap siklus dapat dibuat tabel perbandingan sebagai berikut. tabel 5. rekapan hasil belajar teknik dasar sepak bola pada kemampuan awal siklus 1 dan siklus 2 siklus nilai rata-rata peningkatan kemampuan awal 13,26 siklus i 63,64 10,38 siklus ii 69,12 54,8 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 24 dari hasil peningkatan nilai teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo kabupaten boyolali tersebut di atas dapat digambarkan dalam bentuk grafik sebagai berikut : grafik 4 hasil belajar teknik dasar sepak bola siklus i dan siklus ii berdasarkan indikator kinerja yang telah ditetapkan bahwa hasil belajar teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo kabupaten boyolali tuntas ditentukan apabila 5% dari jumlah siswa mendapatkan nilai 60 ke atas. dari hasil tindakan melalui metode permainan beregu dapat diketahui jumlah siswa mendapat nilai 65 ke atas mencapai 75,0% sehingga diasumsikan bahwa sebagian besar siswa telah menuntaskan mata pelajaran teknik dasar sepak bola dan tinggal 5 siswa atau 12.5% yang belum menuntaskan mata pelajaran teknik dasar sepak bola, tetapi dilihat dari peningkatan prestasi yang dicapai setiap siklus terdapat peningkatan yang signifikan, ini dapat dimaklumi karena faktor-faktor yang mempengaruhi prestasi belajar dapat berasal dari dalam diri siswa yang meliputi : tingkat intelegensi, minat belajar, motivasi belajar, dan lain-lain. hasil penelitian ini bila dengan teori masih relevan. prestasi belajar dipengaruhi oleh beberapa faktor baik intern maupun ekstern. teori ini pun sejalan dengan hasil yang dilakukan sari (2019), menjelasakan bahwasanya tinggi rendahnya motivasi belajar siswa 50 52 54 56 58 60 62 64 66 68 70 pra siklus siklus i siklus ii peningkatan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 25 berpengaruh terhadap prestasi belajar siswa. media alam sekitar termasuk faktor yang berasal dari luar diri siswa yang mempengaruhi hasil belajar teknik dasar sepak bola, hal ini dapat dimaklumi karena manfaat sebagaimana yang dikemukakan arif s. sadiman (2003 : 7) yaitu : memperjelas penyajian pesan agar tidak terlalu bersifat verbalistis, menimbulkan kegairahan belajar, memungkinkan interaksi yang lebih langsung antara siswa dengan guru dan memungkinkan siswa belajar sendiri-sendiri menurut kemampuan, bakat dan minatnya. simpulan setelah diadakan analisis ada yang diperoleh dari penelitian maka dapat disimpulkan sebagai berikut: pertama, memanfaatan permainan beregu dapat meningkatkan hasil belajar teknik dasar sepak bola ba gi siswa kelas viii a smpn 1 mojosongo kabupaten boyolali tahun pelajaran 2019/2020. kedua, berdasarkan indikator yang telah ditetapkan bahwa hasil belajar teknik dasar sepak bola siswa kelas viii a smpn 1 mojosongo kabupaten boyolali tuntas belajar, apabila 80% dari jumah siswa mendapat nilai 60 keatas. dari hasil tidakan melalui pemanfaatan permainan beregudan dapat diketahui jumlah siswa mendapat nilai 60 keatas mencapai 90,9% sehingga di asumsikan pelajar teknik dasar sepak bola siswa telah menuntaskan pelajaran teknik dasar sepak bola dan tinggal 2 siswa atau 9,10% belum menuntaskan pelajaran teknik dasar sepak bola tetapi dilihat dari peningkatan yang dicapai setiap siklus terdapat peningkatan yang dicapai setiap siklus terdapat dari peningkatan yang dicapai setiap siklus terdapat peningkatan yang signifikan pada setiap siswa. ketiga, permainan beregu dapat meningkatkan hasil belajar teknik dasar sepak bola bagi siswa kelas viii a smpn 1 mojosongo kabupaten boyolali mempunyai kenaikan masing-masing 75%. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 14-26 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 26 daftar referensi arief, s sadiman dkk. 2003. metode pendidikan. jakarta. rajawali. depdikbud. 1997, pusat kesegaran jasmani dan rekreasi, jakarta. gunter, benhard, 1993, atletik, jakarta: efther & dahara prize offset. harsono, 1998, coaching dan aspek-aspek dalam coaching, jakarta. jorach, u, hagy.e. krempel r, 1998, atletik i, jakarta : pt. rosida jaya putra offset. maria laestisia. (2019). meningkatkan hasil belajar ips melalui model pembelajaran problem based instruction di sekolah dasar. indonesian journal of instructional media and model, 1(2),63-73. oemar, h. malik. 2000. metode belajar dan kesulitan belajar. bandung. transito sari, a. y. (2019). meningkatkan motivasi dan prestasi belajar matematika melalui model pembelajaran think-pair-share. indonesian journal of instructional media and model, 1(1),1-9. sukatamsi,1995, sepak bola, teori dan praktek atlet i, surakarta : depdikbud, universitas sebelas maret. mirdiyanto, 2011. atletik. teori praktik, semarang : depdikbud universitas negeri semarang 45 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 penerapan pendekatan contextual teaching and learning dalam meningkatkan hasil belajar matematika pada materi luas dan keliling bangun datar siti muflihah, anerbelson lepith stkip nuuwar fakfak, papua barat email : lychamuf@gmai.com 1 , anerolepith@gmail.com 2 abstrak penelitian ini bertujuan untuk meningkatkan hasil belajar dan siswa terhadap luas dan keliling bangun datar melalui penerapan pendekatan contextual teaching and learning (ctl) siswa kelas v mi asysyafi’iyah fakfak. desain penelitian adalah penelitian tindakan kelas dengan dua siklus yang terdiri dari dua pertemuan per siklus. setiap siklus terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. subjek penelitian adalah siswa kelas v sebanyak 18 orang yang terdiri dari 11 siswa perempuan dan 7 siswa laki-laki. teknik pengumpulan data menggunakan observasi, tes, catatan lapangan dan evaluasi. data hasil penelitian menunjukkan adanya peningkatan hasil belajar siswa dilihat dari nilai rata-rata kelas siklus i sebesar 65 dengan ketuntasan klasikal sebesar 55,5% dan nilai rata-rata siklus ii meningkat menjadi 84,4 dengan ketuntasan klasikal sebesar 94,44%. berdasarkan hasil analisis data, disimpulkan bahwa pendekatan ctl efektif mengantarkan siswa kearah pembelajaran yang aktif, inovatif, kreatif dan menyenangkan karena pembelajaran dilakukan di luar kelas, siswa menemukan sendiri pengetahuan baru sehingga dapat meningkatkan hasil belajar matematika tentang luas dan keliling bangun datar. kata kunci: contextual teaching and learning (ctl), hasil belajar. the implementation of contextual teaching and learning approach to improve mathematical learning outcomes in broad material and around the flat shape abstract this study aims to improve student learning outcomes and understanding of flat and wide area measurement through the application of approach of contextual teaching and learning (ctl) fifth grade students of mi asy-syafi'iyah fakfak. the research design is a classroom action research with two cycles consisting of two meetings per cycle. each cycle consists of planning, implementation and observation, and reflection. the research subjects were 18 grade v students consisting of 11 female students and 7 male students. data collection techniques use observation, tests, field notes and evaluations. the research data shows an increase in learning outcomes and student understanding seen from the average value of the first cycle class of 65 with classical completeness of 55.5% and the average value of the second cycle increased to 84.4 with classical completeness of 94.44% . based on the results of data analysis, it was concluded that the ctl approach effectively leads students towards active, innovative, creative and fun learning because learning is done outside the classroom, students find new knowledge themselves so that they can improve learning outcomes and mathematical understanding. keyword: contextual teaching and learning (ctl), learning outcomes mailto:lychamuf@gmai.com mailto:anerolepith@gmail.com 46 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 pendahuluan international association for evaluation of educational achievement (ieea) mempublikasikan hasil penelitiannya tentang tunaaksara siswa 9-14 tahun di 41 negara. berdasarkan hasil penelitian tersebut, indonesia menduduki peringkat ke 40 dari 41 negara dan dikategorikan sebagai negara belum maju bersama afrika selatan. sedangkan pisa (programme for international student assesment) merupakan kegiatan tiga tahunan yang bertujuan untuk menguji tingkat literasi membaca, matematika dan sains siswa sekolah berusia 15 tahun, hasil tes pada tahun 2015 indonesia menempati peringkat ke 69 dari 76 negara yang ikut berpartisipasi (coughlan, 2015). tentulah hal ini menunjukan bahwa pendidikan indonesia masih jauh dari harapan. belajar dan pembelajaran merupakan aktivitas yang tidak dapat dipisahkan di dalam pendidikan. pembelajaran secara sederhana dapat diartikan sebagai upaya untuk membelajarkan seseorang melalui berbagai upaya dan berbagai strategi, metode dan pendekatan ke arah pencapaian tujuan yang telah direncanakan (majid, 2016). sedangkan berdasarkan uu spn no. 20 tahun 2003 pembelajaran adalah proses interaksi antara peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. tujuan mata pelajaran matematika salah satunya adalah agar siswa memiliki matematika untuk pemacahan masalah sehari-hari. kemampuan matematika sangat penting untuk dikembangkan sejak jenjang sekolah dasar karena akan menjadi dasar untuk mengembangkan kemampuan seperti kemampuan mengaplikasikan konsep matematika, penalaran matematika, berpikir kritis, dan pemecahan masalah. hal ini sejalan dengan wiharno (dalam ompusunggu, 2009) yang menyimpulkan bahwa “kemampuan matematika merupakan suatu kekuatan yang harus diperhatikan dan diperlakukan secara fungsional dalam proses dan tujuan pembelajaran, hal tersebut hanya bisa dilakukan melalui pembelajaran dengan pemahaman”. siswa biasanya belajar matematika dengan cara menghafal bukan memahami, materi yang bersifat abstrak membuat siswa kesulitan dalam memahaminya, serta anggapan siswa bahwa matematika merupakan pelajaran yang sulit membuat mereka malas untuk mempelajari dan memahaminya. konsep luas dan keliling bangun datar merupakan salah satu kompetensi bagi siswa kelas iv, v, dan vi. jika melihat bahwa konsep tersebut sudah diberikan sejak kelas iv, seharusnya di kelas v dan vi siswa sudah memiliki kemampuan matematika untuk materi ini. kenyataan dilapangan bahwa masih didapati siswa yang belum bisa memahami luas dan keliling bangun datar. hal ini menunjukkan bahwa ternyata meskipun materi luas dan keliling bangun datar sudah diajarkan di tiga tingkatan kelas tetapi siswa belum memahami materi secara komperhensif. 47 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 salah satu pengaruh rendahnya siswa terhadap pelajaran matematika adalah pendekatan pembelajaran yang dilakukan oleh guru. masih banyak guru yang menempatkan dirinya sebagai sumber utama pengetahuan kemudian ceramah adalah yang menjadi pilihan utama strategi belajar yang menyebabkan kejenuhan untuk belajar matematika. slameto (2015) mengungkapkan bahwa “guru biasanya mengajar dengan metode ceramah saja sehingga siswa menjadi bosan, mengantuk, pasif, dan hanya mencatat saja”. banyak cara yang dapat dilakukan guru dalam mengajarkan materi pelajaran, salah satunya dengan pendekatan contextual teaching and learning (ctl). johnson (2002) mengartikan pendekatan ctl adalah suatu proses pendidikan yang bertujuan membantu siswa melihat makna dalam bahan pelajaran yang mereka pelajari dengan cara menghubungkannya dengan konteks kehidupan sehari-hari mereka, yaitu dengan konteks lingkungan pribadinya, sosialnya, dan budayanya. untuk dapat memberi dan meningkatkan hasil belajar siswa, penggunaan pendekatan ctl menjadi alternatif melalui penggunaan selama beberapa siklus. penulis ingin mengetahui apakah penerapan pendekatan ctl dapat meningkatkan hasil belajar matematika siswa pada materi luas dan keliling bangun datar di mi asy-syafi’iyah fakfak. penelitian ini bermanfaat: (1) bagi guru, dapat mengetahui penerapan pendekatan ctl sebagai salah satu variasi dalam mengajarkan luas dan keliling bangun datar untuk meningkatkan hasil belajar dan siswa di kelas v dan (2) bagi peneliti lain, sebagai sumber informasi untuk mengadakan penelitian lebih lanjut, khususnya mengenai pembelajaran matematika melalui pendekatan ctl. kajian teoritis pendekatan contextual teaching and learning (ctl) pendekatan pembelajaran adalah cara pandang untuk membelajarkan peserta didik melalui pusat perhatian tertentu (akbar, 2015). menurut suherman (1993) pendekatan dalam pembelajaran adalah suatu jalan, cara, atau kebijaksanaan yang ditempuh oleh guru atau siswa dalam pencapaian tujuan pembelajaran dilihat dari sudut bagaimana proses pembelajaran atau materi pembelajaran itu, umum atau khusus. hal yang sama dikemukakan oleh wahjoedi (1999) bahwa pendekatan pembelajaran adalah cara mengelola kegiatan belajar dan perilaku siswa agar ia dapat aktif melakukan tugas belajar sehingga dapat memperoleh hasil belajar secara optimal. kaitannya dengan pembelajaran matematika, ruseffendi (hendriana dkk, 2014) menjelaskan bahwa pendekatan dalam pembelajaran matematika adalah suatu cara atau prosedur yang ditempuh guru dalam pencapaian tujuan pembelajaran dilihat dari sudut bagaimana proses pembelajaran atau materi pembelajaran dikelola. 48 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 pembelajaran kontekstual telah berkembang di negara-negara maju dengan nama beragam. di negara belanda disebut dengan istilah realistic methematics education (rme) yang menjelaskan bahwa pembelajaran matematika harus dikaitkan dengan kehidupan sehari-hari peserta didik. di amerika disebut dengan istilah contextual teaching and learning (ctl) yang intinya membantu guru untuk mengaitkan materi pelajaran dengan kehidupan nyata dan memotivasi peserta didik untuk mengaitkan pengetahuan yang dipelajarinya dengan kehidupan sehari-hari mereka. the washington state consortium for contextual teaching and learning (2001) mengartikan pembelajaran kontekstual adalah pengajaran yang memungkinkan siswa memperkuat, memperluas, dan menerapkan pengetahuan dan keterampilan akademisnya dalam berbagai latar sekolah untuk memecahkan seluruh persoalan yang ada dalam dunia nyata. pembelajaran kontekstual terjadi ketika siswa menerapkan dan mengalami apa yang diajarkan dengan mengacu pada masalah-masalah riil yang berasosiasi dengan peranan dan tanggungjawab mereka sebagai anggota keluarga, masyarakat, siswa, dan selaku pekerja. tabel 1. fase-fase pembelajaran ctl fase kegiatan guru fase 1 : mengembangkan pemikiran siswa untuk melakukan kegiatan belajar bermakna, apakah dengan cara sendiri, menemukan sendiri dan mengkonstruksi sendiri pengetahuan dan keterampilan baru yang harus dimilikinya. membagikan beberapa lembar kertas kepada siswa, dan meminta untuk dibuat beberapa bentuk bangun datar sederhana yang siswa ketahui. fase 2 : melaksanakan sejauh mungkin kegiatan inquiri dengan berbantuan bangun datar yang telah dibuat siswa, guru meminta pada siswa untuk memberi nama pada masing-masing bangun datar yang telah dibuat sebelumnya. fase 3 : mengembangkan sifat ingin tahu siswa melalui memunculkan pertanyaan mengajak siswa untuk keluar kelas dan membentuk lingkaran di halaman sekolah (lapangan upacara) dan memancing siswa untuk bertanya. fase 4 : menciptakan masyarakat belajar, seperti melalui kegiatan kelompok diskusi, tanya jawab dan sebagainya membagi siswa dalam beberapa kelompok yang beranggotakan 4-5 orang, dan membagikan permasalahan berkaitan dengan materi luas dan keliling bangun datar. 49 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 fase kegiatan guru fase 5 : menghadirkan model sebagai contoh pembelajaran mendatangkan model (misalnya) tukang yang biasa memasang ubin ruangan, dan memberikan kesempatan untuk menjelaskan pemakaian kebutuhan ubin pada ukuran lantai yang akan dipasang ubin. fase 6 : membiasakan anak untuk melakukan refleksi dari setiap kegiatan pembelajaran yang telah dilakukan memberikan kesempatan pada siswa untuk menyampaikan pendapatnya terkait dengan pembelajaran yang telah dilaksanakan. fase 7: melakukan penilaian secara objektif, yaitu melalui kemampuan yang sebenarnya pada setiap siswa 1) masing-masing kelompok mempresentasikan hasil diskusinya dan kelompok lain memberikan tanggapan. 2) siswa mengerjakan soal evaluasi yang telah disediakan oleh guru. sumber :tim pengembang mkdp (2012) hasil belajar belajar adalah suatu proses usaha yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku sebagai hasil pengalamannya sendiri dalam interaksi dengan lingkungannya (slameto, 2013). menurut gagne (susanto, 2016), belajar dapat didefinisikan sebagai suatu proses di mana suatu organisme berubah perilakunya sebagai akibat pengalaman. belajar merupakan suatu proses untuk memperoleh motivasi dalam pengetahuan, keterampilan, kebiasaan, dan tingkah laku. gagne juga menekankan bahwa belajar sebagai suatu upaya memperoleh pengetahuan atau keterampilan melalui instruksi. hasil belajar merupakan hasil yang dicapai siswa setelah mengikuti proses pembelajaran. hasil belajar siswa pada hakikatnya merupakan perubahan tingkah laku siswa setelah melalui proses belajarmengajar. sebagaimana dijelaskan oleh susanto (2016) menerangkan bahwa hasil belajar adalah perubahan-perubahan perilaku yang terjadi pada siswa, baik yang menyangkut aspek kognitif, afektif dan psikomotor. sejalan dengan hal tersebut purwanto (2013) mengatakan bahwa proses belajar dapat melibatkan aspek kognitif, afektif dan psikomotor, hasil belajar dapat dilihat dari nilai tes siswa, lembar penilaian afektif dan psikomotor. hasil belajar juga merupakan istilah yang sering digunakan untuk menunjukkan tingkat keberhasilan yang dicapai seseorang setelah melakukan usaha tertentu yang diperoleh melalui sebuah kegiatan belajar mandiri atau kegiatan belajar mengajar. dalam hal ini, hasil belajar adalah hasil yang dicapai siswa dalam bidang studi tertentu setelah mengikuti proses pembelajaran. 50 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 metode jenis penelitian tindakan kelas ini mengacu pada model kemmis dan mc. taggart terdiri atas empat tahap yaitu perencanaan, pelaksanaan tindakan, observasi dan refleksi. dalam penelitian ini, peneliti adalah instrumen utama karena peneliti yang merencanakan, merancang, melaksanakan, mengumpulkan data, menganalisis data, menarik kesimpulan, dan membuat laporan. penelitian ini dilakukan pada semester ii tahun pelajaran 2017/2018. subjek penelitian ini adalah 18 siswa kelas v mi asy-syafi’iyah fakfak yang meliputi 7 siswa laki-laki dan 11 siswa perempuan. jenis data dalam penelitian ini berupa data kuantitatif yaitu data yang diperoleh dari tes yang diberikan kepada siswa kemudian diolah penentuan skornya dan mengkonversi perolehan persentase tersebut sesuai dengan kriteria penilaian yang dikembangkan oleh arikunto (2008) sebagai berikut: 81 % 100 % : sangat baik 61 % 80 % : baik 41 % 60 % : cukup 21 % 40 % : kurang < dari 20% : sangat kurang. penelitian tindakan kelas ini dikatakan berhasil apabila telah memenuhi indikator keberhasilan pembelajaran yaitu siswa yang tuntas telah mencapai >75%. hasil dan pembahasan hasil penelitian hasil penelitian ini terbagi dalam dua bagian, yaitu (1) hasil pra tindakan, dan (2) hasil pelaksanaan tindakan. kegiatan pada pra tindakan yaitu peneliti memberikan tes awal kepada siswa yang diikuti oleh 18 siswa. tes awal ini bertujuan untuk mengetahui tingkat pengetahuan siswa tentang materi prasyarat dari luas dan keliling bangun datar dan juga untuk pembentukan kelompok secara heterogen. materi yang diberikan pada tes awal yaitu soal cerita tentang luas dan keliling bangun datar. berdasarkan hasil analisis tes awal, diperoleh kesimpulan bahwa sebagian besar siswa belum dapat memahami cara menghubungkan antar satuan. hal ini terjadi karena siswa belum memahami konsep luas dan keliling itu sendiri. meski ada beberapa siswa sudah dapat memahami konsep luas dan keliling bangun sederhana. pelaksanaan tindakan dalam penelitian ini terbagi menjadi dua siklus, yaitu siklus i dan siklus ii. setia siklus terdiri dari dua pertemuan. kegiatan pada pertemuan pertama, yaitu 51 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 peneliti memberikan materi memahamiluas bangun datar, sedangkan pada pertemuan kedua peneliti materi menghitung luas dan keliling bangun datar sederhana. selama pembelajaran berlangsung dilakukan pengamatan aktivitas guru. pengamatan dilakukan oleh dua pengamat. pembelajaran diakhiri dengan pemberian tes akhir di setiap siklus untuk mengetahui hasil belajar siswa apakah sudah tuntas. siklus i kegiatan siklus i dilaksanakan selama dua pertemuan, pertemuan pertama sebagai awal dari penelitian dilaksanakan pada hari selasa tanggal 18 september 2018, sedangkan pertemuan kedua pada tanggal 20 september 2018. adapun peningkatan hasil belajar dan siswa terhadap matematika pada materi memahami luas dan keliling bangun datar sederhana pada siklus i diperoleh hasil sebagai berikut. tabel 2. rekapitulasi tes akhir pra siklus dan siklus i no siswa nilai pra siklus siklus i 1 nad 80 90 2 aa 70 80 3 sak 60 70 4 msap 40 50 5 aho 70 90 6 mfr 50 70 7 pmm 40 50 8 mk 40 50 9 sn 60 70 10 ami 40 50 11 frm 50 50 12 shh 40 40 13 arn 60 80 14 sfd 40 50 15 mssn 40 70 16 fw 40 60 17 ls 40 70 18 vs 50 80 jumlah 910 1170 mean 50,56 65,00 berdasarkan tes hasil belajar pada gambar di atas menunjukkan bahwa terjadi peningkatan baik pada rata-rata kelas maupun persentase ketuntasan klasikal. ketuntasan klasikal pada pra siklus 16,6% dan pada siklus i meningkat menjadi 55,5%. selama penelitian berlangsung, terdapat beberapa kelemahan dalam pelaksanaannya yaitu: 1) pada kegiatan fase 1, guru belum maksimal dalam mengarahkan siswa pada kegiatan mengkonstruksi sendiri pengetahuan dan keterampilan barunya padahal untuk konsep bangun 52 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 datar mereka sudah pernah mendapatkannya di kelas iv, 2) kegiatan fase 5, ketika mengungkapkan pendapat atau belum berjalan sesuai yang diharapkan, hal ini dikarenakan siswa masih malu-malu dalam mengajukan pertanyaan kepada modeling, 3) pembelajaran ctl memerlukan waktu yang relatif lama karena proses pembelajaran dilakukan diluar kelas terlebih dahulu, untuk mengantarkan siswa pada keadaan yang riil. berdasarkan beberapa kelemahan tersebut, maka diperlukan perumusan solusi terhadap kendala yang terjadi dilapangan bertujuan agar siklus berikutnya diperoleh hasil yang lebih baik,solusi tersebut yaitu:1) guru mengarahkan siswa pada kegiatan mengkonstruksi sendiri pengetahuan dan keterampilan barunya padahal untuk konsep bangun datar melalui contoh bentuk-bentuk bangun ruang melalui gambar yang kemudian meminta siswa untuk mengaplikasikan bentuk tersebut dengan pada media kertas yang telah dibagikan, 2) memotivasi siswa untuk melakukan tindakan aktif dalam mengajukan pendapat ataupun pertanyaan kepada model yang dipilih atau ditampilkan oleh guru, 3) alokasi waktu dan manajemen pengelolaan rpp harus diperhitungkan atau dipersiapkan secara tepat. siklus ii kegiatan siklus ii dilaksanakan selama dua pertemuan, pertemuan pertama sebagai awal dari penelitian dilaksanakan pada hari selasa tanggal 25 september 2018, sedangkan pertemuan kedua pada tanggal 27 september 2018. adapun peningkatan hasil belajar dan siswa terhadap matematika pada materi luas dan keliling bangun datar sederhana pada siklus ii diperoleh hasil sebagai berikut. tabel 3. rekapitulasi tes akhir siklus i dan siklus ii no siswa nilai siklus i siklus ii 1 nad 90 100 2 aa 80 100 3 sak 70 100 4 msap 50 80 5 aho 90 100 6 mfr 70 80 7 pmm 50 70 8 mk 50 70 9 sn 70 90 10 ami 50 70 11 frm 50 80 53 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 12 shh 40 50 13 arn 80 100 14 sfd 50 70 15 mssn 70 80 16 fw 60 80 17 ls 70 100 18 vs 80 100 jumlah 1170 1520 mean 65,00 84,44 berdasarkan tes hasil belajar pada tabel di atas menunjukkan bahwa terjadi peningkatan baik pada rata-rata kelas maupun persentase ketuntasan klasikal. ketuntasan klasikal pada kegiatan siklus i55,5% dan pada siklus ii meningkat menjadi 94,44%. pembahasan peningkatan rata-rata hasil belajar matematika siswa kelas v mi asy-syafi’iyah pada materi luas dan keliling bangun datar disajikan dalam diagram 1 berikut. berdasarkan gambar diagram 1 tersebut, menunjukan bahwa perolehan nilai siswa antara pra siklus 50,56 di siklus i terjadi peningkatan menjadi 65,0 dan meningkat lagi di siklus ii menjadi 84,44. itu berarti bahwa nilai rata-rata tersebut telah mencapai diatas kkm yang ditentukan oleh sekolah yaitu sebesar 62,00. hal ini karena pendekatan ctl telah mampu mengaktifkan pengetahuan yang sudah dimiliki siswa sebelumnya, melalui pembelajaran ctl yang dilakukan sendiri oleh siswa diluar kelas telah dapat membantu siswa dalam rangka memperoleh pengalaman dan pembelajaran baru. 54 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 hal tersebut membuktikan bahwa model pembelajaran ctl dapat meningkatkan hasil belajar siswa. sebagaimana hasil penelitian leksair (2017) yang menyimpulkan bahwa melalui model pembelajaran ctl dapat membuat pembelajaran menjadi aktif dan dapat meningkatkan hasil belajar siswa. simpulan dan saran berdasarkan paparan data dan pembahasan, dapat disimpulkan bahwa penerapan pendekatan ctl dapat meningkatkan hasil belajar siswa tentang luas dan keliling bangun datar siswa kelas v mi asy-syafi’iyah fakfak yang terlihat dari semakin meningkatnya hasil belajar siswa pada siklus ii dibanding dengan siklus i. rata-rata hasil tes pada siklus i yaitu 65,0 dengan ketuntasan klasikal 55,5% (10 anak) dan rata-rata pada siklus ii yaitu 84,44 dengan ketuntasan klasikal 94,44% (17 anak). penerapan pendekatan ctl yang dilaksanakan dengan cara pembentukan kelompok dan proses belajarnya di halaman sekolah menjadikan siswa aktif dalam menemukan pengetahuan baru sendiri, jika terdapat siswa yang mengalami kesulitan, teman dalam satu kelompok akan memberikan bantuan terhadap teman sekelompoknya. ketika memecahkan masalah masing-masing siswa memperoleh yang lebih mantap. berdasarkan hasil dan pembahasan penelitian tersebut, penulis menyarankan bagi peneliti lain yang akan menindaklanjuti penelitian ini disarankan untuk mengurangi kelemahankelemahan dalam penelitian ini, diantaranya adalah efisiensi waktu pembelajan, pengelolaan kelas, agar dapat mengarahkan siswa ke arah pembelajaran yang aktif, inovatif, kreatif, efektif dan menyenangkan. daftar pustaka akbar, s. (2015). instrumen perangkat pembelajaran. bandung: pt remaja rosdakarya. arikunto, s. (2008). dasar-dasar evaluasi pendidikan. jakarta: prestasi pusaka. coughlan, s. (2015, mei 13). asia peringkat tertinggi sekolah global, indonesia nomor 69. retrived direktorat pendidikan lanjutan petama depdiknas. (2003). pembelajaran kontekstual. jakarta: depdiknas. hendriana, heris & soemarmo, u. (2014). penilaian pembelajaran matematika. bandung: pt refika aditama. hudojo, h. (1998). belajar mengajar matematika. jakarta : depdikbud. johnson, e. b. (2002).contextual teaching and learning: what it is and whay it’s here to stay. california: corwin press. leksair, m, a. (2017). peningkatan hasil belajar matematika melalui model pembelajaran ctl. jurnal pendidikan guru sd, 06 (09), 880-886. majid, a. (2016). strategi pembelajaran. bandung: pt remaja rosda karya. mctaggart, r. (1991). action research a short modern history. victoria. australia: deakin university. 55 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 35-45 p-issn: 2686-0708 e-issn: 2686-0112 ompusunggu, v.d.k. (2014). peningkatan kemampuan matematik dan sikap positif terhadap matematika siswa smp nasrani 2 medan melalui pendekatan problem posing. saintech, 06 (04), 93-105. purwanto, n. (2002). ilmu pendidikan dan teknis. bandung: rosda karya. republik indonesia. (2003). undang-undang no. 20 tahun 2003 tentang sistem pendidikan nasional. sekretariat negara. jakarta. slameto. (2015). belajar & faktor-faktor yang mempengaruhinya. jakarta: pt. rineka cipta. suherman. (1993). strategi belajar mengajar matematika. jakarta: universitas terbuka. susanto, a, (2016). teori belajar dan pembelajaran. jakarta: prenadamedia group. suyono, & hariyanto. (2016). belajar dan pembelajaran. bandung: pt remaja rosda karya. tim pengembangan mkdp. (2002). kurikulum dan pembelajaran. jakarta: rajawali pers. wahjoedi. (1999). jurnal iptek olah raga. jurnal. jakarta: pusat pengkajian dan pengembangan iptek. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 78 enhancing the reading comprehension of students in narrative text using story face strategy albiansyah master of english education study program, syarif hidayatullah state islamic university of jakarta email: albiansyah19@mhs.uinjkt.ac.id jhoni saputra department of english education, islamic university of indragiri joni.s4putra@gmail.com abstract this study was a classroom action research that deals with story face strategy’s use to enhance the students’ reading comprehension of narrative text. the purpose of this study was to reveal the execution of story face strategy in the process of narrative text teaching and learning, and also to describe about reading comprehension of after using story face strategy in classroom. the participants were all students of grade x.2 grade of miftahul huda sungai luar. the instruments to collect qualitative data were observation sheet, interview, and field note. the quantitative instrument is reading comprehension test. on the basis of data analysis, it is found that story face strategy enhanced students 'understanding of reading in narrative text. the improvements occurred in cycle 1 and cycle 2. the improvement of students’ reading comprehension is 59.4 (enough) to 71.7 (good). the result suggests that the use of the story face strategy to enhance students 'understanding of reading in narrative text is successful for grade x.2 students. the variables that alter the enhancement of the students depending on the results of the interview and observation indicate students' enthusiasm when using of story face sheets in the story face strategy. keywords: story face strategy, reading comprehension, narrative text introduction as a foreign communication tool, english is currently becoming a very popular language and it becomes more important in many fields, particularly in transferring science, technology, trades, politics, businesses, etc. it is used not only by native speakers but also by non-native speakers to communicate each other. it has been widely used as an international language in different areas of life. therefore, learning english becomes necessity for most people worldwide to communicate and to get information around the world. one can hardly deny that english plays a very important role in the major aspects of life in this global era. it is the most widely spoken language in the world so that english today is fast becoming a lingua franca of international trade and commerce. with the challenges posed by globalization and technological advances, information and communication technology (ict) has become the most crucial one in gathering scientific information available on electronic media. english is becoming an international language nowadays. in indonesia, it is formally taught from primary school through to university. there are four english skills that the students will be taught, listening, speaking, reading, and writing. reading is one of the four mailto:albiansyah19@mhs.uinjkt.ac.id mailto:joni.s4putra@gmail.com indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 79 competencies that students need to have. but not only are they reading, the students will probably understand what they are reading. based on permendiknas (2006, 366), there are four kinds of texts that should be taught to the senior high school students, they are procedure, recount, descriptive and narrative. since they are in the second grade of junior high school, narrative text is taught to the students and it will be taught until they are in the third grade of senior high school. so, learning how to interpret the narrative text well is really necessary for students in the 1st grade of senior high school. (catherine snow, 2002) defined comprehension as the process of simultaneously extracting and constructing meaning through interaction and involvement with written language. it consists of three elements: the reader, the text, and the activity or purpose for reading. furthermore, (neufeld, 2005) stated that comprehension can be defined broadly as the process of constructing a supportable understanding of a text. comprehension is the ultimate goal of the reading process. they also defined reading comprehension as constructing meaning by integrating the information provided by author with the readers’ background knowledge. it requires that the reader interact with the text to construct meaning. so, the readers’ background also influences their reading comprehension. comprehension of reading relates to ability of the readers in using meta-cognitive reading strategies for comprehending the meanings of the text. besides, it is a complicated process that requires a combination of text and readers and three main styles of reading are usually reasonable are accuracy (phonological and orthographic processing included), fluency (including time), and understanding. (klingner et al., 2007) defines understanding reading as the process of meaning building by coordinating a variety of dynamic processes that include word reading, comprehension of words and worlds, and fluency. the implementation of reading comprehension to the students in language learning require the strategy to assist their understanding in english text likes graphic organizer which one of them is story face. (cullen & metatla, 2019) story face is used in schools to facilitate the underplay of stories and narrative structure by children. it can encourage innovation as a team practice and foster community inter-action. (sholichah, 2017) story face is a technique that helps students learn the elements of a book or story using a graphic organizer. story face provides a graphical visual display for key narrative text content. a diagram (called a 'plot mapping') is used by this instruction method to visually represent the setting or the sequence of events and story character action. in summary the main purpose of reading is comprehension. reading comprehension of narrative text was one of genre that must be learned by the students in senior high school. the indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 80 students had to know the structure and components in narrative text to make them easy comprehend the text. by constructing these items, the students could create understandable. as stated by (fajar, 2020) educational problems are lack of teacher creativity in developing learning styles, the teachers tend to only use the lecture method, without showing anything other. this results in students becoming bored and bored in capturing subject matter provided by the teacher. so that is what the teacher conveyed to students become less than optimal. the use of suitable strategy or technique in teaching and learning process is very necessary especially in teaching millennial students. in addition, (erti, 2020) he learning process in educational units is carried out in an interactive, inspirational, fun, challenging, motivating students to participate actively, and providing sufficient space for initiative, creativity, and independence according to talents, interests and physical development as well psychological learners. the biggest challenge faced by students in the classroom especially in the narrative text learning process is that they do not grasp what the text tells them about. the key point of each paragraph is not known to them. the students would then conclude that the narrative text is uninteresting and difficult to understand. because of this problem, the researchers want to find a solution to how, after reading it, the students can understand the narrative text. regarding on the study of ma students in the 1 st grade. miftahul huda sungai luar, when asked by the teacher, the students could not say the substance of the letter. in comparison, the students just got an average score of 60 and the kkm had 65. consequently, they were unable to understand each narrative text they encountered, and it could impact their score in the reading section. there were some factors, however, that caused this issue. second, the instructor did not give the students different strategies to understand the narrative text. in addition, the students did not feel happy when they learned narrative text. they had just come across a really long text and they had to answer the questions after reading it. so, the researchers decided to use an enjoyable approach to enhance the reading understanding of narrative text by students. story face is one of the graphic organizers that was intended to assist students understand the text of the narrative. it is a story mapping change that improves reading and writing. the story face is an original adaptation of the common technique for story mapping that also uses a visual context for the narrative text to recognize, define, and remember elements (staal, 2000). the instructor will ideally enhance the students' reading understanding of narrative text by using this graphic organizer. the narrative face provides a recognizable object to represent a story. two circles reflecting the environment and character are the eyes. the nose is the issue, and the mouth consists of a series of circles that represent the key events leading to indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 81 the resolution. by using the story face, the researchers thought it might enhance the understanding of reading by students. the graphic and semantic organizers enable readers to graphically represent (write or draw) and arrange the ideas' meanings and relationships in the text (armbruster et al., 2003). they come in a number of ways, including maps, graphs, charts, frames, pages, and clusters. the key benefit of these organizers for understanding tends to be their ability to strengthen the memory of the content of what they read by a reader. the story face not only offers a collection of shapes with names, according to (staal, 2007), but also shows the overall images of a face that gives the reader a meaningful sense for comprehension. based on these ideas, the researchers supposed that the graphic organizer of the story face could be used to enhance the reading understanding of narrative text by students. the story face is an original adaptation of the common technique for story mapping that also uses a visual context for the narrative text to recognize, define, and remember elements (staal, 2000). the story face offers a recognizable object on which to outline a story, instead of the complicated set of boxes with a mark in a typical story map. for incorporating specific details and secondary characters, the eyes are two circles reflecting the environment and the main character with eyelashes. the nose is the problem, and the mouth is made up of a series of circles reflecting the key incidents leading up to the resolution (staal, 2000). here is the example of story face : figure 1. the story face sheet of happy ending indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 82 (capps, 2004) present the story as one of the organizational maps of reading techniques. the story face is a visual organizer that helps students interpret narrative texts. it acts as a story map that enables students to imagine the important elements of a narrative text, including setup, main characters, challenges, events, and resolution. the story face is flexible to use, its flexibility is illustrated in the treatment of story resolution and in the number of story events. some stories have happy ending, and some stories have sad ending, thus how the mouth of the story face is drawn (smiling or frowning) depends on the story resolution (staal, 2000). the example of sad ending is below : figure 2. the story face sheet of sand ending in conclusion, the use of the story face may be an efficient way to enhance the understanding of students' reading. the story face model was designed to concentrate on the narrative text. by using the story face, the students were able to easily remember the narrative text aspect. methods classroom action research is a method where participants systematically and carefully evaluate their own educational practice, using research techniques (ferrance, 2000). action research as a technique teachers may use to explore an issue or area of interest that is unique to indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 83 their professional background. it provides the foundation for a planned, systematic and recorded professional development process. depending on the participants involved, there are distinct kinds of action studies. a research plan may include a single teacher in his or her classroom researching a problem, a group of teachers working on a common problem, or a team of teachers and others concentrating on a large problem of a school or district. individual teacher study typically focuses in the classroom on a single topic. the instructor can pursue solutions to classroom management issues, instructional strategies, use of materials, or learning for students. for a course they take, teachers may have help from their boss, principal, or an instructor. figure 3. the conceptual framework of research from the framework, this research started from the problem about the students could not comprehend narrative text in ma miftahul huda sungai luar. to overcome the problem, the researchers used “story face” graphic organizer. in story face, hopefully the students could identify the characters, problem, setting, and resolution of the story. the step of using the story face were ; gave the story face to the students, reviewed the information that the students wanted to find, gave the text to the students, and the students filled the story face when they indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 84 read the text. to apply the story face in the class, the researchers used classroom action research as research design. this research would be done in two cycles, in every cycle consist of three meetings, and every meeting consist of planning, action, observation, and reflection. the last, from this research hopefully the students’ reading comprehension were improved. in this research the students at class x.2 of ma miftahul huda were the participants. there were 26 students (9 males and 17 females). there were two types of data (qualitative and quantitative) that were collected in this research. thus, two types of instrumentation would be created. the instruments for collecting the qualitative data were observation sheet, interview and fieldnote and for collecting the qualitative data was reading comprehension test. there were two kinds of observation sheets that would be used, they were observation sheet for teacher and observation sheet for students. these sheets would be used during the teaching and learning process in the classroom for every meeting and in interviewing the students, structured interview would be used. the interview would be conducted in every end of a cycle. the researchers and the collaborator will do the interview for collecting the additional qualitative data while field notes would be used for keeping a record of actions of both teacher and students that were out of what mentioned in the lesson plan, for example, there were two students who did not pay attention to the teacher during presentation of how to use the story face. the technique of collecting the quantitative data was test on students’ reading comprehension of narrative text by using reading comprehension test. the test would be given in multiple choices. it would be done in the last meeting of a cycle. in doing the test, the students would work individually. the collaborator would help the researchers in administering the test. all of these instruments were very needed to collect the data in order to help the researchersin answering the research questions. since the classroom action research is a qualitative research that involves quantitative data to explain the improvement, the instruments help the researchersto see the connection between qualitative and quantitative data. thus, the researchers were not just focus on qualitative data but also quantitative data. in relation to the instruments, the data from reading comprehension test was used to explain the improvement quantitatively. then, the data from observation sheets, filed note, and interview are used to explain the factors that cause the improvement qualitatively. result and discussion the test was done at the third meeting in cycle i. there were 20 items of narrative text in multiple choices form. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 85 figure 4. the percentage of the students’ score in cycle i the data of figure 4 described that one student or 4% who classified as having very good test of reading comprehension, 50% or thirteen students were good,42% or eleven students were enough, 4% or one student was poor and there was no student classified on very poor level. the result shows students’ reading comprehension test score was 59.42, this mean that students reading comprehension was categorized as enough. in cycle ii there were 2 meetings, at the fourth meeting the researchers also gave the story face sheets to the students, but the story was longer and here the researchers found that the students understanding of the text improved. in the fifth meeting, the students were asked to fill the story face. in this meeting the students could fill the story face alone. most of them have understood how to fill the story face and they could comprehend the narrative text. the test was done at the sixth meeting in cycle ii. there were 20 items of narrative text in multiple choices form. figure 5. the percentage of the students’ score in cycle ii indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 86 the data of figure 5 described that three students or 12% who were classified as having very good test of reading comprehension, nineteen students or 73 were good, four students or 15% were enough, and there was no student classified on poor and very poor level. the result showed students’ reading comprehension test score was 71.73, this meant that students reading comprehension was categorized as good. therefore, the researchers did not continue the cycle because the students’ reading comprehension were improved, the mean score of cycle ii was higher than the mean score of cycle i. in addition, the mean score of cycle ii reached the criteria of minimum score (65). here is the improvement of the students score in doing the reading comprehension test : figure 5. the improvement of the students’ score in cycle i and cycle ii this study has been carried out in two cycles. the researchers attempted to enhance students' interpretation of narrative text by using story face strategy. the students had thus strengthened their interpretation of narrative text from cycle to cycle. based on the data of the test in cycle i showed that the mean score was 59.42. this was categorized as enough. while the mean score of the test in cycle ii was 71.73. this was categorized as good. this means that there was improvement on the students’ reading comprehension of narrative text. it was from enough categorized into good categorized. in addition, based on the data of observation showed that in the first cycle the students did not study in good condition, so the result of the test also did not reach the kkm. in the second cycle, the students studied in good condition. so, the students could reach the kkm. furthermore, from the interview showed that the students got motivation to learn about narrative text by using story face. the students also felt enjoy when they were studying about indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 87 narrative by using story face. additionally, the story face could help the students to remember what they had red because every cycle in story face showed the main points of narrative text. so, it helped the students to comprehend narrative text. in conclusion, the data result of test showed that there was improvement on students’ achievement in reading comprehension of narrative text from cycle i to cycle ii. then, based on data of observation and interview showed that the students felt enjoy and they could comprehend narrative text by using the story face graphic organizer. conclusion it is concluded that story face strategy can improve students reading comprehension of narrative text. this can be seen from all the data obtained. based on the data of the test, there is improvement of reading comprehension of cycle i to cycle ii. it was from enough category (59,42) into good category (71,73). while the factors that influence students’ reading comprehension of narrative texts by using story face graphic organizer can be seen from the data of observation and interview. based on the data of observation in cycle i showed that the students still not study seriously, some of them still do not pay attention to the teacher’s explanation. then, in cycle ii showed that the student’s study seriously. they do the task from the teacher very well. besides that, the data result of interview with some students showed that the students got more understanding about reading comprehension of narrative text by using story face and they feel enjoy studying narrative by using it. overall, the researchers concluded that the story face graphic organizer could increase the students’ reading comprehension of narrative text in grade x.2 at ma miftahul huda sungai luar. finally, the researchers have some suggestions related to the data that have found in this research. here are some suggestions from the researchers that the use of story face strategy is suggested to be used in teaching reading to improve students’ reading comprehension and it make students feel enjoy to learn about narrative and other english teachers who do not use story face in teaching are suggested to apply it. then, it is better for the teacher to find the interesting strategy in order to make the students want to learn about narrative. one of the strategies is by using story face graphic organizer beside that for the students who learn about narrative, it is better to use story face in order to get fun learning and get comprehension of narrative texts. lastly, it is suggested to other researchers to investigate the use of story face in different level of education. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 78-88 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 88 references armbruster, b. b., lehr, f., osborn, j., & ed, m. (2003). put reading first : the research building blocks of reading instruction kindergarten through grade 3. in educational research. capps, l. & b. b. s. (2004). enhanced scope and sequence. virginia department of education richmond,. catherine snow, c. (2002). reading for understanding. science & technology policy institute. cullen, c., & metatla, o. (2019). co-designing inclusive multisensory story mapping with children with mixed visual abilities. proceedings of the 18th acm international conference on interaction design and children, idc 2019. https://doi.org/10.1145/3311927.3323146 erti, m. t., & pembelajaran, p. (2020). peningkatan kemampuan guru dalam melaksanakan problem based learning melalui supervisi akademik di sekolah abstrak improvement of teacher ’ s ability in implementing problem based learning through academic supervision in schools sesuai dengan pasal 3 unda. 2, 51–58. fajar, d. a. (2020). penggunaan media visual dalam pendidikan jasmani dan kesehatan. indonesian journal of instructional media and model, 2(1), 1. https://doi.org/10.32585/ijimm.v2i1.627 ferrance, e. (2000). action research themes in education. in lab, northeast and island regional education laboratory at brown university. klingner, j. k., vaughn, s., & boardman, a. (2007). teaching reading comprehension to students with learning difficulties. what works for special-needs learners. guilford publications. neufeld, p. (2005). comprehension instruction in content area classes. the reading teacher. https://doi.org/10.1598/rt.59.4.1 sholichah, n. i. (2017). the effect of story mapping on reading comprehension. intaj : jurnal penelitian ilmiah, 1(1), 29–48. https://doi.org/10.35897/intaj.v1i1.43 staal, l. a. (2000). the story face : an adaptatio of story mapping that incorporates visualization and discovery learning to enhance reading and writing. the reading teacher. laporan penelitian tindakan sekolah indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 99-111 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 99 penerapan model pembelajaran aktif course review horay (crh) untuk meningkatkan prestasi belajar matematika winadi smp negeri 2 tawangsari email: winadi_w@yahoo.co.id abstrak tujuan penelitian tindakan kelas ini adalah untuk meningkatkan prestasi belajar matematika siswa melalui model pembelajaran aktif crh pada siswa kelas viii f semester i smp negeri 2 tawangsari tahun pelajaran 2018/ 2019. penelitian ini dilaksanakan pada bulan juli sampai november 2018 di smp negeri 2 tawangsari. subjek penelitian ini adalah siswa kelas viii f sebanyak 32 siswa. penelitian tindakan kelas ini dilakukan dalam dua siklus. teknik pengumpulan data menggunakan teknik dokumentasi, observasi, dan tes tertulis. alat pengumpulan data berupa lembar pengamatan, butir soal tes, dan dokumen daftar nilai. analisis data menggunakan analisis deskriptif komparatif yang dilanjutkan refleksi. setiap siklus terdiri dari empat langkah, yaitu: (1) perencanaan, (2) pelaksanaan tindakan, (3) pengamatan, dan (4) refleksi. hasil penelitian menunjukkan adanya peningkatan prestasi belajar matematika siswa, nilai rata-rata prestasi belajar matematika siswa mengalami peningkatan yaitu sebelum tindakan sebesar 65,8, pada siklus i sebesar 72,9 dan pada siklus ii sebesar 80,9. selain itu, persentase ketuntasan belajar siswa juga meningkat, yaitu sebelum tindakan sebesar 48,8%, siklus i sebesar 62,5% dan siklus ii sebesar 90,6%. sehingga dapat disimpulkan bahwa “model pembelajaran aktif crh dapat meningkatkan prestasi belajar matematika siswa kelas viii f semester i smp negeri 2 tawangsari tahun pelajaran 2018/ 2019”. kata kunci: prestasi belajar matematika, model pembelajaran aktif crh the application of active learning course review horay (crh) to improve the achievement of mathematics winadi smp negeri 2 tawangsari email: winadi_w@yahoo.co.id abstract the purpose of this classroom action research is to improve students' learning achievement of mathematics through active learning model of crh in grade viii f students of semester i of smp negeri 2 tawangsari in the 2018/ 2019 school year. this research was conducted from july to november 2018 in smp negeri 2 tawangsari. the subjects of this study were students of class viii f as many as 32 students. this research is a classroom action research conducted in two cycles. data collection techniques used documentation, observation, and written tests. data collection tools are observation sheets, test items, and value list documents. data analysis using comparative descriptive analysis followed by reflection on each cycle consists of four steps, namely: (1) planning, (2) action implementation, (3) observation, and (4) reflection. the results of this study indicate an increase in learning achievement of mathematicsstudents. this can be seen from the average score of learning achievement of mathematics students also experienced an increase before the action of 65,8, in the first cycle of 72,9 and on the second cycle of 80,9. in addition, the percentage of students' learning mastery, example before the action of 48,8%, in the first cycle of 62,5% and in the second cycle of 90,6%. so it can be concluded that "active learning model of crh can improve the learning achievement of mathematicsstudents of class viii f semester i smp negeri 2 tawangsari 2018/ 2019 academic year". keywords: learning achievement of craft subjects, active learning model of crh pendahuluan mailto:winadi_w@yahoo.co.id mailto:winadi_w@yahoo.co.id indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 100 pelajaran matematika diberikan kepada jenjang pendidikan smp pada kurikulum 2013. banyak guru yang menyadari bahwa matematika dianggap sebagai pelajaran yang membosankan oleh sebagian besar siswa. sehingga banyak siswa yang mengeluh tentang kesulitan belajar dalam mengikuti pembelajaran matematika. dari hasil pengamatan, nilai rata-rata ulangan harian siswa dalam belajar matematika masih rendah yaitu belum mencapai kkm. hal ini dibuktikan dengan nilai yang didapat siswa kelas viii f smp negeri 2 tawangsari mendapat nilai dibawah 71 (kkm). kesulitan ini sering kita jumpai pada saat proses kbm berlangsung, rendahnya prestasi belajar siswa karena kurangnya semangat belajar siswa. dalam satu kelas terdapat beberapa siswa yang merespon, menyerap dan bahkan mengerjakan soal – soal latihan. salah satu penyebabnya adalah cara penyajian belajar dan suasana pembelajaran yang kurang menarik dan menyenangkan. guru kurang kreatif dan inovatif dalam menyampaikan pelajaran, dimana guru masih menggunakan metode ceramah dan kurang melibatkan siswa sehingga siswa menjadi cepat bosan bahkan terkadang siswa hanya duduk, diam, dan tidak ada gagasan atau ide yang ingin diucapkan. padahal sering kali dalam proses pembelajaran adanya kecenderungan siswa tidak bertanya pada guru meskipun sebenarnya siswa belum mengerti materi yang sedang diajarkan. hal ini berakibat pada hasil belajar matematika siswa. berdasarkan hasil pengamatan peneliti selaku guru matematika kelas viii f smp negeri 2 tawangsari, masalah yang dihadapi oleh siswa sejauh ini adalah kurangnya keaktifan dan rendahnya prestasi belajar siswa, salah satunya adalah materi koordinat kartesius. karena pada bab ini siswa harus bisa menunjukkan dan menggambar pada bidang kartesius. hal ini dapat dilihat dari kegiatan belajar mengajar di kelas viii f dengan kkm 71, nilai rata-rata hasil ulangan harian matematika materi koordinat kartesius di kelas tersebut yaitu 65,8 dengan persentase ketuntasan sebesar 48,8%. selain itu, pada kegiatan pembelajaran di dalam kelas siswa hanya bersikap pasif, sedangkan yang aktif adalah guru. sehingga siswa merasa bosan dan kurang termotivasi dalam belajar matematika . indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 101 untuk itu guru diharapkan dapat menciptakan suasana kelas yang menyenangkan sehingga siswa dapat termotivasi dalam belajar matematika dan dapat menambah keaktifan siswa dalam pembelajaran. kurangnya suasana kelas yang menyenangkan dan perlu adanya suatu model pembelajaran yang inovatif dan kreatif yang dapat menumbuhkan semangat belajar matematika dan memperkuat daya ingat siswa terhadap materi yang dipelajari sehingga dapat menunjang terciptanya kegiatan belajar mengajar yang kondusif. upaya untuk meningkatkan prestasi belajar matematika siswa adalah dengan menggunakan model pembelajaran yang menarik minat belajar siswa. untuk itu peneliti menerapkaan model pembelajaran aktif tipe course review horay (crh) yaitu model pembelajaran yang dapat menciptakan suasana kelas menjadi meriah dan menyenangkan karena setiap kelompok yang dapat menjawab benar maka siswa tersebut diwajibkan berteriak "hore" atau yel-yel lainnya yang disukai. course review horay adalah salah satu model pembelajaran yang mendorong siswa untuk ikut aktif dalam belajar. dengan model pembelajaran course review horay diharapkan dapat melatih kerja sama dalam menyelesaikan masalah dengan pembentukan kelompok, pembelajarannya menarik, dan mendorong siswa untuk terjun kedalamnya, tidak monoton karena diselingi sedikit hiburan sehingga suasana tidak menegangkan serta siswa lebih semangat belajar karena suasana pembelajaran berlangsung menyenangkan sehingga mampu membantu siswa dalam meraih nilai yang tinggi. menurut widodo (http://pustaka.pandani.web.id/2013/10/model-pembelajarankooperatif-tipe.html diakses tanggal 12 november 2017 pukul 16.00 wib), model pembelajaran aktif tipe course review horay yaitu model pembelajaran yang dapat menciptakan suasana kelas menjadi meriah dan menyenangkan karena setiap kelompok yang dapat menjawab benar maka siswa tersebut diwajibkan berteriak "horey" atau yel-yel lainnya yang disukai. course review horay adalah salah satu model pembelajaran yang mendorong siswa untuk ikut aktif dalam belajar. dengan model pembelajaran course review horay diharapkan dapat melatih kerja sama dalam menyelesaikan masalah dengan pembentukan kelompok, pembelajarannya menarik dan http://pustaka.pandani.web.id/2013/10/model-pembelajaran-kooperatif-tipe.html http://pustaka.pandani.web.id/2013/10/model-pembelajaran-kooperatif-tipe.html indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 102 mendorong siswa untuk terjun kedalamnya, tidak monoton karena diselingi sedikit hiburan sehingga suasana tidak menegangkan serta siswa lebih semangat belajar karena suasana pembelajaran berlangsung menyenangkan sehingga mampu membantu siswa dalam meraih nilai yang tinggi. menurut widodo (http://pustaka.pandani.web.id/2013/10/model-pembelajarankooperatif-tipe.html diakses tanggal 12 november 2017 pukul 16.00 wib) langkahlangkah penerapan model pembelajaran aktif course review horay adalah sebagai berikut: (1) guru menyampaikan kompetensi yang ingin dicapai, kompetensi ini disampaikan agar pembelajaran lebih terarah tujuannya; (2) guru mendemonstrasikan atau menyajikan materi sesuai topik bahasan yang sedang diajarkan; (3) untuk menguji pemahaman, siswa disuruh membuat tempat jawaban. tempat jawaban disini berbentuk tabel (kotak) yang berisi sembilan tempat, enam belas kotak ataupun dua puluh lima kotak. banyaknya kotak tempat jawaban disesuaikan dengan kebutuhan dan tiap kotak jawaban diisi angka sesuai dengan selera masing-masing siswa; (4) guru membaca soal secara acak sesuai dengan nomor yang telah disiapkan sebelumnya. siswa menulis jawaban di dalam kotak yang nomornya disebutkan guru. soal yang telah dibacakan langsung didiskusikan, kalau benar diisi tanda benar (√) dan salah diisi tanda silang (x). disini dibutuhkan kejujuran dari siswa yang telah menjawab salah ataupun benar; (5) siswa yang sudah mendapat tanda (√) secara vertikal atau horizontal, atau diagonal harus segera berteriak horay atau yel-yel lainnya; (6) nilai siswa dihitung dari jawaban benar dan jumlah horay yang diperoleh; (7) penutup pembahasan. penutup dari pembahasan ini dapat berupa penyimpulan dari guru ataupun disimpulkan sendiri oleh siswa. berdasarkan uraian di atas, dapat dirumuskan permasalahan sebagai berikut: “apakah model pembelajaran aktif crh dapat meningkatkan prestasi belajar matematika siswa kelas viii f semester i smp negeri 2 tawangsari tahun pelajaran 2018/ 2019?”. tujuan penelitian ini adalah untuk meningkatkan prestasi belajar matematika dengan menerapkan pembelajaran aktif crh pada siswa kelas viii f semester i smp negeri 2 tawangsari tahun pelajaran 2018/ 2019. prestasi belajar matematika dibatasi pada materi koordinat kartesius pada aspek pengetahuan. http://pustaka.pandani.web.id/2013/10/model-pembelajaran-kooperatif-tipe.html http://pustaka.pandani.web.id/2013/10/model-pembelajaran-kooperatif-tipe.html indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 103 metode penelitian ini adalah penelitian tindakan kelas (ptk). ptk merupakan suatu pencermatan terhadap kegiatan yang sengaja dimunculkan, dan terjadi dalam sebuah kelas (arikunto, 2010: 130). penelitian ini dilaksanakan di smp negeri 2 tawangsari.tahap-tahap pelaksanaan kegiatan dilakukan selama kurang lebih lima bulan yaitu sejak bulan juli sampai dengan nopember 2018. peneliti sebagai guru smp negeri 2 tawangsari bertindak sebagai subjek yang melakukan tindakan kelas.teman sejawat sesama guru mata pelajaran matematika sebagai observer. kepala sekolah bertindak sebagai subjek yang membantu dalam perencanaan dan pengumpulan data. subjek yang menerima tindakan adalah siswa kelas viii f smp negeri 2 tawangsari semester i tahun pelajaran 2018/ 2019 sebanyak 32 siswa. teknik pengumpulan data yang digunakan adalah: tes, observasi dan dokumentasi. tes adalah serentetan pertanyaan atau latihan serta alat lain yang digunakan untuk mengukur keterampilan, pengetahuan inteligensi, kemampuan atau bakat yang dimiliki oleh individu dan kelompok (arikunto, 2010 : 193). tes digunakan adalah jenis tes hasil (achievement test) berupa kuis individu. tes ini digunakan untuk mengukur pencapaian siswa setelah mempelajari materi. hal ini dapat juga sebagai alat untuk mengetahui tingkat pemahaman siswa setelah mempelajari materi koordinat kartesius dengan menggunakan model pembelajaran aktif crh. tes yang digunakan adalah tes uraian yang jawabannya berupa isian berbentuk isian singkat atau uraian (suprijono, 2013:138). observasi atau pengamatan dilakukan guna memperoleh data yang akurat, dengan menggunakan lembar observasi. lembar observasi digunakan untuk memonitor dan mengevaluasi setiap tindakan agar kegiatan observasi tidak terlepas dari konteks permasalahan dan tujuan penelitian. observasi yang digunakan adalah observasi sistematis, yaitu observasi yang dilakukan oleh pengamat dengan menggunakan pedoman sebagai instrumen pengamatan dan observasi non-sistematis yang dilakukan dengan tidak menggunakan instrumen pengamatan.dokumentasi diperoleh dari hasil kuis siswa, lembar observasi, lembar wawancara, catatan lapangan, daftar siswa, dan foto-foto selama proses kegiatan belajar indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 104 mengajar. dokumentasi ini dimaksudkan adalah sebagai bukti-bukti konkret dari penelitian tindakan kelas tersebut. instrumen yang digunakan dalam penelitian berupa tes, lembar observasi dan lembar dokumentasi. tes berbentuk tes tertulis maupun lisan yang dilakukan dalam post test dan kuis individu. tes ini digunakan untuk mengetahui sejauh mana peningkatan prestasi belajar dengan penerapan model pembelajaran aktif crh. lembar observasi, digunakan lembar observasi pelaksanaan pembelajaran aktif crh. lembar dokumentasi bertujuan untuk mengetahui data siswa selama kegiatan penelitian berlangsung.lembar dokumentasi ini berupa, foto-foto kegiatan pembelajaran, daftar hadir kegiatan pembelajaran, daftar hadir, daftar nilai, kartu pasangan soal/jawaban dan sebagainya. indikator keberhasilan kinerja dalam penelitian ini adalah: (1) siswa dianggap mencapai ketuntasan belajar apabila mencapai lebih dari atau sama dengan kkm (kkm 71); (2) pembelajaran dianggap berhasil apabila tingkat ketuntasan kelas mencapai lebih dari atau sama dengan 88%; dan (3) pembelajaran dianggap berhasil apabila siswa secara klasikal rata-rata mencapai lebih dari atau sama dengan 80. hasil dan pembahasan deskripsi data hasil penelitian yang telah dilakukan di kelas viii f smp negeri 2 tawangsari adalah sebagai berikut. berdasarkan observasi awal di kelas viii f mata pelajaran matematika dengan materi koordinat kartesius diperoleh data, dari 32 siswa yang mencapai nilai kriteria ketuntasan minimal (kkm) sebanyak 15 siswa (48,8%), dengan nilai rata-rata kelas sebesar 65,8. penelitian ini dilakukan dengan indikator kinerja nilai rata-rata tes siswa sekurang-kurangnya 80,0 dan banyak siswa dengan nilai di atas kriteria ketuntasan minimal (kkm) yaitu ≥ 71,0 mencapai ≥ 85%. berdasarkan pengalaman peneliti sebagai guru matematika kelas viii f, guru masih mendominasi kegiatan pembelajaran dan siswa cenderung tidak aktif. salah satu solusi yang dikembangkan adalah penggunaan model pembelajaran yang baru yaitu dengan model pembelajaran aktif crh. dengan penggunaan model pembelajaran tersebut diharapkan akan menciptakan suasana belajar yang berbeda, bervariasi dan indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 105 menyenangkan sehingga dapat menarik perhatian siswa, meningkatkan keaktifan siswa yang muara akhirnya meningkatkan prestasi belajar siswa. tindakan kelas siklus i dilaksanakan pada hari selasa, 28 agustus 2018 di smp negeri 2 tawangsari kelas viii f. setelah langkah apersepsi dilanjutkan dengan penyampaian materi koordinat kartesius pada kd 2.1 memahami pengetahuan tentang titik, dan garis pada koordinat kartesius pada indikator mendeskripsikan pengertian titik, mengidentifikasi posisi titik, dan mengidentifikasi posisi garis dengan model pembelajaran aktif crh. berdasarkan hasil evaluasi pada siklus i menunjukkan adanya peningkatan prestasi belajar siswa. prestasi belajar siswa sebanyak 20 siswa mencapai nilai kriteria ketuntasan minimal (kkm) atau 62,5%, rata-rata kelas naik menjadi 75,9. berdasarkan pengamatan tersebut dapat diketahui bahwa proses pembelajaran pada siklus pertama belum berhasil maksimal dan belum mencapai indikator kinerja yang diharapkan. peningkatan hasil, jika dibandingkan hasil prasiklus yang mencapai kkm sebanyak 15 siswa atau 48,8% setelah diberi tindakan penerapan siklus i, siswa yang mencapai kkm sebanyak 20 siswa atau 62,5%. tabel 1. perkembangan siswa yang mencapai kkm sebelum tindakan/ prasiklus ke siklus i no prestasi siswa prasiklus siklus i 1 rata-rata 65,8 75,9 2 siswa mencapai kkm 15 20 dari tabel di atas dapat disimpulkan bahwa prestasi belajar matematika materi koordinat kartesius pembelajaran aktif crh, pada pelaksanaan tindakan siklus i mengalami peningkatan. sebelum dilakukan tindakan atau prasiklus, rata-rata prestasi belajar siswa sebesar 65,8 dan siswa yang mencapai kkm sebanyak 15 siswa, setelah tindakan siklus i, rata-rata prestasi belajar siswa menjadi 75,9 dan siswa yang mencapai kkm sebanyak 20 siswa sehingga meningkat 5 siswa. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 106 setelah dievaluasi bersama dari pelaksanaan tindakan pada siklus i yang digunakan sebagai bagian pertimbangan perencanaan pembelajaran siklus berikutnya, dengan perencanaan perbaikan untuk mengatasi kekurangan dan kesalahan yang dilakukan pada siklus i. tindakan kelas siklus ii dilaksanakan pada hari selasa, 4 september 2018 dengan materi koordinat kartesius pada kd 2.2 posisi titik terhadap titik asal (0,0) dan terhadap titik tertentu (a,b) pada koordinat kartesius pada indikator posisi titik koordinat kartesius. berdasarkan pembelajaran secara keseluruhan pada tindakan kelas siklus ii menunjukan adanya peningkatan yang signifikan. rata-rata nilai prestasi belajar siswa kelas viii f naik menjadi 80,9 dan sebanyak 29 siswa (90,6%) mencapai nilai kriteria ketuntasan minimal (kkm). tabel 2. perkembangan prestasi belajar siswa dari siklus i ke siklus ii no prestasi siswa siklus i siklus ii 1 rata-rata 75,9 80,9 2 siswa mencapai kkm 20 29 berdasarkan data pada tabel di atas dapat disimpulkan bahwa prestasi belajar matematika materi koordinat kartesius dengan menerapkan model pembelajaran aktif crh, pada pelaksanaan tindakan siklus ii mengalami peningkatan. pada tindakan siklus i, rata-rata prestasi belajar siswa sebesar 75,9 dan siswa yang mencapai kkm sebanyak 20 siswa, setelah tindakan siklus ii, rata-rata prestasi belajar siswa menjadi 80,9 dan siswa yang mencapai kkm sebanyak 29 siswa sehingga meningkat 9 siswa.berdasarkan hasil tersebut dapat diketahui bahwa proses pembelajaran sampai dengan pada siklus ii berjalan dengan baik dan telah memenuhi indikator kinerja yang diharapkan. pada siklus i dan ii dengan penerapan tindakan menggunakan model pembelajaran aktif crh, siswa lebih antusias dengan perasaan senang dalam mengikuti kegiatan pembelajaran. nilai rata-rata siswa sejak sebelum diadakan penelitian hingga setelah diadakan penenelitian sampai dengan siklus ii, dapat dilihat pada tabel berikut: tabel 3. perkembangan prestasi belajar siswa sebelum tindakan/prasiklus,siklus i dan siklus ii indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 107 no prestasi siswa prasiklus siklus i siklus ii 1. rata-rata 65,8 75,9 80,9 2. siswa mencapai kkm 15 20 29 dari tabel di atas dapat disimpulkan bahwa hasil belajar materi koordinat kartesius dengan menerapkan model pembelajaran aktif crh, di setiap pelaksanaan tindakan, baik siklus i dan siklus ii mengalami peningkatan, yaitu: siswa yang mencapai kkm sebelum dilakukan tindakan atau prasiklus 15 siswa, setelah tidakan siklus i sebanyak 20 siswa dan setelah tindakan siklus ii sebanya 29 siswa, sehingga peningkatan kumulatif dari sebelum tindakan/prasiklus sampai dengan siklus ii sebesar 14 siswa. tabel 4. perkembangan persentase siswa mencapai kkm sebelum tindakan/prasiklus, siklus i dan siklus ii no prestasi siswa prasiklus siklus i siklus ii 1 persentase siswa mencapai kkm 48,8% 62,5% 90,6% dari tabel di atas dapat disimpulkan bahwa prestasi belajar matematika materi koordinat kartesius dengan menerapkan model pembelajaran aktif crh, di setiap pelaksanaan tindakan mengalami peningkatan, yaitu: persentase siswa yang mencapai kkm sebelum dilakukan tindakan atau prasiklus 48,8%, setelah tidakan siklus i sebanyak 62,5% dan setelah tindakan siklus ii sebanya 90,6%. tabel 5. perkembangan nilai rata-rata kelas sebelum tindakan/prasiklus, siklus i dan siklus ii no prestasi siswa prasiklus siklus i siklus ii 1 nilai rata-rata 65,8 75,9 80,9 berdasarkan data tabel di atas dapat disimpulkan bahwa prestasi belajar materi koordinat kartesius dengan menerapkan model pembelajaran aktif crh, di setiap pelaksanaan tindakan mengalami peningkatan, yaitu: nilai rata-rata kelas sebelum dilakukan tindakan atau prasiklus adalah 65,8, setelah tidakan siklus i adalah 75,9 dan setelah tindakan siklus ii adalah 80,9 sehingga dari kondisi awal sebelum tindakan/prasiklus sampai dengan tidakan pada siklus ii terjadi peningkatan. dari uraian indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 108 di atas dapat disimpulkan bahwa model pembelajaran aktif crh dapat meningkatkan prestasi belajar materi koordinat kartesius siswa kelas viii f smp negeri 2 tawangsari semester i tahun pelajaran 2018/ 2019. pada penelitian kondisi awal diperoleh data yang dapat ditabulasikan sebagai berikut: tabel 6. nilai hasil pengamatan awal nilai test individual terendah 60 tertinggi 85 jumlah 2106 rata-rata 65,8 persentase ketuntasan 48,8% pada siklus i diperoleh data yang dapat ditabulasikan sebagai berikut: tabel 7. nilai hasil pengamatan siklus i nilai test individual terendah 65 tertinggi 89 jumlah 2655 rata-rata 75,9 persentase ketuntasan 62,5% pada siklus ii diperoleh data yang dapat ditabulasikan seperti berikut: tabel 8. nilai hasil pengamatan siklus ii nilai test individual terendah 69 tertinggi 97 jumlah 2589 rata-rata 80,9 persentase ketuntasan 90,6% tabel 9. profil kelas sebelum dan sesudah tindakan penelitian no hasil siswa kondisi awal siklus i siklus ii 2 nilai rata-rata 65,8 75,9 80,9 3 siswa yang tuntas kkm 15 siswa (48,8%) 20 siswa (62,5%) 29 siswa (90,6%) indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 109 gambar 1. rata-rata prestasi belajar siswa pada kondisi awal, siklus i, dan siklus ii gambar 2. persentase ketuntasan siswa pada kondisi awal, siklus i, dan siklus ii berdasarkan grafik di atas dapat ditunjukkan bahwa prestasi belajar siswa dengan menerapkan pembelajaran model aktif tipe crh di setiap putaran mengalami peningkatan, yaitu: (1) sebelum dilakukan tindakan penelitian kelas nilai rata-rata hasil belajar siswa adalah 65,8 dengan presentase prestasi belajar siswa hanya 48,8%, (2) setelah dilakukan tindakan pada siklus i nilai rata-rata prestasi belajar siswa mengalami peningkatan yaitu 72,9 dengan presentase ketuntasan 62,5%, tetapi belum mencapai 0 20 40 60 80 100 awal siklus i sikls ii 65,8 72,9 80,9 nilai rata-rata 0,00% 10,00% 20,00% 30,00% 40,00% 50,00% 60,00% 70,00% 80,00% 90,00% 100,00% awal siklus i sikls ii 48,80% 62,50% 90,60% persentase siswa yang tuntas indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 110 indikator yang diharapkan; (3) pada siklus ii nilai rata-rata prestasi belajar siswa meningkat yaitu menjadi 80,9 dengan presentase ketuntasan sebesar 90,6% dan sudah mencapai indikator yang diharapkan maka penelitian tindakan kelas ini sudah berhasil. rata-rata prestasi belajar siswa pada kondisi awal 65,8 dengan persentase ketuntasan belajar siswa sebesar 48,8%, pada siklus ii naik menjadi 80,9 (indikator kinerja) dengan presentase ketuntasan belajar siswa sebesar 90,6 85% (indikator kinerja). jadi, indikator kinerja sudah tercapai sehingga tidak dilanjutkan ke siklus berikutnya. simpulan dan saran berdasarkan hasil penelitian dapat disimpulkan bahwa: “model pembelajaran aktif crh dapat meningkatkan prestasi belajar matematika siswa kelas viii f semester i smp negeri 2 tawangsari tahun pelajaran 2018/ 2019. hasil penelitian ini menunjukkan adanya peningkatan pada prestasi belajar matematika siswa. hal ini dapat dilihat dari nilai rata-rata prestasi belajar matematika siswa juga mengalami peningkatan yaitu sebelum tindakan sebesar 65,8, pada siklus i sebesar 72,9 dan pada siklus ii sebesar 80,9. selain itu, persentase ketuntasan belajar siswa, yaitu sebelum tindakan sebesar 48,8%, pada siklus i sebesar 62,5% dan pada siklus ii sebesar 90,6%. penelitian tindakan kelas (ptk) yang dilaksanakan di smp negeri 2 tawangsari ini sudah berjalan dengan cukup baik dan hasil yang baik pula. namun masih banyak hal yang perlu diperbaiki. oleh karena itu, peneliti memberikan beberapa saran.dalam mengikuti pembelajaran matematika disarankan siswa dapat aktif dalam beraktifitas dikelas baik saat kegiatan belajar mengajar (kbm) ataupun saat berdiskusi kelompok. sehingga dapat meningkatkan pemahaman materi yang sedang diajarkan dan dapat meningkatkan prestasi belajar siswa yang optimal sehingga dapat mencapai melebihi kkm. guru matematika hendaknya dapat menumbuh kembangkan kreativitas dalam menjalankan profesinya sebagai fasilitator dan motivator dalam menyampaikan pembelajaran secara kreaktif dan inovatif pada siswa dalam penyampaian materi, sehingga siswa dapat menerima dan memahami materi yang diajarkan dengan baik. indonesian journal of instructional media and model volume 1, nomor 2, 2019, pp 85-91 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 111 sekolah disarankan mengadakan rapat uintuk membahas model pembelajaran yang inovatif dan menyenangkan seperti model pembelajaran aktif course review horay (crh) untuk diterapkan dalam pembelajaran. agar lebih meningkatkan keaktifan siswa dan prestasi belajar siswa dalam belajar matematika. penelitian tindakan kelas (ptk) ini diharapkan akan membawa dampak positif terhadap perkembangan sekolah yang nampak pada peningkatan prestasi belajar siswa sehingga dapat meningkatkan prestasi dan kualitas sekolah. daftar referensi arikunto, suharsimi.2006. prosedur penelitian. jakarta: rinekacipta sardiman a.m. 2010. interaksi dan motivasi belajar mengajar. jakarta: pt raja grafindo persada. sudiyana. 2012. penelitian tindakan kelas. yogyakarta: cakra books dan bradelvi. suprijono, agus. 2013. cooperative learning teori dan aplikasinya. yogyakarta: pustaka pelajar. warsono,hariyanto. 2013. pembelajaran aktif teori dan assesmen. bandung: pt remaja rosdakarya offset. indonesian journal of instructional media and model volume 5, issue 1 (2023), pp. 58-68 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm development of science e-modules on solar system materials based on android for junior high school students khaerani 1 , usman m 2 , nurmayanti 3 1,2,3 education technology, universitas muhammadiyah sidenreng rappang, sidenreng rappang, indonesia e-mail: 1 khaeranisudirman42801@gmail.com*, 2 stkipusman@gmail.com, 3 antiimaya57@gmail.com *corresponding author abstract solar system e-modules are electronic teaching materials that are packaged interactively to foster student motivation and enthusiasm for learning. this study aims to determine the validity and practicality of e-modules as science teaching materials for grade vii smpn 1 watang pulu. the research method used is research and development (r&d) with the 4d research model; define, design, develop, and disseminate. data analysis in this study is quantitative data analysis in the form of questionnaires for material and media validators and for teacher and student responses. the results showed that the use of the solar system e-module was classified as very valid to use with an overall percentage of 89.1%. the acquisition in the field test showed that the e-module met the criteria of being very practical with a percentage value of 90.8%. this states that the solar system e-module is declared valid and practical for use in learning. keywords: development, e-modul, smart apps creator, android, solar system introduction a new development in the learning process is necessary to raise the caliber of education. seeing the current condition of education that the creation and development of new works in the field of technology continue to run, there should be no more obstacles not to create and innovate. a learning innovation can be pursued by applying strategies, methods, and cuttingedge teaching tools to enable a more productive teaching and learning process (firmadani, 2020). teaching materials are a set of teacher and student auxiliary materials to learneaching materials are distinguished based on their form and how they work. depending on the format of printed instructional materials, listening resources, and listening materials, teaching materials based on how they work are audio, video, and other teaching materials (nurafni et al., 2019) in (mukhlis et al., 2020). currently, teaching materials are not only conventional but can be digital-based, easily accessed for learning (komariah et al., 2022). the choice of appropriate teaching materials and maximal media usage is one of the crucial elements required to enhance the high standard of learning for students (wiyono et al., 2021). with the sudden emergence of the covid-19 epidemic, educational institutions must incorporate virtual education. the impact is that students' learning styles have changed to all online because they have to adapt to the distance learning system in the covid-19 situation. this condition is carried over to the present, where students tend to be tied to using smartphones in their daily activities, including in the learning process. changes in students mailto:khaeranisudirman42801@gmail.com mailto:usman@umsrappang mailto:antiimaya57@gmail.com khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 59 learning styles, in this case, the tendency of students to use smartphones, present being challenged to educators in carrying out instruction. so this makes teachers innovate more by making android-based media (khasanah et al., 2020). for educators to facilitate the learning process, there must be access to flexible and innovative technology (ahmed et al., 2020). one form of solution is to present learning media that is easily accessible (practical) and creative (entertainment content themed on learning concepts) by students with android-based media (sari, 2019). learning media is a crucial component of the educational process and is used extensively in information and communication technologies (yunus & fransisca, 2020). students can respond more readily to learning media when properly processed (hasiru et al., 2021). android-based media is one of the teaching tools that can keep up with the growth of information technology (faqih, 2021). due to students' propensity to use smartphones for a variety of daily activities, teachers need to provide access to android-based media utilizing smartphones so that students can learn flexibly. seeing these conditions, the process of distributing content in the context of e-modules to enhance student learning is demonstrated. electronic modules (e-modules) are electronic versions of learning tools designed using software according to student needs (alpiani et al., 2022). e-modules are interactive and serve as online educational resources to aid in learning (pramana et al., 2020). on a smartphone, it is simple to access the solar system e-module. regarding the research findings (astalini et al., 2019) learner can easily learn about the topic when using e-modules compared to printed modules. the making of e-modules is expected to be a student handbook that provides easy access to material and a flexible learning process (dewi & lestari, 2020). smartphones are electronic devices that facilitate human communication (isma et al., 2022). according to (mahuda et al., 2021) smartphones are a modern learning medium that uses mobile devices that can offer the ability to innovate in various activities in their use. learning using smartphones is a practical choice of learning tools because students are more inclined to use them. this can foster independent and practical learning for students (usman et al., 2021). the effective smartphone usage in the classroom affects students' performance in learning (syifa, 2020). learning is a process that aims to achieve learning outcomes as much as possible (winata, 2021). one of the breakthroughs in supporting learning is innovative aids. such us e-modules can be packaged using the smart apps creator (sac) application, which has many exciting features that support the development of interactive teaching materials (pebriani et al., 2022). sac is software with output that can be used on laptops, smartphones, and tablets (amalia, 2023). sac is also supported by facilities that can load sound, images, videos, and even moving animations. e-modules using sac can be accessed offline so that it does not cost much (ilman abi & sujatmiko, 2022). using e-modules packaged using sac can foster student motivation and enthusiasm for learning because it is (nurmayanti et al., 2021). accordingly, using androidbased media within the learning process, particularly sac, can boost students' engagement in learning (suryaningtyas et al., 2020). the e-module developed with sac is an application with economic value reflected in ease of use, so that it can be used indefinitely in terms of function and flexibility (khasanah & rusman, 2021). the appearance of learning media created using sac is similar to an entertainment application so that students no longer believe that science subjects are complicated, but rather become fun because it is based on mobile learning to learn and play (rachmat rizaldi et al., 2022). students are expected to be able to use an android-based e-module because of the simplicity of the sac's criteria (syahputra & prismana, 2021). khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 60 methods this research uses nd development (r&d) to developto develop the r&d model to be used is 4-d (define, design, develop, disseminate). it is predicted that this research will lead to the development of a straightforward, dependable, and practical android-based e-module for students to students to use as a t. the subjects of this study were material expert validators and media experts, as well as 23 students of class vii a and the seventh-grade science teacher. the research was conducted at smpn 1 watang pulu, located on jl. andi pakkanna no.5 uluale village, watang pulu district, sidrap regency. distribution of validation tools in the form of questionnaires to media expert validators and material experts is the method used to collect data and respondents consisting of seventh-grade science teachers and seventh-grade students a. quantitative data analysis has been used quantitative data analysis has been used to examine the validity and applicability of android-based e-modules. to calculate the percentage of validity and practicality of e-modules, the following formula is used: description: ∑x : value of all respondents' answers, ∑x1: value of all maximum answers (sugiyono, 2015). when the percentage score ranges from 85.01% to 100.00%, results of the validity of emodules will be deemed to be very valid or suitable for usage without further review; 50% to 70% have lower validity or can be used but require significant adjustments; 01.00%-50.00% is invalid or should not be used, whereas 70.01%-85.00% indicates that it is still valid but could use some small modifications (akbar, 2013). the percentage score is 85.01%-100.00%, indicating extremely practical outcomes; 70.01%85.00%, somewhat practical results; 50.01%-70.00%, less practical results; and 01.00%-50.00%, not practical results. (akbar, 2013). result and discussion a. define stage the defining stage is carried out by identifying problems and needs, so researchers found that: (1) the use of learning media that is less varied and constrained by the lack of school facilities that support learning results in students tending to be passive in the process of instructing and learning, (2) there is a change in students' learning styles after the covid-19 pandemic, namely students prefer to use digital devices, especially smartphones, (3) teachers need learning media that can compensate for students' tendency to smartphone activities as a solution due to reduced student enthusiasm for learning. researchers found the necessity to deliver learning media packed into e-modules as autonomous learning tools for students, notably at smpn 1 watang pulu, after identifying issues through observations of teachers and students. b. design stage creating the material is the initial step required during the design phase. the material analysis refers to the smp / mts grade vii semester 2 natural science student book published by the center for curriculum and bookkeeping, balitbang, ministry of education and culture in khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 61 2017. next, compile a storyboard as an initial design and flowchart following the stages of the product to be developed using simple symbols into a product. the following is the solar system e-module storyboard: figure 1. main flowchart of solar system e-module below is the storyboard for the e-module: khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 62 figure 2. e-module storyboard main menu section figure 3. storyboard of e-module material section figure 4. storyboard of e-module material section c. development stage the e-module design that has been designed is then realized at the development stage into a product with the name "solar system e-module". the developed e-module has the following appearance: khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 63 figure 4. solar system e-module start display figure 5. e-module main menu display figure 6: material display of solar system section figure 7: display of solar system e-module questions khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 64 the validity of the solar system e-module development outcomes is then examined by material and media validators to ascertain the developed e-module's viability and make any adjustments. a likert scale assessment questionnaire provided the quantitative data for this validity test. to create high-quality media, this procedure of validation and modification is used. the learning module's validity test yielded the following results: table 1. e-module material validation results no criteria percentage score description 1 e-module material/content 87,5% highly valid 2 e-module language 100% highly valid overall analysis 83,7% highly valid the e-module material/content criteria received a percentage score of 87.5%, while the emodule language criteria received a percentage score of 100%, giving the overall analysis result of 83.7%, which was deemed to be in the "very valid" category. table 2. e-module media validation results no criteria percentage score description 1 utility and functionality 93% highly valid 2 quality 96% highly valid overall analysis 94,5% highly valid in this table, it can be seen that the criteria for the utility and functionality of e-modules obtained a percentage score of 93%, and the quality of e-modules 96% obtained a percentage score of 100%, so the overall analysis result is 94.5% and is stated in the "very valid" category. figure 8: percentage of the total score for each validator tables 1 and 2 show that the media portion of the total score is 94.5%, falling into the "very valid" category, whereas 83.7% of the material was validated, making the e-module usable in scientific classes on solar system material after multiple adjustments, namely adjusting the order of material on the media, conditioning the back sound with video material, and updating the assessment menu to include job instructions. material expert media expert percentage of total score of each validator 94,5% 83,7% 94,5% khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 65 the results of the e-module development, which were declared feasible, were then tested in small groups. the trial was conducted by the science teacher, who then continued the trial to 23 class vii ipa a smpn 1 watang pulu students. product trials are being conducted to evaluate the viability of e-modules from a practical standpoint. the stages carried out are by distributing questionnaires containing instruments to science teachers and seventh-grade students with questionnaire criteria consisting of learning design, operational, and visual communication, each of which consists of several items. the findings of the teacher's questionnaire assessment are listed below. table 3. results of the teacher response questionnaire no criteria percentage score description 1 learning design 93% highly practical 2 operational 93% highly practical 3 visual communication 95% highly practical overall analysis 93,6% highly practical it is evident from table 3 that the learning design criteria obtained a percentage score of 93%, e-module operations obtained a percentage score of 93%, and visual communication obtained a percentage score of 95%. so that the results of the overall analysis assessment of 93.6% are included in the "very practical" category. additionally, 23 students in class vii a received questionnaires with instruments to see how they felt about the solar system e-module. the evaluation of the student survey findings, which are shown in the form of a diagram, are as follows: figure 9. student response questionnaire vii a figure 9 is the percentage score of the acquisition of student response questionnaires in class vii a using the solar system e-module obtained from each student. the typical percentage of student survey results is 88% and belongs to the beneficial category. the 0 20 40 60 80 100 120 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 student response questionnaire vii a students of class vii ipa a khaerani, k., m, u., & nurmayanti, n. (2023). development of science e-modules on solar system materials based on android for junior high school students. indonesian journal of instructional media and model, 5(1), 58-68. doi:https://doi.org/10.32585/ijimm.v5i1.4169 66 outcomes of purchasing the solar system e-module's utility value when the outputs from the student response assessments and the teacher response assessment findings are combined, the average percentage is 90.8%. this falls under the "very practical" classification and can be applied to education. d. disseminate stage after the science learning e-module had been revised and received a good assessment, the vii ipa instructor and vii a students of smpn 1 watang pulu received it from the researchers. conclusion utilizing smart apps creator, an android-based e-module is being developed is carried out in 4 stages, namely, (1) defining, carried out by analyzing needs and problems, (2) designing, designing by formulating material and making designs in the form of flowcharts and storyboards, (3) development, the process of checking the product's suitability for usage based on validators' and respondents' evaluations, (4) dissemination, distributed e-modules for being used during the instructional procedure. this study's solar system e-module is appropriate for use. based on the validity and practicality study findings, this is believed to be true. the validity analysis's results that has been assessed by material and media expert validators obtained a score of 94.5% with the criteria "very valid". however, the outcomes of practicality analysis that has been assessed by the science teacher and students of class vii a obtained a score of 90.8% with the criteria "very practical". it is concluded that the e-module received an excellent assessment to be used in learning. references ahmed, s., shehata, m., & hassanien, m. 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(2020). analisis kebutuhan media pembelajaran berbasis android pada mata pelajaran kewirausahaan. jurnal inovasi teknologi pendidikan, 7(2), 118–127. https://doi.org/10.21831/jitp.v7i1.32424 indonesian journal of instructional media and model volume 3, issue 2 (2020), pp. 66-74 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.996 | 66 teacher and technoloy: christian education teacher strategies in implementing online-based learning in pandemic times talizaro tafonao1, benteng martua mahuraja purba2 dosen sekolah tinggi teologi real batam1, 2 talizarotaf@sttrealbatam.ac.id1, bentzmm@sttrealbatam.ac.id2 article history: received: october 2, 2021; accepted: november 28, 2021; published: november 30, 2021 abstract the purpose of this research is to investigate the efficacy of teacher-led online teaching practices during pandemics. in this digital era, all teachers are required to adapt quickly to technological developments. but in reality, some christian education teachers are still not ready to transform in utilizing the application of technology as described in this article. based on that question, the authors reviewed this topic to explain the essential steps teachers should take in implementing online-based learning strategies during pandemics. a descriptive qualitative research method was adopted in this work. the researchers gathered information through reading academic articles and books. the author analyses the data through analytical techniques by reducing, classifying, and verifying the study of this article. the results obtained in this study are very effective if christian education teachers apply online-based learning strategies in a way that teachers learn to provide features that are easily accessible to students. teachers learn to design learning online, and teachers get used to providing stimulus to learners. thus, online learning requires every teacher to adapt, innovate, and utilize digital media to facilitate the learning process during the pandemic. keywords: christian education, online-based learning, pandemic, teacher strategies, technology copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction since the emergence of covid-19 in indonesia, everyone has experienced fear, anxiety, and worry. as a result, all activities outside the home are restricted, including learning activities in school. furthermore, based on the circular issued by the government quoted by safitri et al. in kompas.com, all indoor and outdoor activities are temporarily postponed to reduce the spread of corona, especially in education. (safitri et al., 2020). additionally, on march 24, 2020, the republic's minister of education and culture released circular letter no. 4 of 2020 on education policy in the emergency period of covid-19 spread. the circular says that online/distant learning is used to conduct the learning process at home. since the letter was issued, the learning process has been conducted online (online), utilizing smartphones, laptops, and internet networks. however, many pupils who are not http://journal.univetbantara.ac.id/index.php/ijimm mailto:talizarotaf@sttrealbatam.ac.id1,%20bentzmm@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 67 accustomed to online education have trouble learning at school. according to basar, many students complain about online learning, such as unstable internet networks, too many tasks, teachers who are always monotonous to teach, limited internet quotas, and most students who do not have personal devices (basar, 2020). in addition to the above problems, in research conducted by gumitri and eliza, the longer students learn online will negatively influence students' learning achievement. one of the negative things he sees is that children wrongly use gadgets as a tool for learning but are more widely used to play games (gumitri & eliza, 2021). furthermore, psychologically children experience stress because of the above problems; almost all children experience it. utomo also observed that children felt depressed because of learning by being forced to independently without assistance from parents at home (utomo et al., 2021). christian education teachers are responsible for paying attention to and preparing for learning during pandemics by looking at the above problems. one of the essential things that christian education teachers should do is to prepare for online-based education. this demand is not as easy as many people think so far; it turns out that learners experience online learning problems, but teachers also share the same thing. one of the complaints experienced by predominantly christian education teachers is the difficulty operating computers (technology) and accessing the less stable internet. a study conducted by prawanti and sumarni said it must be recognized that teachers do not all understand the use of online platforms in supporting online learning activities. as a result, many teachers rely on old methods such as lectures and giving tasks to learners (prawanti & sumarni, 2020). the author sees that the above problems should not be ignored; christian education teachers must transform the digital world and use the right strategies in teaching online. the duties and responsibilities of the christian education teacher are very complex and integrated into the learning he leads (situmorang et al., 2019). still, he must have the right and good strategy. in general, strategy has an understanding as an outline in acting to achieve predetermined goals. in the process of teaching and learning, strategy can be interpreted as an available pattern of teacher-student activities in the form of teaching and learning activities to achieve the goals that have been outlined. a learning strategy is a plan of action (series of exercises), including using methods and utilizing various resources or forces in learning that are structured to achieve specific goals. in this case, it is the purpose of education (marbun, 2019). according to aprida, the purpose of learning is statements about the knowledge and abilities expected of participants after learning (pane & darwis dasopang, 2017). tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 68 so how do christian education teachers apply online base learning today? according to sidjabat, teachers must plan teaching activities (a teaching plan) before the teacher carries out his duties together with students (sidjabat, 1999). in addition, according to telaumbanua, teachers must have the ability to operate technology media (telaumbanua, 2020). therefore, one of the plans that teachers must consider is to use technology media. technology is inevitable, so christian education teachers must learn how to prepare for learning using technology. technology is one of the support in smoothing the learning process. with technology, christian education teachers are more accessible in preparing online education. but there needs to be a strategy that teachers must prepare in teaching online so that the above problems can be appropriately resolved. although this strategy can not fully solve the problem, it can help children experiencing difficulties in the online learning process. therefore, teachers must be able to lead the online learning process correctly and adequately, not only to anticipate the problem of using technology in online learning but also to prevent students from misusing the technology, for example, using smartphones and computers (alfian et al., 2019). by looking at the explanation above, the formula in the writing of this article is what strategy is most appropriately used by teachers in teaching online. with the formulation of the problem, this article aims to see the extent of teachers' effectiveness in teaching online during pandemics. many previous studies have discussed master and technology: guru agama kristen's strategy in implementing online-based learning in pandemic times. there are at least three difficulties that teachers face during the covid 19 pandemic, according to the article "the existence of christian education teachers in learning during the covid 19 pandemic" (2021), written by agusthina siahaya and jenri ambarita. another study, jarwati and dewi priskawati's "blended learning: new normal learning solutions for christian education in the era of the industrial revolution 4.0"(2021), claims that teachers must continue to improve their grasp of technology because this learning method is still in its infancy. furthermore, according to abraham tefbana and a. danny kia's research, "improving the performance of christian education teachers in the era of disruption and pandemic" (2020), one of the strategies for improving the ability and performance of education teachers agama kristen in the era of disruption and pandemics is through seminars, training, courses, and further study. next is the research of masda engkol et al., "christian education learning strategy by teachers during the covid 19 pandemic" (2021), which proposes that teachers should carefully prepare learning methods to attract the concentration of students to learn. the five researchers above aim to tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 69 encourage christian education teachers to prepare learning strategies during pandemics. still, this study has not detailed what teachers do concerning systems in implementing online-based learning (the concept of the study is still general). therefore, the author examined this topic to elaborate on christian education teachers' practical things in online teaching and complete the previous studies. the author realizes that writing has shortcomings in narrative, content, and sources not far from existing research. methods a descriptive qualitative research method was adopted in this work. data for qualitative descriptive research is gathered from various credible sources, such as reference books (literature) on the topic at hand. (gunawan, 2013). researchers get data through literature studies, empirical data and trace the scientific work of previous researchers that have been published related to the theme of the study. using literature, researchers collect data by studying reliable journals, articles, books, and scientific papers (not in the form of numbers). then the researcher analyzes the data and describes it through data analysis techniques with several stages, namely reducing data, classifying and verifying data related to the study of this article. results and discussion the running of learning during pandemic times depends on each teacher's strategy and mastery of informatics technology. but according to the author's savings in supporting teachers' methods, teachers can not be separated from educators' readiness, parents of students, curriculum, availability of learning resources, and stable network support so that communication between learners and educators can be effective. online education requires the readiness of all stakeholders, predominantly christian educators. furthermore, by definition, online learning requires the assistance of qualified technology tools that are easily accessible. salsabila et al. claimed that the deployment of online learning during a pandemic could not be divorced from technological support since technology can address all of the needs associated with the learning process (hanifah salsabila et al., 2020). but the problem is that not all teachers can master technology to the fullest. agree disagrees with the average teacher who currently does not have a background in technology science (it). in research conducted by abdul syukur, almost all elementary-high school teachers in mastering and implementing information and communication technology tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 70 (ict) in the process of education are still not optimal (abdul syukur, 2014). tambunan also criticizes that learning technology will be effective if it is in the hands of teachers who have adequate levels of digital literacy or vice versa become a problem when in the hands of teachers who are not popular with technology. the basis of his argument is to judge that technology seems to be used in pedagogical needs but is not yet a beneficial and high-quality thing following the world of students in school (tambunan, 2020). and even more surprising in the writings reported by nurhayat taken from various research results and papers explained that about 70 to 90% of teachers are still considered stuttering technology in the utilization of ict advances in the learning process (nurhayat, 2016). darmawan sees this as very sad and even painful. amid the buzzing of interactive learning (e-learning), teachers are still not maximal in using information technology (darmawan, 2013). by revealing the various problems and studies of the researchers above, this paper outlines some of the strategies that must be done by christian education teachers in implementing the process of learning based on online in the pandemic period, namely: learning teachers provide features that are easily accessible to students one strategy that christian education teachers do in teaching online during pandemics is that teachers provide features. this feature makes it very easy for teachers and students to send and access various learning materials. several components must be provided by christian education teachers in teaching online, namely (1) google meet. google meet is one of the advocates supporting teaching and learning activities during pandemics; (2) google assignments. google assignments has a function to manage learning distributed by teachers and analyzes and assesses student assignments more easily and quickly; (3) classroom. the classroom is conducive to the management of classes and can improve classroom creation and help teachers check student tasks. with teachers utilizing the features and technological media above, the learning taught to learners can run well. in research conducted by fauzi said teachers should learn to use online-based learning media during pandemics even if students are at home (fauzi, 2020). therefore, teachers are required to stay creative using technology as a means in the learning process. however, the use of technology in the teaching and learning process becomes one of the challenges that are not quickly faced by all parties (tafonao & saputra, 2021). the authors assert that there is no reason for any teacher not to utilize technology as a means of teaching during a pandemic. in addition, if the teacher is in union with the technology media, this is one tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 71 form of pedagogy. iskandar cited law no. 14/2005 article 1; paragraph 1 "teacher is a professional educator with the main task of educating, teaching, guiding, directing, training, assessing, and evaluating learners on early childhood education, formal education pathways, primary education, and secondary education (iskandar, 2018). therefore, one of the essential demands as a professional teacher, namely, teachers must be integrated with the technology media in carrying out their duties as educators. according to frugal tafonao, saputra, and rosita, using technology media in learning is one of the competencies of a teacher as the primary determinant in the learning process (tafonao et al., 2020). teachers learn to design online learning almost all teachers claim that online learning is not as effective as direct face-to-face learning activities because teachers see that the teaching is explained to students online is not necessarily understandable. so do not be surprised if teachers give many independent tasks to students because there is no other way to be taken. the research conducted by samosir and boiliu, who proposed several designs of christian education learners that teachers must do during the pandemic period, suggests that teachers should create a learning model that can attract students' attention rather than simply watching. for example, whatsaap, google meet, google classroom; (2) create creative and exciting materials through power points and animations to facilitate students' learning; (3) create material explanatory videos; perform virtual classes through zoom and create youtube. after analyzing the three points above, 50% of students understand the learning material, while 50% of students cannot understand and explain the material delivered by the teacher (samosir & boiliu, 2021). this means that the design of christian education learning materials carried out by teachers during the period of emigrants is still not maximal and effective. even so, the results of this research that has not been maximal do not mean teachers stop innovating in meeting the needs of students during online learning; still, until now, christian teachers are required to continue to strive in designing effective online learning. in response, the author proposes several essential steps that christian education teachers must take in creating learning during the pandemic, namely (1) teachers must utilize appropriate online devices or media and by the material taught; (2) the teacher prepares for planned online learning; (3) the teacher keeps the students concentrated; (4) teachers encourage parents to be active in marginalizing children during online learning; (5) teachers create interactive learning methods. according to frugal banoet and tangkin, what is done by the tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 72 teacher above is a way to show the ability to benefit from various technological media (banoet & tangkin, 2021). furthermore, siahaya and ambarita propose that christian education can design engaging learning and motivate learners and be active and creative in creating and developing teaching materials or learning media that can be used to achieve christian education's learning goals. previously (siahaya & ambarita, 2021). in other words, online learning can provide a broader opportunity to explore the material taught to learners. teachers get used to providing stimulus to learners in addition to teachers mastering and designing learning technologically, teachers must also provide stimulus to learners. usually, this activity is only face-to-face learning, but the author argues that teachers can use online stimulation to motivate learners. it is also stated by mansyur stimulus is a teaching activity in the context of the learning interaction process to overcome the boredom of learners. in the process of learning situations, they always show perseverance and full participation. (mansyur, 2017). in addition, djamal and fachrudin said stimulus is a medium in interacting and generating an audience response, namely learners. (djamal & fachrudin, 2011). the interaction between giving (teachers) stimulus and the response (students) gives learners new experiences when doing the learning process at home independently during this covid-19 period. therefore, in awakening the independence of learning students in the house of pandemic flu, there are several things that christian education teachers, namely, must do: (1) the teacher explained the purpose of practical defense to learners; (2) give gifts; (3) the teacher gives time to the learners to present their work through zoom meetings; (4) the teacher gives praise; (5) the teacher provides motivation. with strategies or approaches like this, it invites the attention of every learner at home to keep learning so that learners do not feel bored even if the learning is done online / distance. but please note together, learning materials must be accessible anytime and anywhere through e-learning. one of the advantages of independent learning is that learners can better think and complete every task educators give. in other words, one way to integrate knowledge through technology learning is to make it easier for learners to learn (jarwati & priskawati, 2020). by looking at these aspects, there is no reason for educators not to provide stimulus to learners so that learning goals can be achieved to the maximum. in addition to the above, teachers should create interactive learning methods. not only can face-to-face learning be made fun of, but online learning must be made fun. one way is tafonao et al. | teacher and technoloy: christian education teacher strategies in implementing onlinebased learning in pandemic times http://dx.doi.org/10.32585/ijimm.v3i2.996 | 73 that every teacher entering the classroom must create an interactive quiz to become active in education. every child must have competitiveness to compete to answer the examination given. in the author's experience, not only done with quizzes but need to look for interactive videos on youtube related to learning materials so that learners attract attention to ask and agree with what they see and observe through the impression so that saturation in learning online can be appropriately resolved. according to muna and aziz, online learning models like this can help students think, express ideas, and talk (muna &aziz, 2021). conclusion based on this study, the authors say that teaching in pandemics requires the right strategies to support the online learning process. despite all the shortcomings of educators, especially in the mastery of technology, it is not a reason for christian education teachers not to try and adapt to technological developments. therefore, through this study, the authors give a new insight to every christian education teacher to create strategies that can overcome all limitations in teaching online in times of pandemic. christian education teachers must be creative, innovative, communicative, and give attention and motivation to learners through learning that is being taught to learners. in other words, the purpose of writing this article is very effective every strategy used by the teacher, if it is done with a new paradigm as explained in this article. this paper is here to contribute new thinking to christian education teachers in carrying out their duties during pandemics and a reference for researchers and education practitioners in looking at various phenomena that occur today in the world of education in the pandemic period. references abdul syukur, i. 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(2021). pemecahan masalah kesulitan belajar siswa pada masa pandemi covid-19. mimbar pgsd undiksha, 9(1), 1–9. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp. 1-8 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v3i1.984 | 1 mastering students’ speaking skill using inquiry online project-based strategy faizul muna1, imam nur aziz2 1,2 department of english education, institut keislaman abdullah faqih gresik, indonesia e-mail: 1 faizulmuna59@gmail.com*, 2imamnuraziz@gmail.com *coresponding author article history: received: november, 17 2020; accepted: march, 20 2021; published: april, 3 2021 abstract this study focuses on the use of an online learning research project focused on students' speaking skills. it is an innovative and practical approach that can develop students to solve a problem by thinking critically. this study aimed to determine the effect of using inquiry project-based learning on students' speaking skills. the research was conducted at mts mambaus sholihin gresik in class vii q. to determine whether inquiry-project-based online learning is effective or not, researchers used a preexperimental method, where the statistical formula of the t-test calculates information. the research result is that the pre-test's mean was 83.9189, and the norm of the post-test was 88.5135. the results showed that inquiry-project-based online learning projects had a positive effect on students' speaking achievement. it means that there is a large effect, with a substantial difference in student scores before and after treatment. thus it can be concluded that inquiry-project-based online learning is recommended to promote students' speaking skills. keywords: online learning, speaking skill, inquiry online project-based strategy copyright © 2021 the author(s) this is an open-access article under the cc by-sa license. introduction the research stance must be included, whether it corrects, debates, or support the previous research. in order to improve the quality of school education and learning in the future, it is crucial to change the thinking that will be used as the basis for the implementation of learning programs (silalahi & hutauruk, 2020). mastering communication skills is crucial in studying a foreign language, especially english, as the world's french language. learning to communicate in english should allow the learner to practice your skills. the tutor must then enable the learners to practice their speaking skills (aziz & dewi, 2020). english is an important phrase used as a medium of communication. it is used as a medium for various purposes, such as education, business, tourism, etc. (sirisrimangkorn, 2018). english is the required foreign language used by people who speak different primary languages. speech skills become the main effect of the anxiety of language learners (sutarsyah, 2017). speech is a valuable ability since people use it to communicate for many reasons and functions. the vital purpose of learning english is to be able to communicate effectively in english. according to (bygate, 2012) speaking requires the development of a specific form of communication skills. speech skills refer to the ability to http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i1.984 mailto:faizulmuna59@gmail.com mailto:imamnuraziz@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 2 behave in a language typically characterized by speaking a language. it is seen as an important way of learning to articulate meaning and communicate effectively. various communicative strategies have been used to develop the ability of learners to communicate. inquiry-project-based learning approaches have been promoted as instructional methods for students at all stages. this method helps students to discover or acquire knowledge through similar activities and personal investigations. (johnson, 2016). (liu & chu, 2010) he believed that the pervasive environment led to improved speech skills and increased motivation among young efl learners but did not specify which aspects of speech skills had improved. online learning and training are becoming increasingly popular globally, reducing the temporal and spatial problems associated with traditional education forms. the key drivers behind online learning are improving access to and quality education and training, reducing costs and improving education's cost-effectiveness (bates, 1997). online learning, combined with face-to-face learning, is successfully used in both industry and academia with positive outcomes (chang, 2016). at the same time, the geographically scattered company team will obtain their skills training via online platforms while at the same time achieving a higher level of competitiveness. online learning is also useful for students to research at their own pace using online content (panigrahi et al., 2018). to pop up the progress and develop student's speaking skills are not accessible. it can be seen more in the first grade of the mts mambaus sholihin suci manyar gresik, although their teachers led them. by observing in class, there are several problems: the lack of vocabulary, which is one obstacle for speaking students. besides, students lack confidence in the study, and students cannot understand or process what students want to say. some students are not excited and bored in the learning process because they use teaching techniques that students consider monotonous. these problems must be explained that it becomes a challenge for students to speak and understand the material. monotonous teaching will not enhance student learning optimally, as students are not interested, inspired, and do not feel a purpose for learning activities. researchers also noticed a lack of motivation in this research, as students did not feel the practice's importance or intent. however, since curricular subjects are described as science, participation, literacy, and learning for all students, learning outcomes are clear, and students experience skills and achievement. the induction method promotes student ownership, a sense of control, choice and autonomy, specific learning objectives, teamwork, and personal relevance. contribution inquiry-project-based online learning was selected in teaching speaking to improve the speaking skill of the students. that is a combination of three methods; inquiry learning, project-based learning, and online learning. this method can make students think critically in solving problems and improve student speaking to use the appropriate manner. inquiry project-based online learning is suitable as a way to overcome this problem. in light of the clarification, the researcher is inspired to conduct a research entitled "the effect of inquiry project based online learning to students’ speaking skill." inquiry-based learning the inquiry is an intentional process of diagnosing situations, formulating problems, criticizing tests and distinguishing alternatives, preparing questions, exploring conjectures, investigating data, constructing models, discussing with peers using evidence and representations, and forming coherent arguments (constantinou et al., 2018). the constructivist view of teaching has theorized, such as john dewey, thomas kuhn, jean piaget, and lev vygotsky. they believe that knowledge is founded on personal experience and is not gained by providing information (kim, 2005). the learner's capacity to make sense of the story influences the internalization of the information and can create new insights and schemes. constructivist teaching requires research http://dx.doi.org/10.32585/ijimm.v3i1.984 muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 3 instruction since it poses relevant questions for students, constructs through logical comprehension, acknowledges student perspectives, and provides a versatile curriculum that adapts to student deductions. it inspires students to work together, ask questions, discuss new ideas, and take action (johnson & cuevas, 2016). learning are related to educational approaches, such as constructivist instruction (kim, 2005), exploratory learning, problem-based learning (rotgans & schmidt, 2011), and project-based learning (chu et al., 2011), and all of these approaches may fall within a formal open investigative research framework (spronkensmith et al., 2012). (saunders-stewart et al., 2015) established a concept of research that is differentiated by the process of activities that improve cognitive skills such as critical thinking, the interaction of content between students and materials contributes to deeper understanding and implementation, the environmental context determines the experience in which research will be performed, and the approach strategy taken by the researcher to carry out the research. project-based learning the project-based program promotes the study of second and foreign languages. (sirisrimangkorn, 2018). it is used to develop learners in many fields. project-based learning benefits include creativity, language skills, group work, learning material, self-confidence, autonomy, and decision-making skills. project-based learning is defined as an instructional model that organizes project-based learning. students have different roles to play in the project and are expected to complete the finished product. the tasks include design, problem-solving, decision-making, investigation of accidents, and so on. project-based learning seeks to improve student skills through practical project-based activities. project-based learning is useful because it solves real-world challenges and helps students to show their skills realistically. besides, it engages learners in ongoing investigations and encourages learners to participate in various activities in practical situations. for language teaching, project-based learning allows teachers to achieve different educational objectives, such as promoting communication, integrating cultural studies into language, connecting language and material, and creating parallels between students' first and second languages. besides, project-based learning lets students discuss problems, concepts, or subjects without predefined responses (johnson, 2016). fischer & krauss (2018) point out that a project may involve small-scale objects, such as experiments, or that it may be expanded to large-scale works, such as exhibitions, murals, or even full-scale plays. various research is in place to affirm the efficacy of project-based learning to advance student language skills (rochmahwati, 2015) explored the effects of project-based learning on students' ability to communicate. research has shown that there are promising effects on the power of students to share. the students have also demonstrated a strong positive attitude towards introducing project-based learning in the speech class. i looked at introducing project-based information and communication technology learning in the english classroom with 25 students from higher education institutions. the results of the study showed that the students were more motivated to use english. they also experimented with more enjoyable and meaningful learning in a project-based english learning class. online learning online learning provides higher education to increase access to and attract students who may not regularly attend campus (park & kim, 2020). according (nguyen, 2015) online learning is a form of distance learning or distance learning that has long been part of the american educational system and has become the largest distance learning field in recent years. for this literature review, both hybrid and blended learning and pure online learning are considered to be online learning since much of the literature compares these two formats to conventional face-to-face wisdom. purely online courses are distributed around the internet, and blended or http://dx.doi.org/10.32585/ijimm.v3i1.984 muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 4 mixed learning includes traditional face-to-face lectures, learning over the internet, and learning facilitated by other technologies. speaking skill speaking is characterized as a mechanism for constructing and expressing meaning through verbal and non-verbal symbols in several contexts. it is considered an essential skill in learning and teaching english as a foreign language (efl) (al-garni & almuhammadi, 2019). according to (ul-haq et al., 2017), speaking is the 'ability to carry out a conversation in the language. over the years, speaking has been belittled and disowned. many teachers have taught this through repeated practice and dialogue (kayi et al., 2012). however, it has recently been realized that teaching speaking skills help develop students' communication skills to express themselves freely and communicate effectively. methods in this analysis, the design of the researcher used in this study was pre-experimental with a quantitative approach. the researcher selected a pre-experimental study as one pre-test-posttest party, which means that the research project-based online learning results can be used by students who speak skills. thirty-seven participants in this study were in grade vii of the mambaus sholihin junior high school in gresik. this research design would like to address classroom problems related to teaching language learning. the pre-test was offered to students before treatment. after the procedure, the post-test was provided to students to assess the student's speaking skills. first, to get the results, students do a pre-test on their speaking skills. furthermore, students study in an "inquiry project-based online learning," then they work to complete the product. these quantitative data have been analyzed and used to explain the findings and their consequences. then gave them a post-test on their speaking skill after they finished the end product and encouraged commonly utilizing inquiry project-based online learning. population and sampling the subject of this research is the first grade of mts mambaus sholihin. the study chooses vii-q of mts mambaus sholihin consists of 37 students. the technique of data collection the researcher used the speech test to assess and evaluate the student's ability to speak to obtain the analysis results. in this study, the researcher used a pre-test and post-test. the researcher also collects data from the pre-test and post-test ranking. the researcher did a pretest before implementing the study, project-based online learning, and a post-test after completing the learning process. the first is a pre-test to determine students 'speaking ability. students are asked questions before applying an inquiry-based online learning project. these questions aim to determine students' perceptions of the use of inquiry-based project-based online learning on speaking skills. students will be evaluated on their speaking in 3 aspects (grammar, vocabulary, and comprehension). the second post-test is given after applying an inquiry-based online learning project that is used in the class. the second post-test will know about the final score and the difference before and after applying the inquiry project-based online learning. data analysis technique after collecting the data from the pre-test and post-test scores, the researcher analyzed the data. the researcher used a methodology of quantitative analysis using a statistical http://dx.doi.org/10.32585/ijimm.v3i1.984 muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 5 approach. this approach is used to know the significant difference in students' speaking skills before and after the study project. the researcher has utilized the application of ibm spss statistics for windows to analyzed data. in analyzing the data, the researcher tested normality before calculating the t-test to find out test distribution is normal. results and discussion after performing the study, the researcher has two types of data: pre-test and post-test. pre-test offered to students before applying for inquiry-project-based online learning. students have tested their speech abilities in three fields (grammar, vocabulary, and comprehension). the consequence of the student score in the pre-test can be seen as follows: paired samples statistics on table 1, the pre-test score and the post-test showed that the pre-test average was 83.9189, and the post-test norm was 88.5135. it indicates that the post-test score was better than the pre-test score. the findings of the paired sample statistics show that there are substantial variations between the pre-and post-test scores. the findings support the statement that “the effects of inquiry project-based online learning on student speaking skills." table 1. pre and post-test average a. mean n std. deviation std. error mean pair 1 pre-test 83.9189 37 3.93262 .64652 post-test 88.5135 37 4.54375 .74699 post-test that given to the students after applying inquiry-project-based online learning. the post-test is done to know about the final score and the differences before and after applying inquiry-project-based online learning. paired samples correlations table 2 shows that the pre-test and post-test correlations are r=0.957 with the likelihood (sig) = 0.000. this indicates that the pre-test and post-test had a good correlation because the rvalue was close to 1.(field, 2013), r = 0.10 was a small effect; r = 0.3 was a medium r = 0.5 was a big effect. table 2. pre and post-test paired samples test from the table 3, the significant value (sig. 2 tailed) was 0.000, the value < 0.05 was therefore significant, and the t obtained was 20.199 at a significant level of 0.05 and the degree of freedom 36. this means that inquiry project-based online learning has been important (field, 2005) has stated, "if the value is less than 0.05, then the means of the two conditions are significantly different". n correlation sig. pair 1 pre-test & post-test 37 .957 .000 http://dx.doi.org/10.32585/ijimm.v3i1.984 muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 6 table 3. significant value paired differences t df sig. (2-tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test post-test -4.59459 1.38362 .22747 -5.05592 -4.13327 -20.199 36 .000 discussions regarding the research was done in vii q mts. mambaus sholihin gresik considered a significant difference between students' speaking skills taught using inquiry project-based online learning and those taught not using inquiry project-based online learning. based on the posttest result computation, the mean score for the post-test on their speech was 88.5135, while the average score for the pre-test was 83.9189. it can be interpreted that the mean post-test score was higher than the pre-test score. the researcher also found an essential contribution to speaking skills after being taught online learning based on the study project. it can be seen from the test of the hypothesis that there was a sig. (2 tailed) 0.000 lower than the 0.05 degree of importance. it was meant that ha was approved while he was rejected. the data took that influences inquiry project-based online learning in the teaching and learning process, especially in speaking skills. conclusion based on the study's findings and discussion, it can be inferred that there are gaps in student-speaking abilities that have been substantially gained from the online learning research project. the researcher also discovered essential speaking skills after being taught online learning based on the study project. the meaningful value (sig. 2 tailed) was 0.000, the value < 0.05 was also significant. inquiry project-based online learning is beneficial in students thinking critically, speaking skills. the effect of inquiry project-based online learning could improve students' thinking patterns critically by speaking. using whatsapp media, students are asked to send voice notes and make videos in their respective opinions after the researcher gives an assignment. their videos are uploaded to their individual whatsapp stories, so students will speak as best as possible and as well as possible. inquiry project-based online learning can motivate them to communicate and increase speaking confidence. furthermore, an inquiry-based online learning project was helped the students in a mindset to solve a problem by expressing their ideas, thoughts, and other opinions by speaking up. this study's finding, the result of the research analysis, proves that students' speaking skills are better than before taught by inquiry project-based online learning. conflict of interest the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. acknowledgements (optional) alhamdulillahirobbil'alamin, all praise be to allah swt, the almighty, the merciful, and the owner of the universe who has blessed me with beautiful things in my life. i would like to express the greatest gratitude to my supervisor, mr. imam nur aziz, m.pd, who has been willing to spare her valuable time not only for reading, correcting, and improving my thesis but also for http://dx.doi.org/10.32585/ijimm.v3i1.984 muna & aziz | mastering students’ speaking skill using inquiry online project-based strategy 10.32585/ijimm.v3i1.984 | 7 encouraging me to finish this thesis. i appreciate h. moh. ainun na'im, the principal of mts. mambaus sholihin gresik has permitted me to undertake the research. i also thank students of class vii-q of mts. mambaus sholihin gresik for their willingness to participate in this research. references al-garni, s. a., & almuhammadi, a. h. 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(2017). development of speaking skills through activity based learning at the elementary level. egitim arastirmalari eurasian journal of educational research, 2017(69), 241–252. https://doi.org/10.14689/ejer.2017.69.13 http://dx.doi.org/10.32585/ijimm.v3i1.984 indonesian journal of instructional media and model volume 3, issue 1 (2021), pp. 17-25 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v3i1.1401 | 17 the evaluation of appropriate selection learning media at junior high school hamsi mansur1, agus hadi utama2 1,2educational technology study program, faculty of teacher training and education, universitas lambung mangkurat email: 1hamsi.mansur@ulm.ac.id*, 2agus.utama@ulm.ac.id *coresponding author article history: received march 23, 2021; accepted april 21, 2021; published april 24, 2021 a b s t r a c t the appropriateness of learning media can help deliver messages from teachers to students become more effective. the selection of suitable learning media requires specific criteria to be precise in choosing a learning media because each learning media should have different characteristics and specifications of usefulness. this study aims to conduct a summative evaluation of the appropriate selection of learning media in junior high schools in banjarmasin. learning media evaluated using summative tests, totaling five junior high schools using purposive random sampling. data analysis techniques in evaluating summative models are conducted descriptively-qualitatively using four model criteria used to evaluate learning media's appropriateness: conformity with the material, conformity with student characteristics, conformity with the student's learning style, and conformity with supporting facilities. the appropriateness of learning media used by teachers in banjarmasin junior high school shows the category of good or, in other words, teachers have been able to plan, choose, utilize, and use learning media following four models criteria appropriateness learning media. recommendations of the results study of learning media can be applied in other schools to evaluate the appropriate selection of online learning media during the covid-19 pandemic. keywords: learning media; media selection; summative evaluation copyright © 2021 the author(s) this is an open-access article under the cc by-sa license. introduction education practitioners, namely teachers, are tasked with being consciously responsible in educating, teaching, and guiding students. a teacher should have the ability to choose and even develop appropriate learning media and organize or manage the classroom to learn optimally and ultimately achieve lifelong learning independence as the ultimate goal of the educational process. professional teachers carry out their essential duties and functions as tutors, motivators, and facilitators and can choose the suitable learning media (miarso, 2004). a professional teacher facilitator must choose the appropriate learning media in the learning process because each learning media has different characteristics and specifications. educational objectives can be achieved optimally, namely: effective, efficient, and meaningful. the learning process that teachers centered on and the selection of learning media that lacks added value in the learning process, the learning media is only used as a complementary tool that causes the learning process does not run optimally. learning media is not used to support the learning process and not the occurrence of time efficiency in the use of learning media, thus causing learning to be meaningless (mansur, h., & rafiudin, r., 2020). this research objective study discusses how teachers can choose a learning media based on personal experiences and http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mailto:hamsi.mansur@ulm.ac.id mailto:2agus.utama@ulm.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 18 theoretical studies. however, in carrying out technological, pedagogical, content, knowledge competencies, and teachers must have methodological skills in designing and implementing learning, including the selection, mastery, and use of learning media during the covid-19 pandemic. the word "media" comes from latin, which is the plural form of "medium", literally meaning intermediary or introduction. association for education and communication technology (aect) defines the word media as all forms and channels used for the information process. the national education association (nea) defines the media as all objects that can recovered, seen, heard, read, or discussed along with the instruments used for such activities. while heinich, molenda, and russel (1982) interpret the term media as "the term refers to anything that carries information between a source and a receiver". it should also be stated that learning activities are a process of communication. in other words, learning activities through the media occur when there is communication between the recipient of the message (p) with the source (s) through the media (m). nevertheless, the communication process itself only happens after there is feedback. based on the description above, it can be briefly stated that the learning media is a vehicle for channeling messages or learning information (liu, y., tong, y., & yang, y., 2018). learning media is part of the learning component and becomes an integral part of the learning process because it must be mastered by every teacher (chuang, y.-t., 2014). following the opinion expressed by sadiman (2014: 11), the teaching and learning process is essentially a communication process, namely the process of conveying information in the form of knowledge and knowledge from the source of the message, namely teachers through channels or mediation in the form of learning media to the recipients of the message, namely students. the use of learning media helps the process of delivering messages from teachers to students. the selection of learning media requires using a model of certain principles and criteria to precisely choose an effective, more accessible, and meaningful learning media. the purpose of using learning media is to make it easier for students to help master the learning competencies that have been set (tafonao, t., saputra, s., & suryaningwidi, r., 2020). this study evaluates the appropriateness of the selection of learning media used by teachers when teaching at banjarmasin junior high school. the contribution and novelty of this research are to apply a model framework on the criteria and principles of selecting appropriate learning media, especially during the covid 19 pandemic. the appropriate selection of learning media is based on the criteria model for choosing the right learning media put forward by susilana, r., & riyana, c. (2009: 65), namely: conformity with the material, conformity with student characteristics, conformity with the student's learning style, and conformity with supporting facilities. model criteria used to assess the appropriateness of the selection of learning media are four, namely conformity with the material, conformity with student characteristics, conformity with students' learning style, and conformity with supporting facilities evaluated summatively. the difference between this study and previous research is the application model appropriateness for selecting learning media during the covid-19 pandemic with summative evaluation. heinich, molenda, and russel (1982) in their book "instructional media and the new technologies of instructions" devised a procedural model called the acronym "assure". this assure model is intended to ensure the effective use of learning media, as shown in figure 1. http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 19 figure 1. assure model in appropriate selection learning media the model synchronized with assure includes six steps in systematic planning for media use: analyze learner characteristics, state objectives, select, modify or design materials, utilize materials, require learner response, and summative evaluation. in an attempt to utilize the media as a teaching aid edgar dale (1970), in his book "audiovisual methods in teaching," edgar dale made classifications by level from the most concrete to the most abstract (wagner, r. w., 1970). the classification of media known as the "cone of experience" of edgar dale and widely embraced in determining the most suitable tools for the learning experience. concerning the function of learning media, can be emphasized the following: 1) as a means of helping to realize a more effective learning situation, 2) as one component that is interconnected with other components to create the expected learning situation, 3) speed up the learning process, 4) improving the quality of the teaching and learning process, 5) concrete abstract to reduce the occurrence of verbalism disease. the use of right choosing media in learning can arouse new desires and interests, increase motivation and stimulation of learning activities, and even psychologically affect students (hamalik,1986). sudjana and rivai (1992) presented several benefits using media; 1) can foster student learning motivation because teaching will attract their attention more; 2) the meaning of teaching materials will become clearer so that students can understand and allow the mastery and achievement of teaching objectives; 3) teaching methods will be more varied, not solely based on verbal communication through words; and 4) students do more activities during learning activities, not only listening but also observing, demonstrating, doing life, and playing when teaching and learning during the pandemic covid19 at junior high school, selecting and applying a theoretical study above the appropriateness planning in selecting learning media is an exciting thing to discuss this study, especially mapping with the assure model. based on the background of the above problems, researchers formulated several problems that can be identified as follows: 1) what are the factual conditions of the use of learning media by teachers in banjarmasin junior high school, 2) how is the implementation of the summative evaluation model in the selection of the appropriate learning media used by teachers in banjarmasin junior high school, 3) does the selection of learning media used by teachers in banjarmasin junior high school meet the appropriate criteria. in general, this research aims to provide a summative evaluation model to apply the appropriate of teachers in choosing the optimal learning media in banjarmasin junior high school. in particular, this study aims to obtain an overview of 1) the actual condition of teachers' use of learning media in banjarmasin junior high school. 2) implementation of summative evaluation model to evaluate the appropriateness of learning media used by teachers in banjarmasin, junior high school. 3) mapping the appropriate learning media selection based on four criteria of the summative evaluation model used by teachers in banjarmasin junior high school. http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 20 method this research is a qualitative research summative evaluation model to find information and mapping about the appropriate of teachers in choosing the suitable learning media. the measure of the appropriateness of learning media is analyzed with four criteria which already mentioned the theory of susilana, r., & riyana, c. (2009: 65), namely: 1) conformity with the material, 2) conformity with student characteristics, 3) conformity with the student's learning style, and 4) conformity with supporting facilities. the suitability of instructional media was evaluated summatively on all subjects, such as science and social studies subjects in junior high schools. the method used is purposive random sampling. the sample of this study was taken randomly but still pays attention to the learning media that has been utilized by teachers so that junior high school teachers who rarely and never even use learning media at all can be ignored (sugioyono, 2004). the criteria used in sample selection as many as five junior high schools in banjarmasin which is aimed at that teacher who used to plan, choose, utilize, and put in summative evaluation model following by 4 model criteria appropriateness learning media and assure model. data collection techniques are use documentation, observation, and interview techniques. documentation and observations are used to determine the learning media used by teachers, while interviews to know the learning activities and learning media used by teachers. data analysis techniques in the summative evaluation are conducted descriptively-qualitatively using model criteria used to evaluate the appropriateness of the learning media following four criteria. the researchers then analyze the qualitative data of this study by describing the data obtained as it is through the triangulation of the data source. the data analysis used is the analysis of interactive model data miles, m.b. & huberman, a.m., quoted from mansur, h. h., utama, a. h., & mastur, m. (2019) as shown in figure 1 below: figure 2. interactive model design analysis descriptive-qualitative research method results and discussion learning media selection planning the model synchronized with assure includes six steps in systematic planning for media use, namely: analyze learner characteristics, state objectives, select, modify or design materials, utilize materials, require learner response, and summative evaluation. analyze learner characteristics, namely: the identification of students' needs and characteristics. learning media planning and selection are based on the analysis of learners' needs and learning characteristics (mansur, h., & mastur, m., 2018). one of the indicators of the analysis of the needs and learners' characteristics, namely: teachers have made the selection of appropriate learning media selection that is tailored to the ability to think, attitude, and skills of students who want to be achieved to be mastered easily by students following the demands of the learning curriculum. from the observations of researchers on five junior high schools in http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 21 banjarmasin, it was found that teachers have performed this analyze characteristic learners stage in the process of planning and selecting appropriate learning media. state objectives, namely: the formulation of objectives such as sk-kd, indicators, and learning objectives that have been contained in the junior high school lesson plan. the selection of learning media should be made in such a way that it will help and facilitate students to achieve learning goals. the researchers' observations on five junior high schools in banjarmasin found that the average teacher has implemented learning activities following those in-app junior high schools. in-app also contained materials, media, and learning resources to be used. based on the results of interviews with teachers of smpn 1 banjarmasin found that: "the learning materials and media of wetland learning have not been fully attributed", but in contrast to the results of the interview at smp it teacher ukhuwah banjarmasin stated that: "for learning, media and materials used have been adapted to the local media in banjarmasin area, for example in science lessons there is a practice of herbarium wetlands". select, modify, or design materials, namely: the selecting, changing, and redesigning the appropriate learning media to suit the needs of learning in the classroom. to create or select appropriate learning media in learning activities, teachers will usually do one of the following three possibilities: 1) choose the learning media that is already available, 2) change the existing learning media, and 3) redesign the appropriate learning media to fit the learning needs in the classroom. from the researchers' observations on five schools in banjarmasin, data was found that the average teacher prefers learning media that is already available from the school and facilitated by the school, especially using the internet network to implement online and distance learning. based on the results of interviews with the teachers of smpn 4 banjarmasin, teachers need to utilize technology to support the learning process. every teacher can develop and utilize learning media. every school is expected to facilitate it, such as adequate internet access and facilitation for teachers in distance learning systems and students who learn from home. utilize materials, namely: the formulation and structure of materials in the learning media must be related to the substance of the content/subject matter that must be given. the learning media that has been selected in it must contain material that must be mastered by students as contained in the junior high school rpp. from the researchers' observations on five junior high schools, the average teacher is right in composting materials in the learning media consisting of the content of lesson materials, quizzes, practice questions, portfolios, and themed collages. learning activities conducted to develop fine motor in children and even train children's cognitive by creating a learning environment that attracts students through hybrid learning. based on the results of interviews with teachers of smp it ukhuwah banjarmasin, it was found that "college-themed learning media by utilizing digital media such as youtube, google classroom, whatsapp group, and other learning videos. it is very easy for students in the learning period from home and facilitates communication to students to develop creativity". require learner response: student involvement in the most effective, efficient, and meaningful learning situation. teachers control learning situations that allow students to respond and be directly involved in learning. therefore, students should be involved as possible in using learning media that the teacher has chosen. based on the observations on five schools in banjarmasin, the average teacher has engaged students to respond using learning media such as play activities while learning in the quizzes, practice questions, portfolios, and collagethemed. learning activities conducted to develop fine motor in children and even train children's cognitive by creating a learning environment that attracts students through hybrid learning. based on the results of an interview with smp it teacher ukhuwah banjarmasin, it was found http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 22 that: "distance learning of science subjects of biodiversity material, students practice herbarium around their homes, taking examples of wetlands, then learning instructions sent through whatsapp group and home learning portfolios are sent via google classroom". summative evaluation, the purpose of learning media evaluation is to choose the suitable learning media to be used in class (arikunto, s., 1999). this summative evaluation consists of a principle-premise model and four criteria for the precise selection of appropriate learning media. principle-premise in evaluating learning media is how to manage the evaluation itself consisting of five stages, namely: 1) focus on the evaluation of learning media, 2) design summative evaluation model, 3) collect data/information, 4) analyzing information, and 5) the mapping report of evaluation results. while designing the summative evaluation in question is to make the criteria for the appropriate selection of the suitable learning media consists of 1) conformity with the material, conformity with student characteristics, conformity with the student's learning style, and conformity with supporting facilities. the appropriateness of learning media learning using appropriate learning media will run effectively if the role of the teacher in learning is to act as a facilitator or provide students with ease in learning. the learning process by utilizing appropriate learning media to facilitate student learning activities will become more effective, efficient, and meaningful if previously teachers have chosen and prepared appropriate learning media by blending in assure model (mansur, h., & utama, a. h., 2017). effective, efficient, and meaningful learning can be learning that utilizes or uses appropriate learning media as mediation or a tool in messaging students. effective, efficient, and meaningful learning must also involve learners interacting directly with their learning media to obtain students' responses to the appropriate learning media that the teacher has chosen. the appropriate selection of learning media is based on the criteria for choosing the suitable learning media put forward by susilana, r., & riyana, c. (2009: 65), namely: conformity with the material, conformity with student characteristics, conformity with the student's learning style, and conformity with supporting facilities. from the researchers' observations on the suitability of the material, the average teacher chooses many traditional learning media that has been prepared by the school and automatically complies with the learning curriculum contained in the rpp. the formulation and structure of materials in the learning media have also been related to the substance of the content/subject matter to be taught (harahap, s. b. r., & ghofur, m. a., 2020). conformity of learning materials is a material or study that will be taught in learning activities. another consideration of the material or subject matter on the suitability material is the extent to which the depth of the material is presented in the learning media that must be mastered by students. the characteristics of different materials require media that corresponds to the characteristics of students and the learning styles of students are different, so that the suitability of learning materials, characteristics, and learning styles of students is a series of activities in determining the selection and utilization of learning media to be used. besides, supporting facilities are planning activities before the selection of appropriate learning media. in this planning activity, teachers must weigh the advantages and disadvantages of the facilities and facilities provided by the school, such as the availability of learning media and learning resources that teachers can modify or stay in use (wijayanti, s., & sungkono, j., 2017). http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 23 the study result conducted by the researchers found that in a series of activities to select the right learning media for teachers to have done it following the assure model. either consciously or not, it turns out that teachers have applied the appropriate selection of good and appropriate learning media, ranging from the suitability of materials, students' characteristics, and students' learning style. supporting facilities are planning activities before the selection of appropriate learning media, here teachers have analyzed the advantages and disadvantages of the facilities and infrastructure provided by the school, namely only benefiting learning media and learning resources, such as youtube, google classroom, google meet, whatsapp group, other learning videos, powerpoint, and zoom meet in science subjects (anderson, l. w., krathwohl, d. r., airasian, p. w., et al., 2001). appropriate learning media is mediation to convey content/material to students to be aroused and respond to the content/material to achieve effective, efficient, and meaningful learning objectives. the selection of appropriate learning media in learning requires in-depth analysis taking into account various aspects needed, such as the assure model. the more relevant the learning media chose, the more supportive it will be in achieving effective, efficient, and meaningful learning objectives (mansur, h., utama, a. h., mastur, m., & rafiudin, r., 2017). summative evaluation management is collecting information through assessment activities by using instruments to determine the quality and value of a learning medium. this information will be used as a consideration, solution, and alternative for decision-makers through mapping. summative evaluation of learning media aims to assess and measure the appropriate learning media chosen by teachers comprehensively. in this case, the researchers focused a summative evaluation on teachers' appropriate selection of learning media. because when teachers will plan, utilize, and use learning media, the first step is to choose the suitable learning media according to the material, characteristics of students, student learning style, and supporting facilities of the school (mansur, h. h., & utama, a. h., 2019, december). from the results of research and discussion, it can be reported that the results of a summative evaluation of the appropriate selection of appropriate learning media by teachers in banjarmasin junior high school are as follows table 1. table 1. the mapping evaluation appropriateness of learning media no learning media selection planning model learning media selection appropriate criteria percentage teachers who have performed status 1 analyze learner characteristics characteristics of learners student learning style 80% 70% good 2 state objectives material conformity characteristics of learners student learning style 100% 80% 70% very good 3 select, modify, or design materials material conformity supporting facilities 80% 70% good 4 utilize materials material conformity characteristics of learners student learning style 80% 80% 70% good 5 require learner response characteristics of learners student learning style 80% 70% good http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 24 6 evaluation (summative) teachers feedback after learning activities are achieved to reflect on the improvement of further learning activities 70% enough average report of evaluation appropriateenes of learning media used by teachers at junior high school banjarmasin ≥80% good list of appropriateenes learning media selection used by teachers at junior high school banjarmasin youtube, google classroom, google meet, whatsapp group, other learning videos, powerpoint, and zoom meet in science subjects. conclusion the actual use of appropriate learning media by teachers in banjarmasin junior high schools has implemented a good and appropriate learning media planning and selection model following the assure model. the implementation of summative evaluation on the appropriateness of learning media used by teachers in banjarmasin junior high school shows the good category, or in other words, teachers have been able to plan, choose, utilize, and use appropriate learning media following four model criteria appropriateness of learning media selection. the mapping appropriateness of learning media results from a summative evaluation in this study conducted based on four model criteria, namely: conformity with the material, conformity with student characteristics, conformity with the learning style of students, and conformity with supporting facilities. recommendations of the results study of learning media can be applied in other schools to evaluate the appropriate selection of online learning media during the covid19 pandemic. references anderson, l. w., krathwohl, d. r., airasian, p. w., cruikshank, k. a., mayer, r. e., pintrich, p. r., … wittrock, m. c. (2001). a taxonomy for learning, teaching, and assessing: a revision of bloom’s taxonomy of educational objectives. new york: addison wesley longman, inc. arikunto, s. (1999). dasar-dasar evaluasi pendidikan. bumi aksara. chuang, y.-t. (2014). increasing learning motivation and student engagement through the technology supported learning environment. creative education, 05(23), 1969–1978. https://doi.org/10.4236/ce.2014.523221. hamalik, o. (2004). proses belajar mengajar. bumi aksara. harahap, s. b. r., & ghofur, m. a. (2020). android based mind mapping learning media to improve students' understanding of national income. indonesian journal of instructional media and model, 2(2), 126-140. liu, y., tong, y., & yang, y. (2018). the application of mind mapping into college computer the application of mind mapping into college computer programming teaching. procedia computer science, 129, 66–70. https://doi.org/10.1016/j.procs.2018.03.047. mansur, h. h., & utama, a. h. (2019, december). challenges and commitments to implementation of fullday school in banjarmasin. in international conference on education technology (icoet 2019). atlantis press. mansur, h. h., utama, a. h., & mastur, m. (2019, december). pengembangan media pembelajaran berbasis komputer (pbk) menggunakan aplikasi prezi. in prosiding seminar nasional lingkungan lahan basah (vol. 4, no. 3, pp. 566-569). mansur, h., & mastur, m. (2018). implementasi kurikulum 2013 dalam pelaksanaan pembelajaran saintifik dan tematik integratif di sdn se-kota banjarmasin. jurnal komunikasi pendidikan, 2(1), 3241. http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 mansur, h. et al. | the evaluation of appropriate selection learning media at junior high school 10.32585/ijimm.v3i1.1401 | 25 mansur, h., & rafiudin, r. (2020). pengembangan media pembelajaran infografis untuk meningkatkan minat belajar mahasiswa. jurnal komunikasi pendidikan, 4(1), 37-48. mansur, h., utama, a. h., mastur, m., & rafiudin, r. (2017). pemanfaatan desain media ajar interaktif dengan program microsoft power point dan ispring di fakultas keguruan dan ilmu pendidikan (fkip) universitas lambung mangkurat. miarso, yusufhadi. 2004. menyemai benih teknologi pendidikan. jakarta: kencana. molenda, h. r., & james, d. r. (1982). instructional media and the new technology of instruction. canada: john wiley & son. sadiman, a. s. (2014). educational media, understanding, development and utilization. sudjana, n., & rivai, a. (2007). teknologi pengajaran. bandung: sinar baru algensindo. sugioyono. 2004. metode penelitian manajemen. bandung: alfabeta. susilana, r., & riyana, c. (2009). media pembelajaran: hakikat. pengembangan, pemanfaatan dan penilaian, bandung. tafonao, t., saputra, s., & suryaningwidi, r. (2020). learning media and technology: generation z and alpha. indonesian journal of instructional media and model, 2(2), 89-100. wagner, r. w. (1970). edgar dale: professional. theory into practice, 9(2), 89-95. wijayanti, s., & sungkono, j. (2017). pengembangan perangkat pembelajaran mengacu model creative problem solving berbasis somatic, auditory, visualization, intellectually. al-jabar: jurnal pendidikan matematika, 8(2), 101-110. http://dx.doi.org/10.32585/ijimm.v3i1.1401 http://dx.doi.org/10.32585/ijimm.v3i1.1401 indonesian journal of instructional media and model volume 3, issue 2 (2021), pp. 56-65 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 56 the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process agus hadi utama1, ahmad sofyan2 1,2 educational technology study program, faculty of teacher training and education departement, universitas lambung mangkurat, banjarmasin, indonesia e-mail: 1agus.utama@ulm.ac.id*, 2ahmad.sofyan@ulm.ac.id *coresponding author article history: received: july 5, 2021; accepted: october 16, 2021; published: november 30, 2021 abstract curriculum 2013 (k-13) it is expected that all schools and teachers have been able to implement the curriculum both in terms of preparation for learning tools as well as in the learning process. however, the reality is far from expectations as the ability of teachers in the preparation of the learning tools is still lacking. detected through learning tools compiled from teachers who are following the professional teacher education online, the results were far from expectations posing a big question mark for researchers. for this reason, the researchers tried to explore the issue through a qualitative descriptive approach. although in this study quantitative data also exist, it was just as supportive data to strengthen the argument and conclusion. sources of data in this study are a sports physical education and health (pjok) amounted 100 people teachers training program held in banjarbaru, south kalimantan through online learning systems indonesia (spada). from these studies it was found that k-13 training has not met the need of all teachers reflected in learning tools is not understood comprehensively by the teacher’s participant training program. further, in some training, there are instructors who didn’t come from the field of pjok, but from other fields of study. this fact is of course very worrying as if it remains, the goal to training teachers professionalism in their fields will never be reached, especially in developing learning tools in teaching and learning process pjok. therefore, it is necessary to reorder the instructors in accordance with expertise in the field of study as well as evaluating the effectiveness of the training program k-13. keywords: curriculum 2013 (k-13), teacher’s ability, developing learning tool, teaching and learning process copyright © 2021 the author(s) this is an open access article under the cc by-sa license. http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.1705 mailto:agus.utama@ulm.ac.id mailto:ahmad.sofyan@ulm.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 57 introduction in the 2013 national education system law, has been set up on the curriculum. the curriculum gives direction to the educational process, and is a preparation for learning that is designed and implemented individually or in groups, both at school and outside of school (annan-diab & molinari, 2017). the implementation of curriculum 2013 (k-13) in schools is guided by the 2013 curriculum document issued by the ministry of education and culture of indonesia which consists of planning, implementing, and supervising education in order to realize the quality of national education (k-13 guided book, 2012). the goal is to ensure the quality of national education according to the law of the republic of indonesia aimed at educating the nation and shape the character and dignified civilization. since the enactment of the k-13 in the year 2013/2014, teacher be expected more focused and more prepared to teach. the readiness is shown by the learning device that must be made. although apparently teachers are burdened with the administration as the readiness of a teacher, learning device is very important for teachers in preparing the learning process. with the learning device that has been prepared properly enabled learning can take place properly. learning devices are tools or equipment to carry out the process that allows teachers and learners perform the learning activities. learning tool created as one of support for learning to work well (harris & hofer, 2011). learning plan stated in ministry of education and culture regulation no. 22 of 2016 on standards for primary and secondary education process. the device consists of a syllabus of learning, the learning plan (rpp), instructional materials, media education, worksheet students (lkpd), and evaluation/assessment. learning device is made to be able to accommodate a student-centered learning system (student-center), meaning that it was students who are active in learning steps according to the draft made by the teacher. in designing the study, teachers of supposedly able to use technology as a teacher professional teacher should be able to master competencies, in addition to the professional teachers must also have a moral quality, cultured, dignified, whose duties with full responsibility, justice, conscience, disciplined, obedient to the rules and discipline (belinova et al., 2017). in view of the progressive, characteristic changes in society must be accompanied by changes in the culture of the teacher in the learning process. rapid change requires teachers should prepare themselves to being run over by age, and can occur even exceed the capacity of student’s teachers, if teachers do not have extensive knowledge. as a teacher who professional a teacher should be able to master competencies, in addition to the teacher professional also should have the moral quality, cultured, dignified, whose duties with full responsibility, justice, conscience, discipline, abiding by the rules, and discipline (belinova et al., 2017). in this 21st century learning media and resources there are everywhere, books can be replaced technology, however, the presence of permanent teachers is irreplaceable. the ability of teachers to educate in this digital era 4.0 strengthened on pedagogy on teachers themselves. the teacher's role more as a facilitator who is able to take advantage of digital technology well to design them to be creative to make learners active and high-level thinking. therefore, inevitably, it is the teacher's role must be strengthened. teachers are required able to utilize technology in instructional material and learning media. this time learning to use multimedia and e-learning is no stranger, however, for teachers in areas far from http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 58 the reach of the internet have become a matter of course, and also related to the mindset difference where among teachers who were in the city, especially with teachers who come from developed countries. it is associated with dimension and cultural references (borko, 2004). teachers are very instrumental in developing 21st century skills. besides, teachers should also be able to adapt to the curriculum, and is capable of imagination to produce high creativity in learning (drake & reid, 2018). the characteristics of teachers in the 21st century include: first, teachers as well as the facilitator should also be a motivator and inspiration for students. teacher as facilitator, meaning not make the teacher as a knowledge center (teacher-centered), because knowledge can be accessed through a variety of learning media and resources. the positions of learners in 4.0 era become the center of student as well as the demands of the curriculum 2013. in this case the teacher should be able to position itself as a study partner for learners and collaborate to facilitate learning process. second, teachers must have the ability to read high interest and critical thinking. this is to anticipate the development of quick learners’ knowledge through digital technology. if not, then there will be a loss of authority of the teacher who of course have an impact on the learning process itself and the progress of the nation. third, the ability to write and communicate. in the 21st century a teacher in addition must have a high interest must also be able to write as medium to convey messages. teachers are required capable of expressing ideas through writing idea of thinking as the enrichment of learning delivered to students in improving the quality of learning. fourth, teachers are also required to be creative and innovative. learning e-learning system is a necessity or requirement for a teacher in order to maintain the authority of the teacher in front of his students. ict-based teaching competencies for teachers of the 21st century is an absolute. fifth, 21st century teachers are required to have the ability to do a cultural transformation. this transformation process termed self-change, from being considered old-fashioned replaced by novelty (hakim, 2017). the task of the teacher in the context of indonesia is not only to teach, but also to educate, direct, guide, train, assess and evaluate. this is in accordance with government regulation no. 74 of 2008. the teachers emphasizes that professional teachers are obliged to plan, implement quality learning process, assess and evaluate learning. learning tools is a weapon for a teacher indicating a sign of readiness to give directions for teachers in teaching. lesson preparation contained in learning tools for teaching and learning such as lesson plans, instructional materials, worksheet students, and evaluation rubric/assessment. the learning tools can be seen through the readiness of a teacher which has been stated clearly in the ministerial decree no. 22 of 2016. however, regulations are not always in line with the reality on the ground as the teachers seem reluctant in preparing the learning tools for teaching and learning (tafonao et al., 2020). since the publication of curriculum 2013, it several times experienced improvement and change, but in terms of processes and products for the physical education, sports, and health (pjok) curriculum, the implementation has not met the standards (setiadi et al., 2019). since the enactment of the curriculum in 2013, the implementation of the curriculum has been uneven across the school. teachers should have been very understanding about the content of the curriculum, but in fact the teachers still have difficulty understanding basic competencies and core competencies translated into lesson plan and learning tools as proved by (mboleng et http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 59 al., 2018) that teachers of physical education, sport, and health (pjok) are not yet ready to make a learning tools based k-13. after eight years running, the expectations of researchers originally have thought that the ability of teachers to prepare learning tools and translate core competence and basic competences in the affective, cognitive, and psychomotor already proficient. but the fact that almost 95% of the learning tools made by the participants do not meet expectations indicating that the teachers do not understand about the preparation of the learning tools in teaching and learning process. as such, the writers conducted this research in order to determine field problems hampering the ability of the preparation of learning tools based k-13 for teachers of physical education, sport, and health/pjok (ahmad, 2014). methods the research method used is case study research, one of the studies that focuses on examining the background, interactions and conditions of a particular community. the form of this case study is actually more suitable to be used to examine an event, activity, or program in a particular group of individuals. the advantage of this type of research is that it can be used to examine objects in the form of groups. as long as the group has the same goal. this study uses descriptive qualitative approach in the form of documents, interviews, and questionnaires. although encountered data is quantitative, it was just as supportive data to reinforce and complement the arguments in drawing conclusions (arifin, 2020). subject research is a teacher of physical education, sport, and health (pjok) in south kalimantan who are following professional teacher education, numbered 100 person. as for the focus in the study is the ability of physical education teachers in developing learning tools-based k-13, as well as the problems faced by the teachers in implementing learning tools into preparation teaching and learning process. the study was conducted in professional education center teachers in physical education, sports, and health (pjok), in banjarbaru, throughout the month of june to december 2019. data retrieval is divided into two parts. first, the initial data as a backrest base is a learning tools in the form lesson plans, instructional materials, worksheet students, and evaluation rubric/assessment, which has been created by teachers who were studying the teaching profession, at the time online lectures. the data is used as a base to explore the problems faced by teachers in preparing a learning tool. second, the data obtained through interviews conducted during face to face lectures/workshops. some basic questions posed, and then to dig deeper into the questions were developed by the researchers. the main question posed, among others: 1). is your school already use k-13 effectively; 2). would you've have been training k-13 especially in preparation learning tools; 3). is the material presented has been understood by you in detail; 4). does the instructor’s person k-13 comes from the same field; 5). books or reference what you use as a resource to develop learning tools? (ambiyar & dewi, 2019). http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 60 results and discussion results findings from the study documents composition of learning tools such as lesson plan preparation, instructional materials, worksheet students, and evaluation rubric/assessment made by teachers of physical education, sports, and health (pjok), amounting to 100 teachers are still lacking. preliminary data compiled learning tools capabilities are taken during workshops lectures professional teacher education in banjarbaru, south kalimantan through online learning systems indonesia (spada). the study's findings about the ability to create a learning tools per-item composition (lesson plans, instructional materials, worksheet students, and evaluation rubric/assessment) displayed in figure 1 below: figure 1. the preparation capabilities teachers at workshop professional teacher education to develop learning tools in teaching and learning process once the data found that the ability of teachers to make the learning tools is lacking, then subsequently traced the cause. search cause of the ability of teachers is still lacking is done when teachers physical education, sports, and health (pjok) workshop participants. the summary of the principal results of the interview are described in the following table 1: lesson plan 50% instructional materials/learning media 10% workshet student 20% evaluation rubric/assesment 20% the implementation k-13 in teacher's ability to develop learning tools in teaching & learning process lesson plan instructional materials/learning media workshet student evaluation rubric/assesment http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 61 table 1. causes of lack teacher's ability to implementing k-13 no. statement components percentage (%) answers 1 statement using k-13 as professional teachers 70% 2 a statement that he has never attended a k-13 training 75% 3 understanding of training learning media and instructional materials is poorly understood 40% 4 resource persons/instructors from other fields 60% 5 use of textbooks than learning media/e-learning 80% from the data in table 1, it can be argued that the lack of ability of teachers in preparing a learning tool caused by among other things: dissemination and training k13 has not been evenly distributed throughout the area. proven 70-75% of teachers said that they had never received training k-13. this is especially true on the teachers who are in the area. as noted a2, one of the teachers, "i have never received a briefing k-13, and we still comfort use the school curriculum or so-called education unit level curriculum (kurniaman & noviana, 2017). from interviews, it was stated by the teachers who had attended the workshop training, most said that they did not understand the instructional material and develop learning tools in detail. regulations underlying minister decree no. 16 of 2007 is not also presented in detail. the instructional material in the form of lesson plan is received in the form of copy and paste, without a detailed explanation of how to use lesson plan in k-13. even raised by some teachers who have been trained, the training curriculum delivered by speakers who are not of the fields of study physical education, sports, and health (pjok), but from other areas of study. as stated by h 35, "we received training k-13, but his sources instead of physical education, sports, and health (pjok) but from other fields, so when we asked, they were not able to give a clear answer, and we were only given examples of copy and paste without explanation means". such information also strengthened by f 29, "how we can understand the implementing new curriculum, especially that part of core competence (ki) and the basic competency (kd), if that explains not of the field of physical education, sport, and health (pjok), but on the field of study other. and we need a detailed explanation of how to comprehend ki and kd, kd nature especially skills". if that explains not of the field of physical education, sport, and health (pjok), but from other fields of study (rafiudin et al., 2021). other findings are, teachers in conducting the learning process are only based on textbooks, the contents of which tend to the sports branch without paying attention to the contents of the curriculum and class levels according to curriculum material. a15 stated, "i teach based on textbooks purchased by schools". when the researcher asked again, did the textbook match the demands of the contents of the 2013 curriculum? a15 and others answered, "i don't know, for us the important thing is there is an example, because so far we don't understand how to implement the k-13, especially to develop instructional materials and learning tools-based k-13 ". in addition, in teaching teachers tend to teach sports material as obtained in college, as stated by 54 b, an elementary school teacher, "what we teach is in accordance with what we have received during last lecture. what has been stated by 54 b is clearly not in accordance with the contents of the current curriculum. the teachers stated that they could only understand about http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 62 k-13 after receiving the material lectures during the professional teachers’ workshop. as one teacher put it, "we just understood ma'am, we used to teach without involving learning tools that became a guide. we always feel we lack material to teach, because what we teach is only the lessons we have received during college, without seeing the curriculum message (khawari et al., 2018)." discussion the success of a curriculum is applied for socialization and intense training. before conducting socialization of course prepared human resource tools, namely instructors or speakers who have the ability and the field that will be delivered. if socialization is not conveyed properly then the result will not be as expected. this is evident from the research that proves that the ability of teachers to prepare learning tools at teaching and learning is still weak, due because not all teachers get the socialization and guidance regarding the application of k-13 which is a typical in university when trying to innovate. as a result, teachers have not been able to draw up plans well. learning tools created as one of support for learning to work well. learning will be effective if teachers are able to design learning well. a good teacher is a teacher who can prepare lesson plans well (mansur & utama, 2021). curriculum changes will not give any meaning if it is not accompanied by a clear policy. the low quality of education in indonesia certainly can not be answered simply by changing the curriculum. or even replace the education authorities. quality education can only be answered by the quality of teachers. teachers who are qualified professionals who guarantee. without improvement in the quality of teachers, the quality of education will remain "far from the fire", always be inadequate (wijaya et al., 2021). as good as any curriculum, if the teacher is not equipped with either about how to implement the curriculum will not be able to walk up. facts on the field, that the teachers are stuck with textbooks purchased by the school. come to think of it of course makes it a teacher, but their impact is reducing the creativity of teachers, because teachers are not glued and just had enough with the materials that are already available. habit of following the book spay and off the creativity of teachers so that the implementation of curriculum 2013, which has not happened contextually (salim & utama, 2020). their book these packages must be revisited. government in this case the ministry of education and culture must evaluate the content of the books, especially handbooks of physical education, sport, and health (pjok) learning, whether in accordance with the curriculum. it is very alarming, when the findings of the study, including the teachers glued to the textbooks, and teaching the lessons of physical education, sports, and health (pjok) based solely on experience when receiving the same lesson when college. though the content of the curriculum is not the same as the college curriculum, indeed, core competence (ki) and basic competences (kd) are in between the different levels. for the dominant primary school level with the basic motion, for the junior high school level towards a specific motion, while the middle class has entered the upper level motion analysis to sports. if teachers teach using textbooks and references only having experience in college without learning curriculum well, then the result of the primary school level to the intermediate level will be stuck on learning the sport (pendidikan, 2018). http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 63 professional teachers are educated and well-trained and have experience in the field (pamuk, 2012). there are nine competencies that must be mastered by teachers physical education, sports, and health (pjok) care to facilitate learner. the field is philosophical aspects, pedagogic, history, anatomy, kinesiology, physiology, psychology, sociology, and development of motion study. this was stated in the ministerial decree no. 16 of 2007, concerning academic standards and qualification of teachers. the competence of the basis is for translating the curriculum into learning tools. learning physical education, sports, and health (pjok) care are dominant learning via motion. but in learning to be able to accommodate the affective, cognitive, psychomotor aspects in addition to that is characteristic of physical education lessons. the most alarming of these findings is their socialization curriculum instructors come from other fields. how can teachers be able to absorb the curriculum well, if the instructor does not come from the field of physical education, sports, and health (pjok). this is contrary to the professional principles contained in law no. 14/2005 on teachers and lecturers, the work or activities carried out by someone and become a source of income that life requires skill, expertise or skills that meet certain quality standards or norms as well as the need professional education (nurdyansyah & fahyuni, 2016). this explanation shows that the profession requires expertise in the field of education if wishing to be in compliant with the demand of community in the era of 4.0 especially implementing k-13 in teacher's physical education, sports, and health (pjok) care to facilitate learner thorough ability to develop learning tools based k-13 (sudarisman et al., 2015). conclusion curriculum 2013, which has been going for approximately eight years, have not been properly socialized. it appears that the desire to change the curriculum is not accompanied with the appropriate human resources to be able to disseminate to all teachers and education personnel. their instructors out of the same field, is certainly very worrying, because it is contrary to the principles of professionalism. the ability of a teacher in developing learning tools is very important, because these tools gave way to a good learning process at teaching and learning. their required textbooks for schools, on the other hand is pretty good if it is used only as reference material, but if the book into a main handle then it will turn off their creativity in designing learning. quality education can only be answered by the quality of teachers. if the quality of teachers is not corrected, then no matter how great the curriculum does not guarantee the quality of education. it is suggested, to answer the challenges of our time industrial era 4.0, teachers must be given a lot of skills training related to learning and mastery of ict. if not, then the teacher will be left out of from the ability of the students who are now very technologically savvy. it was also suggested that there is research that examines the ability of teachers to develop learning media based k-13. http://dx.doi.org/10.32585/ijimm.v3i2.1705 utama et al. | the implementation curriculum 2013 (k-13) of teacher's ability to developing learning tools in teaching and learning process http://dx.doi.org/10.32585/ijimm.v3i2.1705 | 64 references ahmad, s. 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(2020). learning media and technology: generation z and alpha. indonesian journal of instructional media and model. https://doi.org/10.32585/ijimm.v2i2.954. wijaya, h., darmawan, i. p. a., setiana, s. c., helaluddin, h., & weismann, i. t. j. (2021). active reconnecting learning strategies to increase student interest and active learning. indonesian journal of instructional media and model. https://doi.org/10.32585/ijimm.v3i1.1290. http://dx.doi.org/10.32585/ijimm.v3i2.1705 indonesian journal of instructional media and model volume 3, issue 1 (2021), pp. 38-46 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v3i1.921 | 38 the foreign learners’ difficulties in english speaking and how to solve the problems sabariyanto tarbiyah faculty of science, iain surakarta, central java, indonesia email: sabariyanto@iain-surakarta.ac.id* *coresponding author article history: received october 27, 2020; accepted march 20, 2021; published april 25, 2021 a b s t r a c t the objectives of this research are (1) to describe the difficulties faced by a foreign learner in english speaking; and (2) to describe the foreign learner’s solutions to solve the difficulties faced in english speaking. the design of this research is descriptive qualitative research. the result of this research showed that foreign learners did face difficulties in performing english conversation. the difficulties were categorized into four points, following penny ur's theory: inhibition, nothing to say, low or uneven participation, and mother-tongue use. there are four points for resolving the difficulties, following jeremy harmer's theory: preparation, repetition, big groups, small groups, or mandatory participation. moreover, the foreign learners used the improvising strategy by jeremy harmer to help themselves develop the speaking ability; foreign learners used the repetition strategy by jeremy harmer. keywords: foreign learners’ difficulties; english speaking; english conversation copyright © 2021 the author(s) this is an open-access article under the cc by-sa license. introduction in learning english, four main skills need to be mastered by the students. there are four language skills: listening, reading, speaking, and writing (gillett et al., 2014; mart, 2012; sadiku, 2015). these four cannot be separated as they are connected to one another in helping to comprehend english overall, so students should fully understand every skill. among those skills, one of the most important to learn is speaking. speaking is essential in learning english since it is the main form of communication to deliver messages to other people (bahadorfar & omidvar, 2014). babita (2013); and marriam bashir; muhammad azeem; ashiq hussain dogar (2016) speaking is the most important skill out of four (listening, speaking, reading, and writing) because people who know a language are referred to as 'speaker' of that language, and many language learners are primarily interested in learning to speak. in conclusion, it is understood that through speaking, someone can communicate or express their ideas in order to understand one another. according to leong & ahmadi (2017) and abrar et al. (2018) speaking is an interactive process of constructing meaning that involves producing, receiving, and processing information. gan (2012) and m. al-tamimi & attamimi (2014) defines speaking as an oral skill that is used to express a person's understanding, convey intended meaning accurately with sufficient vocabulary, use language in appropriate contexts, and interact with other speakers fluently. some of the meanings may be able to be understood automatically, while others may need to be processed first. based on some definitions above, it can be concluded that speaking is a process to convey and share ideas or information orally. however, speaking in a foreign language needs many http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i1.921 http://dx.doi.org/10.32585/ijimm.v3i1.921 mailto:sabariyanto@iain-surakarta.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 39 practices. the learners know about the written theory of languages such as grammar, pronunciation, or vocabulary and have to know how to use it in oral communication. in order to carry out successful speaking, they have to fulfill some characteristics of successful speaking activity (samira al hosni 2014): learner talks a lot students talk a lot in the class when they express their ideas. however, often most time is taken up by the teacher to talk or give feedback. participation is even learners get the same chance to contribute to express their ideas. a minority of talk-active participants does not dominate classroom discussion. high motivation learners are willing to speak because they are interested in the topic and have something new to say about the topic. they want to contribute to achieving a task objective. language is of an acceptable level learners express themselves in utterances that are relevant, easily comprehensible to teach others, and acceptable language accuracy. derakhshan et al. (2016), gilakjani et al. (2011), and pourhosein gilakjani (2011) say that speak fluently in english is about having the ability to pronounce phonemes correctly, use appropriate stress and intonation patterns, and speak in connected speech, but there is more to it than that. speakers of english-especially where it is a second language, will have to be able to speak in a range of different genres and situations, and they will have to be able to use a range of conversational and conversational repair strategies. they will need to be able to survive in typical functional exchanges, too. learning english speaking as a foreign language is a complex process for students. they have to understand how and when to use it correctly, and it is not exactly an easy task for nonnative english speakers like indonesian students. in the process of learning, students may encounter some problems that came from anywhere. those problems can hinder students' process in learning; hence it creates difficulties, in this case, to their speaking ability. then, nunan (1991:6) demonstrates in his book that researchers undertaking conversational and interactional analysis have also shown that interactions do not unfold neatly like textbook dialogues and that meanings do not come ready-made. further, nunan also states that concerning speaking and oral interaction, learners need the ability to articulate phonological features of the language comprehensibly; mastery of stress, rhythm, intonation patterns; an acceptable degree of fluency; transactional and interpersonal skills; skills in taking short and long speaking turns; skills in the management of interaction; skills in negotiating to mean; and the others. the students will face problems and make mistakes when writing or speaking more freely. gilakjani et al. (2011) states that students will not always use correct english. some students will make slips or errors when they try to utter words, phrases, or sentences in learning english speaking. from that statement, the researcher is interested in studying difficulties faced by students in their speaking ability, and the chosen place to conduct the research is at smpn 1 colomadu, karanganyar. central java. the researcher is interested in conducting the study in that school because he wanted to see what phenomenon exists among students when learning english, noting that they are not native speakers. the study aims to describe the difficulties students face in english speaking and describe the students’ solutions to solve the difficulties faced in english speaking. some problems make speaking difficult in talking english in the classroom (gudu, 2015; nazara, 2011; quinn, 2014). those problems are described as follow: http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 40 inhibition unlike reading, writing, and listening activities, speaking requires some degree of real-time exposure to an audience. learners are often inhibited about trying to say things in a foreign language in the classroom: worried about making mistakes, fearful of criticism or losing face, or simply shy of the attention that their speech attracts. nothing to say even if they are not inhibited, learners often complain that they cannot think of anything: they have no motive to express themselves beyond the guilty feeling they should be speaking. low or uneven participation only one participant can talk at a time if he or she is to be heard, and in a large group, each one will have only very little talking time. this problem is compounded by the tendency of some learners to dominate, while others speak very little or not at all. mother-tongue use in classes where all or a number of the learners share the same mother tongue, they may tend to use it; because it is easier, because it feels unnatural to speak to one another in a foreign language, and because they feel less 'exposed' if they are speaking their mother tongue. if they are talking in small groups, it can be pretty tricky to get some classes – particularly the less disciplined or motivated ones – to keep to the target language. in solving difficulties students face when they speak english, harmer (2007:140) talks about students' effectiveness at monitoring and judging their own language production. through students' self-assessment, they have an obvious idea of how well they are doing or have done, and if the teacher helps them devise this awareness, all of them may significantly enhance learning. before they solve the problems, it is best that they first understood well of their speaking ability with this self-assessment. this kind of self-evaluation is at the heart of the 'can do' statements from alte (association of language testers in europe) and the common european framework (cef). students – in many different languages – can measure themselves by saying what they can do in various skill areas; with six levels from a1-c2, the table will give students clear statements of ability against which to measure themselves. after measuring and understanding how far students have become in their speaking ability, they may employ some or all of the following strategies to resolve the difficulty: (harmer, 2007:277) improvising in this strategy, when students face problems speaking a word, they sometimes try any word or phrase they can come up with, hoping that it is correct. such improvisations sometimes work, but they can also obscure meaning. discarding when speakers cannot find words for what they want to say, they may abandon the thought they cannot put into words. foreignising when operating in a foreign language, students sometimes choose a word in a language they know well (such as their first language) and 'foreignize' it (in other words, pronounce it as if it was an l2 word)in the hope that it will be equivalent to the meaning they wish to express in the foreign language. paraphrasing students sometimes paraphrase, talking about something for cleaning the teeth if they do not know the word toothbrush, or saying that they have very bad feelings about somebody when all they want to say is that they are cross with that person. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 41 clearly, some of those difficulty strategies are more appropriate than others, so the teacher should encourage paraphrasing and improvising as more useful techniques than discarding thoughts or foreignizing words blindly. harmer (2007) describes that students are often reluctant to speak because they are shy and not predisposed to expressing themselves in front of other people, especially when they are being asked to give personal information or opinions. there is also a worry about speaking badly and therefore losing face in front of their classmates. in such situations, there are many things that students can do to help themselves. preparation mennim (2003) in harmer (2007:346) describes how students record presentations they are going to make and transcribe what they have said, correct it, then hand it over to the teacher for further comment before finally making the presentation. at other times, where students will take part in a discussion, they can put themselves in buzz groups to brainstorm ideas, so they have something to say when the honest discussion happens. repetition repetition has many beneficial effects—each new encounter with a word or phrase helps to fix it in the students' memory. repetition also allows them to improve on what they did before. they can think about how to re-word things or just get a feel for how it sounds. when students repeat speaking tasks they have already done once (or twice), their first attempt is like a rehearsal for the final effort. each rehearsal gives them more confidence as they are not attempting to get the words out for the first time when they try to speak in subsequent ‘performances’. big groups, small groups a significant reason for the reluctance of some students to take part in speaking activities is that they find themselves having to talk in front of a big group. a way of counteracting this is by making sure that they get chances to speak and interact in smaller groups. this can be prepared for dialogue-making or discussion. mandatory participation littlewood (2004b) in harmer (2007:347) states that when groups do a task, there will always be 'social loafers', the students who sit back and let everyone else do the work. to ensure that all students were equally engaged in a task, he called one of his ideas 'numbered heads': in each group of four, for example, the students are asked to assign a number from 1 to 4 to each member, without telling the teacher who has which number. at the end of an activity, the teacher indicates a group and a number (1-4) and asks that student to report on what happened. neither the teacher nor the students know who will be called, and, as a result, all the students have to stay on-task. method the subjects of this study are eighth-grade students in the second semester of smpn 1 colomadu, karanganyar, central java, in the academic year 2019/2020. from 8a-8g classes, there are 217 students, consists of 133 male students and 84 female students. the researcher took 24 students from four classes (8a, 8c, 8d, and 8e). the technique of collecting the data was by questionnaire. (arikunto, 2010) describes a questionnaire as a list of the question given to others who are willing to respond following user requests. in this study, the researcher used a semi-open questionnaire to collect the data. according to glerum et al. (2013:3), in the semi-open questionnaire, the subjects must reply to a more precise question by giving them more structured answers. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 42 the benefits of using this type of questionnaire are many. if the answers can get too heterogeneous and complex to sort out in an open questionnaire, the answers are too narrow in a closed questionnaire. then in a semi-open questionnaire, the response scale is wide enough yet structured as well. the researcher used this kind of questionnaire because of the effectiveness that this type can provide. the questionnaire with a combination like this means the researcher has prepared answer choices, but the researcher also gives freedom to the respondents if they had their answer. the second technique collecting data was an in-depth interview. the main point of this study was to know how far the students' ability in speaking english, especially in every english class they did. in-depth interview in this study was because ary et al. (2010:438) state that interview is one of the most widely used and basic methods for obtaining qualitative data. interviews are used to gather data from people about opinions, beliefs, and feeling about situations in their own words. in this study, the researcher used personal interviews. this method requires a person known as the interviewer to ask questions generally in contact with other person/s. in this case, the researcher acted as the interviewer and the students as the interviewee. since this interview had a role as the supporting evidence of the questionnaire result, so the researcher asked 10 out of 24 subjects to strengthen the data. the questions were also based on penny ur's four points of the speaking problem and the strategy to resolve the difficulties by jeremy harmer, but each question is not transfixed to the same items. result and discussion students’ difficulties in performing english conversation these problems were specified on penny ur’s theory (1991:121) about students speaking problem in class, consist of four categories: inhibition, nothing to say, low or uneven participation, and mother tongue use. data for this one research objective were collected from the questionnaire that has been spread out to the 24 research subjects via google forms, and interview with ten out of 24 participants—a pair of students from each class (8a, 8c, 8d, and 8e)—via voice note on whatsapp. inhibition toward the question: do you often faced inhibition when performing english speaking in class? from 24 respondents, there were three answers; 12 students with an answer "sometimes", 8 students with an answer "rarely", and the other 4 with with an answer "often". the answer that got the most number was "sometimes", so the researcher took that one. then, the answer was supported with statements from students in the interview. ptj: every time i have a conversation in english, i often get nervous. i am afraid if i pronounce it wrong. bmk: the obstacles that i encountered when having conversations in english in class were pronunciation, sometimes forgetting, and being nervous about having a conversation for fear of pronouncing it wrong. ss: my obstacle in speaking english is fear of wrong speech and misunderstanding. the second question was 'what kind of inhibition do you faced when performing english speaking in class?'. from 24 respondents, there are five answers. 15 students answered they "worried about mistakes in saying words/sentences", 6 students "nervous when speaking in public", and 3 students answered they "do not know the meaning". with that result, the researcher reduced it more into only two that got the most number; they worried about mistakes in saying words/sentences and nervous when speaking in public. the most answer they are worried about mistakes in saying words/sentences. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 43 based on the questionnaire and interview result, students admitted that they sometimes faced inhibition in making english conversation in class. they were mainly worried about making mistakes when speaking in front of the class, and then they felt nervous about doing that in public. students were also rarely had the initiative to speak english independently, but when they did, they sometimes only did it with one or two friends, not in front of many friends. nothing to say toward a question: are you fluent in english? from 24 respondents, there were three answers; 18 students answered "not so fluent", 4 students answered "fluent", and the other answered "not fluent". the most answered "not so fluent", so the researcher took that one. statements from students in the interview supported this answer. bmk: … if i forget the word/sentence, it makes me stifle because it is really difficult to speak english. ygd: i'm just afraid that the pronunciation is wrong, sir. the other question was 'do you often have the initiative to start a conversation in english?'. from 24 respondents, there are 4 answers with two pairs of even numbers; 9 students answered "sometimes", 9 students answered "rarely", 3 students answered "often", and the others answered "never". with that result, the researcher reduced it into two most answers; "sometimes" and "often". the answer that got the most number was "sometimes", so the researcher took that one. statements from students in the interview supported this answer. ys: rarely, sir. if the teacher does not tell me, i do not speak. nmi: yes, sir. sometimes i speak english, but at most just answer yes or no. war: yes, sometimes i have, sir. i talk to friends, but the language is all that's it. based on the questionnaire and interview results, most students were not so fluent in speaking english. these problems made them feel difficult to talk. therefore they were indifferent to the idea of speaking english in class. although some students admitted that they felt proud of themselves when they could perform english conversation correctly, most of their initiative to start a conversation was on 'sometimes', so most of the time, they were not active in the english speaking activity. low or uneven participation toward a question: does your teacher often asked you to practice english conversation in class? from 24 respondents, there were four answers; 8 students answered "rarely", 7 students answered "often", the other 7 with answered "sometimes", and 2 other students answered "very often". with that result, the researcher reduced it more into only two answers that rarely and often got the most. the most answer was rarely, so the researcher took that one. statements from students in the interview supported this answer. as: i am one of many people who rarely talk. ain: i am passive, sir. because i am not very active in english either, actually, if there is a chance, i really want to come to the front of the class, but i'm afraid if the words are wrong. the other question was 'are you the student who often conversed using english in class?'. from 24 respondents, there were four answers; 12 students answered "rarely", 8 students answered "sometimes", 3 students answered "never", and one student answered "often". with that result, the researcher reduced it more into only two answers that rarely and sometimes got the most number. the most answer is rarely, so the researcher took that one. based on the questionnaire and interview results, a significant number showed that students were rarely engaged in english speaking activity, let alone english conversation. even though a small number of students often participated in english speaking activity in class, most of them felt free to speak english when they chatted with their friends or when the teacher was not around. most students also rarely got asked by the teacher to practice english conversation in class, so they were passive to perform english conversation. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 44 mother tongue use toward question: 'when somebody conversed to you in english, did you respond in english as well?' from 24 respondents, there were three answers; 15 students answered "sometimes", 4 students answered "rarely", 2 students answered "never", the other answered "often", and one student answerd "always". with that result, the researcher reduced it more into only three that got the most number are sometimes, rarely, and never. the most answer is sometimes, so the researcher took that one. this answer was supported by students' statements from one question in the interview 'can you understand when people talk to you in english?' ptj: i know, but i am usually a little hesitant. war: not really, sir. the other question was 'how is your ability in understanding english in general?'. from 24 respondents, there were three answers; 15 students answered "quite understand", 8 students answered "understand", and one student answered "very understand". with that result, the researcher reduced it more into only two answers that got the most number; quite understand and understand. the most answer was quite understand. another question was 'since when do you learn to speak english?'. from 24 respondents, there were three main answers that got the most numbers; sekolah dasar (elementary school), taman kanak-kanak (kindergarten), and sekolah menengah pertama (junior high school). the most answer was elementary school, so the researcher took that one. from this data, the researcher drew a conclusion that students learned english speaking since they were in elementary school. based on the questionnaire and interview result, students did not understand the english language well, added with their lack of ability in mastering english speaking. they only started learning english at elementary schools, and they did not always respond in english when somebody spoke english to them-only sometimes, tend to rarely, and even never. this means students still use their mother tongue when someone talked to them using english. students’ solutions to solve the difficulties faced in performing english conversation the researcher obtained the data of this finding from the questionnaire that has been conducted, supported with the interview. for the question 'when you faced difficulties in speaking english, what did you do to resolve them?', most students answered that they tried to improve words they do not understand. this means they used an improvising strategy from harmer to solve the difficulties in performing english conversation. in improvising, every time students face difficulties speaking, they tried any word or phrase that they can come up with in the hope that it is about right. next, for the question ‘to train your ability in speaking english, what do you do?’, most students answered that they repeated word/sentence in english to get used to and can say it correctly. this means students used repetition strategy to help themselves develop speaking ability in order to be able to perform english conversation well. poeja, one of the research subjects, also admitted that she recites vocabularies to develop her speaking ability. recitation can be included as the part of repetition, as the activity of reciting means getting used to the feel and 'taste' of the words in the tongue, so over time, the words would be easy to speak up. besides, some students also stated that they watched movies/videos in english to accustom them to speak. by watching and listening to the way people in videos talk, students would understand the correct way to pronounce words, the intonation, and when they can use particular expressions to make a conversation. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 45 conclusion this section draws the conclusion of this study. the difficulties faced by eighth-grade students of smpn 1 colomadu, karanganyar, central java, in performing english speaking, each student encounters various kinds of difficulty, as stated by penny ur's theory that describes the four points of students' speaking problem in class, they are: inhibition, nothing to say, low or uneven participation, and mother-tongue use. most students worry about making mistakes for inhibition point when they have to speak english in public, so they feel nervous about performing their conversation. in nothing to say, most students are not fluent enough to speak english well, making them feel difficult to perform their conversation. most students tend to be passive for the low or uneven participation point when it comes to english speaking class, so they do not have many opportunities to perform english conversation. in mother-tongue use, most students could not always speak back in english when somebody conversed with them-in; in other words, they primarily respond in indonesian, so they cannot perform conversation using english correctly. students use some strategies to overcome the difficulties in performing english speaking. these strategies are based on jeremy harmer's theory of students' strategies to resolve the difficulty in speaking performance. they are improvising, discarding, foreignizing, or paraphrasing. from the study results, most students try to improve words that they do not understand to speak. so, among four categories of harmer's theory, students in smpn 1 colomadu, karanganyar, central java, use the improvising strategy to solve the difficulties in performing english conversation. for the things that students can do to help themselves develop their speaking skills, it is also based on harmer's four categories: preparation, repetition, big groups, small groups, or mandatory participation. the result showed that students do repeat words/sentences in english to get used to the feeling on their tongue. this means students use the repetition strategy to improve their speaking ability in order to be able to say the word/sentence correctly. references abrar, m., mukminin, a., habibi, a., asyrafi, f., makmur, m., & marzulina, l. (2018). “if our english isn’t a language, what is it?" indonesian efl student teachers’ challenges speaking english. the qualitative report, 23(1), 129–145. https://doi.org/10.46743/2160-3715/2018.3013 arikunto, s. (2010). prosedur penelitian pendidikan suatu pendekatan praktik. jakarta: rineka cipta. babita, t. (2013). listening : an important skill and its various aspects. the criterion : an international journal in english, 12, 1–8. www.the-criterion.com bahadorfar, m., & omidvar, r. (2014). (2014) technology in teaching speaking skills.pdf. acme international journal of multidisciplinary research, ii(iv), 9–13. bashir, marriam; azeem, muhammad; dogar, a. h. (2016). factor effecting students ’ english speaking skills. british journal of arts and social sciences, 2(january 2011), 35–50. derakhshan, a., khalili, a. n., & beheshti, f. (2016). developing efl learner’s speaking ability, accuracy and fluency. english language and literature studies, 6(2), 177. https://doi.org/10.5539/ells.v6n2p177 gan, z. (2012). understanding l2 speaking problems: implications for esl curriculum development in a teacher training institution in hong kong. australian journal of teacher education, 37(1), 43–59. https://doi.org/10.14221/ajte.2012v37n1.4 gilakjani, a., ahmadi, s., & ahmadi, m. (2011). why is pronunciation so difficult to learn? english language teaching, 4(3), 74–83. https://doi.org/10.5539/elt.v4n3p74 gillett, a., mansfield, k., francis, j., ngoran, k. m., nhire, t., antónio, n., muguiro, n. f., díaz-santos, g., mcdonnell, j., & carolan, d. (2014). professional and academic english. 43, 1–44. gudu, b. o. (2015). teaching speaking skills in english language using classroom activities in secondary school level in eldoret municipality, kenya. journal of education and practice, 6(35), 55–63. harmer, j. (2007). the practice of english. in language (fourth). leong, l., & ahmadi, s. m. (2017). an analysis of factors influencing learners’ english speaking skill. http://dx.doi.org/10.32585/ijimm.v3i1.921 sabariyanto | the foreign learners’ difficulties in english speaking and how to solve the problems 10.32585/ijimm.v3i1.921 | 46 international journal of research in english education, 8(2), 34–42. m. al-tamimi, n. o., & attamimi, r. a. (2014). effectiveness of cooperative learning in enhancing speaking skills and attitudes towards learning english. international journal of linguistics, 6(4), 27. https://doi.org/10.5296/ijl.v6i4.6114 mart, c. t. (2012). developing speaking skills through reading. international journal of english linguistics, 2(6). https://doi.org/10.5539/ijel.v2n6p91 nazara, s. (2011). students’ perception on efl speaking skill development. jet (journal of english teaching), 1(1), 28. https://doi.org/10.33541/jet.v1i1.50 pourhosein gilakjani, a. (2011). a study on the situation of pronunciation instruction in esl/efl classrooms. journal of studies in education, 1(1). https://doi.org/10.5296/jse.v1i1.924 quinn, s. (2014). problems and difficulties of speaking that encounter english language students at al quds open university. international journal of humanities and social science invention, 5(12), 96– 101. sadiku, l. m. (2015). the importance of four skills reading, speaking, writing, listening in a lesson hour. european journal of language and literature, 1(1), 29. https://doi.org/10.26417/ejls.v1i1.p29-31 samira al hosni. (2014). speaking difficulties encountered by young efl learners. english language teaching, 2(6), 22–30. http://dx.doi.org/10.32585/ijimm.v3i1.921 indonesian journal of instructional media and model volume 5, issue 1 (2023), pp. 15-25 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 15 application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle yossinta intaniasari 1 , singgih subiyantoro 2 , suparti 3 1 teacher professional education, universitas veteran bangun nusantara, sukoharjo, indonesia 2 educational technology department, universitas veteran bangun nusantara, sukoharjo, indonesia 3 sekolah dasar negeri godog 01, sukoharjo, indonesia e-mail: 1 yossintaintan23@gmail.com, 2 singgihsubiyantoro@univetbantara.ac.id, 3 supartibaru160664@gmail.com article history: received: april 5, 2023; accepted: may 29, 2023; published: may 31, 2023 abstract the quality of learning strongly influences the success of education. pancasila education is a crucial lesson taught in elementary schools because it directs the behavior and character of students so that it conforms to the norms, customs, and rules that apply. this study aims to improve the learning outcomes of fourth-grade students in the material of cooperation lifestyle by applying the quiz team learning method at elementary school. this research uses classroom action research or ptk by applying the research design from kemmis & taggart covering four stages: planning, action, observation, and reflection. the research subjects were fourth-grade students at sd negeri godog 01, totaling 17 students. data collection techniques through learning achievement tests, observations, and documentation. data analysis was descriptive qualitative, and quantitative. the indicator of success is ≥75% of the number of students who have exceeded the specified kkm. the results showed that the application of the quiz team learning method to the pancasila education subject was able to improve the learning outcomes of fourth-grade students at sd negeri godog 01. before being given action, the acquisition of student learning outcomes that exceeded the kkm was only 12 students or equivalent to 70.5%. in the action activities of the first cycle, students who exceeded the kkm were still the same as before, but there was an increase in the average class value of 78 to 82. in cycle ii, as many as 15 (88.2%) exceeded the completeness score. the class average cycle i and ii scores rose from 82 to 85. in conclusion, the quiz team method was effectively used to improve learning outcomes in the material of the cooperation lifestyle of elementary school students. overall, this research contributes to improving learning outcomes that end at students' academic level. keywords: learning outcomes, quiz team method, pancasila education, mutual cooperation copyright © 2023 the author(s) this is an open-access article under the cc by-sa license. https://creativecommons.org/licenses/by-sa/4.0/ mailto:yossintaintan23@gmail.com mailto:singgihsubiyantoro@univetbantara.ac.id mailto:supartibaru160664@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 16 introduction the quality and quality of learning is very influential on the level of educational success. efforts made by the government, namely by improving the education system, one of which is the curriculum, currently an independent curriculum, has been implemented to prepare better educational competencies. the independent curriculum is inseparable from the cultivation of pancasila profile character values that reflect students who are competent, have character, and behave following pancasila values (nurhayati et al., 2022). in implementing the independent curriculum, some subjects are very concerned with cultivating the character of the pancasila profile, namely the pancasila education subject. pancasila education is a crucial lesson that is taught in elementary schools because it teaches the morals, behavior, and discipline of students to comply with the rules, customs, and procedures that apply (fitriasari et al., 2020; mufidah & tirtoni, 2023). pancasila education directs students regarding pancasila values that are important to everyday practice (nurgiansah, 2021). the main problem that is often encountered in learning pancasila education is the low interest in learning of students, which can affect the decline in learning outcomes. according to sudjana (in qomariyah, 2019; soleha et al., 2021), learning outcomes are students' skills obtained after learning experiences. another opinion also says that learning outcomes are changes in a person's behavior that arise after gaining learning experience, including knowledge, attitudes, and skills (maharani & rahmawati, 2019; wulandari et al., 2018). rusman (in sufiyati & novianto, 2021) said that learning outcomes have indicators that cover three domains, namely the realm of knowledge, attitudes, and skills. all of these areas are dynamic activities that develop their abilities through their activeness on an ongoing basis (pratiwi & meilani, 2018). most students think that learning pancasila education is only limited to rote material. based on preliminary observations, it is known that learning is still carried out conventionally with the lecture method and using the teacher-centered where learning is still teacher-oriented. in the learning process, students only read and then work on the student worksheets in the student's book. the role of the teacher is required to be able to present learning that is challenging, meaningful, fun, and able to activate students to learn (meilanie & putra in astri et al., 2018; hariyati et al., 2020; rusmiati, 2022). as stated by rochiati (in sulistyo & mediatati, 2019; wuryandari & herwin, 2021), civics learning quality is not what is expected and affects learning outcomes. the trigger is the limitations of the learning methods used by teachers. this affects the low activity of students when taking learning activities. the lecture method has not been able to grow students to be active in taking learning. other active learning methods have not been applied to learning activities. the learning method is the teacher's step in presenting teaching material through question, answer, and interaction to go beyond learning goals (zuhri, 2023). darmadi (lufri, 2020) argues intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 17 that the teacher uses the learning method to present learning material to achieve learning objectives. the learning method has tactical, technical, and practical principles to be carried out by teachers and students to obtain optimal learning outcomes (dewi, 2018). pancasila education is delivered correctly because this subject can determine the character of students, which will impact the quality of human resources. citizenship education (civics) is not static, but always dynamic and can adapt to developments in various aspects of life (turyanto, 2020). pancasila education creates attitudes, character, and individual behavior so that applicable rules and norms can create individuals. so here, the teacher's role must be creative in presenting learning to support students' enthusiasm during the learning process. with various learning methods, efforts are made to increase student learning outcomes in pancasila education subjects. creative teachers present learning by optimizing their understanding and expertise in applying learning methods (hasibuan et al., 2022). one that can be applied in implementing the quiz team learning method. this active learning method can stimulate students to ask and respond to questions, create a learning atmosphere, and train students' responsibility for what has been learned easily so that students are active in class. wahyu et al., (2019) argued that the active learning method is the most effective for learning activities. quiz team learning is a learning activity that can stimulate student activity and responsibility with fun question-and-answer activities (johar et al., 2018; khoirunnisa et al., 2022; d. p. putri, 2020; f. n. putri, 2023). based on the problems described above, this study aims to improve the learning outcomes of fourth-grade students in the material of mutual cooperation through the application of the quiz team learning method at sd negeri godog 01 method this type of research is classroom action research. according to kemmis (in pahleviannur & dkk, 2022) action research is a form of self-reflective research carried out by someone in social conditions (including education) to improve the practices. a research design through four stages, according to sulipan (in samsu, 2017) states that it consists of four steps that must be passed, namely: (1) planning, (2) implementation, (3) observation, and (4) reflection. the research was conducted at godog 01 public elementary school, polokarto district, sukoharjo regency, for the 2022/2023 academic year, which was carried out within two months. the research subjects were 17 students in grade iv at sd negeri godog 01. the research aims to increase the learning outcomes of mutual cooperation lifestyle material on pancasila education subjects through the quiz team learning method. intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 18 data collection techniques used achievement tests, observations, and documentation. the data obtained were analyzed through qualitative and quantitative analysis. qualitative data analysis was carried out through the milles & huberman model (in sugiyono, 2013), which consisted of three stages: data reduction, data display, and the conclusion. meanwhile, quantitative data uses quantitative descriptive by determining the average class value and the percentage of success. the indicator of success in this study in cycles i and ii obtained an average class score of 75.00 with a total learning completeness of ≥ 75%, according to the kkm (minimum completeness criteria) specified in the pancasila education subject at sd negeri godog 01 was 75. results and discussion research result this research emphasizes the cognitive aspect because students' learning outcomes are still relatively low, according to the initial data. the results of the classroom action research applied to fourth-grade elementary school students in the pancasila education subject, especially the mutual cooperation lifestyle material, used the quiz team learning method. the results show that it can improve the learning outcomes of class iv students. improved learning outcomes can be observed in table 1. table 1. student learning outcomes. completeness initial data or pre-action cycle i cycle ii quantity % quantity % quantity % complete 12 70,5 12 70,5 15 88,2 not finished 5 29,4 5 29,4 2 11,7 lowest score 0 40 60 highest score 100 100 100 average 78,2 82,3 85,8 based on student learning outcomes through lectures, discussion, and questionand-answer methods, preliminary data was found. then the learning outcomes were obtained from 17 students, 12 completed with a percentage of 70.5%, and five students had not completed with a percentage of 29.4%, for the average value of all students had exceeded the kkm (minimum completeness criteria), which was obtained 78.2 but still in the low category because the percentage of completeness has not exceeded 75%. after corrective action was taken in cycle i to improve learning outcomes, researchers also used ict-based media in the form of videos. in the learning process, the method of discussion, presentation, question, and answer was added to the quiz method, with problem-based learning as a learning model. as a result, students intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 19 become more active in the learning process activities. the learning achievements obtained in cycle i, which have exceeded the kkm (minimum completeness criteria), are still the same as in the pre-action, namely from 17 students obtained 12 complete with a percentage of 70.5% and five students have not completed with a percentage of 29.4%. however, the increase occurred in the average class value, which was initially 78.2, increased to 82.3. a comparison of these results can be seen in figure 1. figure 1 percentage of student learning outcomes pre-action and cycle i cycle ii learning outcomes increased from the previous cycle. in this learning activity, apply and use the quiz team type quiz learning method. students are seen to be skilled at solving problems after participating in learning activities through the quiz team. students actively participate in learning activities, discuss with groups, and collaborate in presenting the results of their discussions well. with the results obtained from 17 students, 15 completed with a percentage of 88.2%, and two students had not completed with a percentage of 11.7%. an increase was also seen in the average class value, which was initially 82.3 to 85.8. thus, the corrective action for learning pancasila education in the material on the pattern of cooperation using the quiz team method has increased significantly. a comparison of results can be observed in figure 2. figure 2 percentage diagram of student learning outcomes pre-action to cycle ii 12 12 5 5 0 2 4 6 8 10 12 14 pra tindakan tindakan siklus i tuntas tidak tuntas 12 12 15 5 5 2 0 2 4 6 8 10 12 14 16 pra tindakan tindakan siklus i tindakan siklus ii tuntas tidak tuntas intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 20 discussion in this study, applying the quiz team learning method to pancasila education subjects in grade iv was to improve student learning outcomes. the research findings show that the use of the quiz team learning method can positively influence students, stimulate student activity during learning, and increase student learning outcomes during learning. this was shown when the learning process was pre-action using the lecture and discussion method, the interaction of students was still passive. corrective action was taken using the quiz method, and the results showed that there had been a change in the average value, but the percentage of completeness was still the same as during the pre-action. then the deficiencies in the first cycle were used as a reference for making improvements in cycle ii which implemented the learning process with the quiz team method, and the results obtained were a significant increase in both the average class value and the percentage of completeness. in addition, it was found that by using the quiz team active learning method, students were more likely to participate actively in learning activities starting from group discussions, question and answer, and when presenting the results in front of the class. this agrees with sulistyowati's (2018) in his research, which stated that there was an increase in learning outcomes that occurred because quiz teams provide opportunities for students to collaborate with group teams, student-centered oriented activities, and through an academic match system can create competition between groups so that they can build a vibrant and fun learning atmosphere. in line with my opinion, in the learning process, outcomes can be seen through improving the quality of learning. namely, the activeness of students increases, fosters enthusiasm, and builds a fun learning atmosphere for students. therefore, learning must be presented as fun according to the needs and adapt to the characteristics of students so that the desired learning outcomes obtain results. the role of learning methods is needed in creating learning with a fun atmosphere, especially for elementary school students, in line with the opinion of (rorimpandey et al., 2022). using methods that match the characteristics and teaching materials can increase students' interest in participating in learning. the teacher's skills in mastering several varied methods will foster the enthusiasm of students to participate in learning and will impact learning outcomes. aunurrahman (in minsih & galih, 2018) suggests that learning success is closely related to teaching skills in developing learning models that impact increasing student participation when the learning process is effective. the use of varied methods can be applied in all subjects, especially in the pancasila education subject, which is mandatory material that must be understood and mastered by students to teach character and behavior by applicable norms, customs, and rules. the purpose of pancasila education in elementary schools is to equip and intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 21 strengthen basic knowledge and skills regarding interaction with fellow natives and citizens of other countries (ainsyiyah & ginting, 2020; khalimatu & dewi, 2022). so that with the application of this quiz team media as an alternative that can be implemented in classroom learning, learning can run optimally and meaningfully. creating active learning in the classroom is the teacher's obligation so that learning can take place optimally and improve students' ability to master the material more. pratiwi & meilani (2018) said teachers must have skills in choosing the proper method when presenting material to students so that it becomes more interesting, does not cause boredom, and can accept material easily. teachers have an essential role in learning activities because students need teachers to help develop themselves and optimize their talents and abilities or learning outcomes (gainau et al., 2022; marnola et al., 2022; sitio & habeahan, 2023). so implementing the current curriculum is designed to support active learning and has various teaching strategies adapted to the students' level (pho et al., 2021). the role of teachers in learning ecosystems that are student-oriented based on active learning has changed in terms of facilitating, guiding, and supporting learning, not directing the learning process (mills in nurbavliyev et al., 2022). a learning environment that is turned on optimally by the teacher, stimulates students to be active and creative in honing their abilities and reasoning, getting intellectual and emotional satisfaction in learning (hayaturraiyan & harahap, 2022). the quiz team learning method is an active learning method that can foster fun and not dull learning; with question and answer activities, each team can express the results of material exploration obtained before. bashith & nasith said that with academic competition, there would be competition between groups, and students will always be motivated and try to learn to get high scores in the competition round. overall this research provides evidence that applying the quiz team learning method can improve the learning outcomes of fourth-grade students in the pancasila education subject on a mutual cooperation lifestyle. in line with the research conducted by ainin et al. (2019), which obtained the result that there was a positive influence on learning activities with the quiz team at the level of learning outcomes. the results of this study were strengthened by putri's research (2020) which obtained results from using the quiz team learning method in civics learning that improved student achievement. conclusions and suggestions based on the presentation of the research results and the discussion described above, it can be concluded that applying the quiz team learning method can improve the learning outcomes of fourth-grade students in the material of a cooperative lifestyle. this is shown in the research results, which show a reasonably good increase intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 22 in student learning outcomes. the increase can be seen from the percentage of completeness and class average scores obtained. in pre-action and cycle i, the percentage of learning outcomes was 70.5%, then increased in cycle ii by 88.2%. this shows that using learning methods can encourage and attract students' interest to be more active in learning. furthermore, using learning methods can make learning fun and not boring to increase participation and deepen understanding of learning material. overall, this research contributes to developing the quality of the learning process in the classroom, provides insight into the need for active learning methods, and provides alternatives in presenting learning that can motivate and improve learning outcomes. in applying the quiz team learning method, it is necessary to pay attention to the characteristics and needs of students and the material to be taught. references ainin, d. t., amaliyah, y., & mardiana. 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(2019). the influence of active learning on the concept of mastery of sains learning by fifth grade students at primary school. international journal of educational methodology, 5(1), 177–181. https://doi.org/10.12973/ijem.5.1.189 intaniasari, y., subiyantoro, s., & suparti, s. (2023). application of the quiz team method to improve learning outcomes of elementary school students on the material of mutual cooperation lifestyle. indonesian journal of instructional media and model, 5(1), 15-25. doi:https://doi.org/10.32585/ijimm.v5i1.4141 25 wulandari, t., suharno, & triyanto. (2018). field trial analysis of teaching material civic education based on problem based learning ( pbl ) to improve student ’ s outcome. international journal of educational methodology, 4(4), 259–265. https://doi.org/10.12973/ijem.4.4.259 wuryandari, w., & herwin. (2021). the effect of the think–pair–share model on learning outcomes of civics in elementary school students. cypriot journal of educational sciences, 16(2), 627–640. zuhri, s. (2023). peningkatan prestasi belajar ppkn melalui metode problem based learning berbantuan media kahoot di kelas v sekolah dasar. inopendas: jurnal ilmiah kependidikan, 6(1), 18–26. https://doi.org/10.24176/jino.v6i1.7739 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 126 android based mind mapping learning media to improve students' understanding of national income syaiful bagus rahmadi harahap departement of economics, universitas negeri surabaya email: syaifulbrharahap@gmail.com muhammad abdul ghofur departement of economics, universitas negeri surabaya email: muhammadghofur@unesa.ac.id abstract the purpose of this study was to develop an android-based mind mapping learning media for national income material to improve students' understanding of ips class xi specialization. this development research uses analysis, design, development, implementation, and evaluation. based on the results of trials that can be obtained that understood by students increases. the pre-test and post-test results increased by 30.6%, and the test results prove a statistically significant difference. the implications of this study confirm the application of the concept of mind mapping in interactive learning media that helps improve student learning outcomes, especially in material with complex concept construction. keywords: learning media, mind mapping, interactive media, national income, student understanding introduction the rapid development of science and technology has had many significant impacts in various fields. one effect of these developments in the field of education. many learning and school management have started to get essential benefits from technological sophistication. technology plays a role in providing convenience for teachers for practical, exciting and flexible learning activities. observations made by researchers at driyorejo 1 public high school found the fact that learning in the classroom is currently still dominated by activities that use narrative learning media. learning still relies on narrative textbooks. although textbooks have many advantages, especially in terms of practicality in use, the narrative nature is sometimes unable to be used to stimulate student activity. complex and sophisticated concepts are also often difficult to convey with narrative media, especially on national income material. this material indicated to be one of the most challenging content for students to understand in economics class. the material of national income is basic competencies (kompetensi dasar / kd) 3.1 material, which analyzes the concept and method of calculating national income consisting of six sub-chapters. including understanding national income, national income benefits, components of national income, methods of calculating national income, per capita income, and national income distribution. in this material, there are material characteristics that require different understandings because there are material that is definitive, understanding of concepts until the calculations are quite complex for beginner learners. mailto:syaifulbrharahap@gmail.com mailto:muhammadghofur@unesa.ac.id indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 127 the complex and intricate characteristics of the material need to be conveyed in greater depth and must be accompanied by an assessment to provide appropriate feedback. also it requires a lot of time because they have to be gradual and sometimes need repetition. the demand compared to the allocation of teaching hours which is only three meetings with six times face to face where each time face to face is only given an allocation of two hours of study. the allocation of time felt to be lacking. this limitation can cause learner understanding is not optimal. the results of daily tests of students of class xi ips 2 in the national income chapter show this indication. it is known that only three of the 36 students in the class have successfully achieved a minimum grade. during this time, students only get learning that dominated by material from the available textbooks. in doing repetition and independent learning, students are also not much apart from the book. additional media is needed to accommodate various learning needs. training facilities, self-stimulation learning, and lighters towards additional reference sources are needed. one alternative that is considered most appropriate is to develop supporting learning tools that are interactive and remain mobile. android-based learning media is an essential consideration because the use of android-based learning media is one of the learning styles in the 21st century (calimag et al., 2014). the use of interactive media is considered able to improve the performance of students and allows students to learn whenever and wherever with interesting applications (squire, 2013). in line with what was stated by forment & guerrero (2008) that mobile-based media is flexible and can be used repeatedly with high-frequency levels. thus it can contribute significantly to improving students' understanding. the use of technology that integrated into learning expected to be able to have a positive impact on the achievement of student learning goals. learning media assisted by information and communication technology can help make learning more exciting and have a positive effect on academic performance in the form of student learning outcomes (chuang, 2014). this innovative development of learning media that is interactive based on mind mapping is in line with the thought of dasna (2015) which states that interactive learning refers to the interaction between students and educators, students with teachers, or also students with media/resources learning. this innovative development of learning media that is interactive based on mind mapping is in line with the thought of dasna (2015) which states that interactive learning refers to the interaction between students and educators, students with teachers, or also students with media/resources learning. this thinking also supported by louisel & descamps (majid, 2014). they argue that in the concept of mind mapping has three main objectives, namely increasing the level of student thinking, checking student understanding, and increasing indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 128 student participation. based on these reasons, researchers try to develop interactive teaching materials packaged in mind mapping based learning media. buzan (2013) revealed that the brain naturally prefers keywords that represent the big picture, as well as non-wordy sentences. this method is the best method for storing or remembering verbal images and ideas. based on this statement, mind mapping can use as an alternative solution. mind mapping can expand the main idea by creating several main branches. through this main branch, additional information will be obtained in more detail from other branches (edwards & cooper, 2010). using a mind mapping framework will have several benefits, including students being able to use concept maps as a strategy for integrating new knowledge into prior knowledge, especially when they find it difficult to assimilate new knowledge (greene & azevedo, 2010). by helping organize and organize knowledge, concept mapping not only allows the utilization of knowledge in new contexts or the transfer of knowledge but also the retention of knowledge that is more durable (novak, 1990). concept mapping as a mind mapping framework facilitates meaningful learning for students. meaningful knowledge gained from the two features that will be offered and is an advantage of the development carried out by researchers. researchers offer features for students. they can determine themselves in choosing which sub material they do not understand. then, they just click the trigger, and then the desired content appears. if they don't understand, they can get further detailed information, which is following the learning of mind mapping models. another feature is the exercise feature where students can calculate disposable income and income per capita automatically by entering the nominal numbers in the questions. this feature will be a differentiator between similar media and first exist. the development of this media is based on the success of previous researchers in developing learning media. based on research conducted by setyawan (2015), the results of his study indicate that the developed mobile learning application can be one of the effective learning media for students. it hoped that the use of a smartphone in the school environment would have a positive impact, making it easier for students to obtain various learning resources (pahrul, 2018). research conducted by farrokhnia et al. (2019) whose results also clearly reveal that mind mapping media is useful for enhancing students' conceptual understanding. another study conducted by abi-el-mona, i., & adb-el-khalik (2006) also obtained results that the use of mind mapping can increase the value of students. based on the problems faced by teachers and students, researchers want to take advantage of technological developments to create appropriate learning media. this media built with the indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 129 concept of mind mapping as a guide. it expected that this media could improve students' understanding of economic specialization about national income material. methods this research is research and development. sugiyono (2017) states that research and development methods are research methods used to produce specific products and test the effectiveness of these products. the product developed in this research is the android based mind mapping learning media. the development model used is analyze, design, development, implementation, and evaluation which commonly abbreviated as addie. according to mulyatiningsih (2013), the addie model can be utilized in various forms of product development, such as learning strategies, learning models, instructional media, and teaching materials. the addie model chosen for several reasons, including it is a simple model, has clear, systematic research steps. this design illustrates a systematic approach to instructional development. the research subjects were 36 students of class xi ips 2 of sma negeri 1 driyorejo. in this study, researchers used the one group pretest and postest design test strategy. according to sugiyono (2015), the design of one group pretest and posttest designs carried out using pretest first, and then postest implemented to find out the results. the instrument in this study uses quantitative as well as qualitative data. quantitative data is data in the form of numbers obtained from the results of the validation of media experts, expert experts on evaluation and student responses. qualitative data collected from the results of the evaluation experts, material and media experts in the form of input as outlined in the study sheet. criteria for the feasibility of the developed media can see in table 1. table 1. validation criteria percentages criteria 0-20% very ineligible 21-40% not eligible 41-60% are decent enough 61-80% eligible 81-100% very worthy analysis of the validity of items was used to test the validity of each researcher problem, while reliability used to measure the questions to produce answers that were relatively consistent despite repeated measurements or different subjects. validity is a measure that shows the level of validity and validity of an instrument (arikunto, 2006), while ghozali & fuad (2008) states that reliability is a tool to measure a questionnaire which is an indicator of variables or constructs. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 130 a statistical difference test performed between the pretest and posttest values to prove an increase in students. this difference test method determined after checking the normality of the data. the t-test chose if the data normally distributed. if the data not normally distributed then the statistical test used is the wilcoxson test. this test is one of the non-parametric tests which is very strong is an alternative to the t-test (ghozali, 2006). result and discussion the development of instructional media is carried out systematically with addie stages. each stage that carried out is very related to the other steps. the first stage at the same time that most determine the success of media development is the stage of analysis. the output of this stage will determine how the design phase constructed. and so on until the media is ready to be used massively. the analysis phase consists of an analysis of needs, competencies and learning objectives, and analysis of resources. learning material delivered to achieve basic competencies to analyze the concepts and methods of calculating national income consists of 6 sub-chapters, namely: understanding national income, national income benefits, components of national income, methods of calculating national income, per capita income, and national income distribution. overall national income learning material there are material characteristics that require different understandings because there are material that is definitive, understanding concepts, and calculation applications. competencies that expected to be acquired by students are divided into ten indicators. each of these indicators can map in the revised version of bloom's cognitive taxonomy level of cognitive ability (anderson et al., 2001) . the competency indicators included in the c1 level can identify the benefits of calculating national income and identify methods of calculating national income. whereas at the c2 level, indicators are explaining the distribution of national income and explaining the meaning of per capita income. indicators at the c3 level are calculating a country's national income, calculating national income using three production approaches, and calculating a country's per capita income. for indicators at the c4 level, indicators are analyzing the concept of national income while the indicator at the c5 level is comparing indonesia's per capita income with other countries. the achievement of these learning objectives is very dependent on the level of student understanding gained from the learning process that they do. also, the understanding of learning materials is related to the level of difficulty of the material that requires a different type of indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 131 understanding. there are material indicators that only require an understanding of translation, interpretation, extrapolation (sudjana, 2012). the results of the study at this stage of the analysis found that students do not fully understand two indicators. these indicators are indicators of the ability of students to calculate income per capita and indicators of the ability of students to calculate national income in a country. this result was obtained from a limited test conducted on several students randomly. the results of the resource analysis obtained information that the characteristics of class xi ips 2 students at sman 1 driyorejo totalling 36. students numbered 12 men and 24 female students. the average age was 17 years. most of them use cellular devices with the android operating system. there are 33 of 36 students who use android-based smartphones. the next development stage is the design stage. this stage consists of content preparation and pre-production. researchers conduct an inventory and design of material or content that will include in learning media. the material in this media is kd 3.1 material, namely analyzing the concept and method of calculating national income with the main focus being the indicator of calculating income per capita and national income. other indicators also received attention, but with a reasonable proportion, both in terms of content, delivery method and practice. then the main content is determined and compiled, which consists of home, content material, quizzes, and exercises. the main content than used as a basis for making an initial sketch of the application map so that in the development phase, the preparation of learning media is following the planned content. an example of one of these initial sketches shown in figure 1. the design of the colour composition in the learning media supports the needs of the students, which will explain at the development stage. figure 1. initial sketch of the media indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 132 the stages after the design are the stages of developing learning media applications. at this stage, the learning media production process carried out using the help of a unity application. the production process starts with the design analysis and then determines the colour composition of the tosca colour theme. this colour was chosen because it is the majority choice of students after the poll. psychologically the colour of tosca or turquoise is a good colour to help concentration. figure 2. home display the main menu design with the colour composition according to student preferences as in the homepage menu design in figure 2. this menu has to accommodate the main content with the addition of the developer profile. on the initial appearance, there is the title "mimako" mind mapping materi ekonomi. buttons to the main features are also placed here, namely the contents of the material, quizzes and exercises. in the material content feature, there is national income material delivered based on the mind mapping channel. it contains an outline of national income material with three main material divisions. this design can see in figure 3. in the three main material branches if touched (tap), one of them will appear a summary of material from each topic. the content of the material is also conveyed with a mind mapping framework. it is hoped that by using mind mapping students will associate the new information he gets into the structure of his knowledge. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 133 presentation of material using a mind mapping framework supported by ausubel's meaningful learning theory. this theory introduces that learning is a human activity in building and creating meaningful knowledge under its knowledge. packaging material with the concept of mind mapping also considers the conclusions of the research conducted by abi-el-mona, i., & adb-el-khalik (2006) who also uses mind mapping to increase students' understanding. figure 3. display of material content features the material used to fill content in this media has validated by the material expert, one of the lecturers supporting the microeconomics course at surabaya state university. this validation is critical to do because not all subject matter presented in this interactive media. a summary of the validation results from the material experts shown in table 2. the validation results state that the material selected is suitable for use. table 2. material expert validation validation aspects score percentage average of content quality and objectives 31 88% average of instructional quality 28 93.3% average of technical quality 23 92% average of validation results 82 91% after students learn interactively with a mind mapping framework students can try to answer the quizzes provided. the quiz features offered to help students know where they are learning. they can try to answer multiple-choice questions, then see the results of the answers indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 134 they provide as a form of an independent assessment that is part of the useful assessment as learning (lee et al., 2019). the questions used in this quiz have also validated by one of the assessment expert lecturers at surabaya state university. a summary of the results of the validation of the questions used presented in table 3. the average validation results reached 80%. in general, the items used are appropriate to be used in this learning media. table 3. evaluation expert validation validation aspects score percentage average accuracy of ki and kd 14 93% average writing items 35 77% average learning process 11 73.3% average motivating quality 8 80% average of validation results 68 80% the questions and answers that appear on this feature deliberately randomized so that each student will receive a random question and cannot memorize the answer lock pattern. randomization of questions and answers also intended so that students do not get bored when doing some repetition (obergriesser & stoeger, 2020). after finishing working on the problem, the value of the results given will appear. the questions totaled 15 pieces with an allocation of 20 minutes of work time overall. examples of the appearance of the quiz can see in figure 4. thus students have a self-measuring tool that can use to determine the extent of their development. finally, students can concentrate more on content that is not yet understood. figure 4. display of quiz features indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 135 in addition to the quiz feature, practice features also provided. this feature is a response from the results of the analysis phase, which found that most students were unable to answer the questions of calculating national income. this feature selection as shown in figure 5. through this feature, students can do simulations of calculating national income, disposable income, and income per capita. this exercise feature is also a differentiator with other similar learning media. figure 5. display of exercise features to ensure that the resources used in this media are appropriate for publication in the application market, such as the google play store, then after the media built, it will be validated by media experts. this validation is also done to predict the level of product utility in learning. the validator requested to carry out the validation was one of the lecturers of learning media at surabaya state university. the results of the validation are presented in table 4. in general, the results of the validation of this media expert state that the media is appropriate for use. table 4. learning media experts validation validation aspects score percentage average of content quality and objectives 21 84% average of instructional quality 19 95% average of technical quality 47 85% average of validation results 87 87% indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 136 once deemed feasible, the learning media is uploaded on the google play console, which is then evaluated by the google team. after passing the evaluation on the third day after submitting, the media is ready to be used and accessed by the public. in the next stage, this learning media implemented in 36 students. students must download the application in the google play store with the download link https://play.google.com/store/apps/details?id=com.ramdan.mimako, apk installer also provided for those who do not want to download online. after students have successfully downloaded and installed it into their device, students can use the learning media to support their learning. at the implementation stage, it is expected to get a positive response from students, such as research conducted by wijayanti & sumbawati (2018), which shows there is a relationship between learning outcomes with mobile media using mind mapping. after the specified learning period, a simple evaluation will be carried out as a start to the last stage. at this stage, the researcher evaluates the media that have developed. the evaluation comes from two aspects, namely from the input of students and teachers as well as general user input that included in the google play store comments and the developer email. in general, students and teacher responses were very positive. they welcomed the presence of this learning media. inputs received by researchers include the choice of quiz topics that do not yet exist. some students want to work on problems with topics that they want to master. the number of question database in the quiz also needs to be added. some propose that the quiz is made in stages or divided into several levels. the responses of students are obtained from those who have used this learning media to support their learning. a total of 36 students were asked to fill in the response questionnaire. in general, their response was 87%, which meant that students were very interested in this mind mapping learning media. these results are in line with chuang's (2014) suggestion that ict learning media stimulates students to be actively involved, motivate learners' learning, and make classroom experiences more enjoyable. another study conducted by kiong et al. (2012) also shows that mind mapping developed has received positive responses from users. table 5. items validity criteria question item number total percentage valid 1, 2, 3,5,6,7,8,11,12,13,14,15,16,17,,21,22,24,25,26,28,29,30,31,32,33,3 4,35,36,37,38,39,40,41,42,43,44,45,46,48,49,50 41 82% not valid 4,9, 10, 18, 19, 20,23,27,47 9 18% total 50 100% https://play.google.com/store/apps/details?id=com.ramdan.mimako indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 137 the contribution of the use of instructional media to increasing students' understanding is measured through differences in the results of pre and post-tests that have carried out. the pretest was done before students use android-based mind mapping learning media, while the posttest did after the learning cycle is complete. the questions used in the test analyzed for validity and reliability. in table 5, it can see that there are 50 items tested for validity. there are 41 items declared valid, and nine items declared invalid. the results of the reliability analysis are summarized in table 6, which shows that all indicators meet the reliability criteria on the basis that the cronbach's alpha value is greater than 0.6 so that it is declared reliable. to conduct a pre-test and post-test the researchers only used 30 items taken from items that were declared valid. table 6. items reliability indicator question number cronbach’s alpha 1 1,2,3,5 0,631 2 6,7,8 0,759 3 11,12,13,14,15 0,768 4 16,17, 0,658 5 21,22,24,25 0,672 6 26,28,29,30 0,821 7 31,32,33,34,35 0,805 8 36,37,38,39,40 0,894 9 41,42,43,44,45 0,772 10 46,48,49,50 0,730 at the time of the pre-test, students get an average value of 44.4. while after the post-test, the average value of students increased to 75. from both tests, it can seem that there was an increase in students' understanding by 30.6%, as in table 7. table 7. pre-test and post-test results pre-test post-test average 44,4 75 statistical tests are needed to see the significance of these differences. the choice of statistical test techniques used needs to be seen in the distribution of the data first. if the data normally distributed, then the t-test is used, but if it not normally distributed, then the wilcoxon test will be used. table 8. one-sample kolmogorov-smirnov test pre-test post-test asymp. sig. (2-tailed) 0.922 0.172 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 138 the data normality test performed using the kolmogorov-smirnov one-sample test. the output of this test calculation presented in table 8. a probability value of 0.172 indicates that the data normally distributed because > 0.05. table 9. paired samples test paired differences t df sig. (2tailed) mean std. deviation std. error mean 95% confidence interval of the difference lower upper pair 1 pre-test – post-test -30.731 11.504 1.917 -34.624 -26.839 -16.028 35 0.000 after the data is declared normal, then t-test is performed. based on the t-test results in table 9, it is known that p-value = 0,000 < = 0.05, which means that there are significant differences between students averages learning outcomes before and after using mind mapping learning media. other research conducted by liu et al. (2018) also shows that mind mapping can strengthen students' logical thinking and innovative thinking skills, motivate the development of students' lifelong learning thinking, and improve students' understanding. other research that also strengthens this research is a study conducted by buzan (2013) which states that mind mapping can improve students' understanding. this result also confirms squire's (2013) opinion, that the use of interactive media is considered capable of improving student learning outcomes. this android-based mind mapping learning media is proven to improve students' understanding, such as the results of research that has been done by several previous researchers, such as farrokhnia, et al. (2019) and setyawan (2015). conclusion research in developing android based mind mapping learning media using addie development models has produced learning media products that are ready to use. some critical components in this learning media have validated by experts in their fields and declared eligible for use. the results of product trials have proven that learning media can improve student understanding. the response given by students is also very positive, although there are still some shortcomings that will be fixed in the future. this research is again tested in a limited circle, to obtain information and further proof it is necessary to conduct a more stringent experiment and consider several confounding variables. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 139 references abi-el-mona, i., & adb-el-khalik, f. 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(2015). pengembangan android mobile learning menggunakan app inventor sebagai media pembelajaran peserta didik kelas vii smp/mts. squire, k. (2013). mobile media learning : multiplicities of place. https://doi.org/10.1108/10748120910936162 sudjana, n. (2012). dasar-dasar proses belajar mengajar. bandung: sinar baru algesindo. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 126-140 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 140 sugiyono. (2015). metode penelitian dan pengembangan (research and development / r&d). bandung: penerbit alfabeta. sugiyono. (2017). metode penelitian kuantitatif, kualitatif, dan r&d. bandung: alfabeta. wijayanti, f., & sumbawati, m. s. (2018). media pembelajaran mobile dengan menggunakan mind map sebagai motivasi belajar pada mata pelajaran sistem komputer di smk negeri 3 buduran sidoarjo, 03(2009). indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 40 penggunaan komik berbasis web pada pelajaran sejarah siswa sma wildana harismawan1) teknologi pendidikan, fakultas ilmu pendidikan, universitas negeri malang jl. semarang no.5, sumbersari, kec. lowokwaru, kota malang, jawa timur 65145 email: wildanaharismawan.1801216@students.um.ac.id abstrak kemajuan ilmu pengetahuan dan teknologi, khususnya di bidang teknologi informasi sangat berpengaruh terhadap keefektivan pembelajaran. kemajuan tersebut memungkinkan munculnya alternatif baru yang dapat dimanfaatkan oleh guru untuk menggunakan media pembelajaran variatif di kelas. perkembangan komik, khususnya komik digital beberapa tahun ini berkembang dengan pesat. berdasarkan sifatnya, media komik pembelajaran mempunyai sifat sederhana, mudah dipahami oleh siswa. tujuan dari penelitian telaah ini adalah mengetahui kelayakan media pembelajaran berbasis komik digital pada pembelajaran sejarah siwsa sma. hasil penelitian pembelajaran menggunakan media komik berbasis web, yaitu dapat meningkatkan minat serta mempermudah peserta didik untuk memahami materi sejarah yang dianggap membosankan. kata kunci: pembelajaran sejarah, komik pembelajaran, komik berbasis web the use of web-based comics in high school history subjects wildana harismawan1) teknologi pendidikan, fakultas ilmu pendidikan, universitas negeri malang jl. semarang no.5, sumbersari, kec. lowokwaru, kota malang, jawa timur 65145 email: wildanaharismawan.1801216@students.um.ac.id abstract advances in science and technology, especially in the field of information technology, greatly affect the effectiveness of learning. this progress allows for many alternative choices that can be utilized by teachers to use varied media in classroom learning. the development of comics lately is very significant indeed. based on its nature, comic learning media has a simple nature, easily understood by students. learning with comic media is expected to increase the interest of students to better understand the boring historical material. the purpose of this development research is to produce and know the feasibility of comic-based learning media for senior high school students. keywords: historical learning, learning comics, web based comics mailto:wildanaharismawan.1801216@students.um.ac.id mailto:wildanaharismawan.1801216@students.um.ac.id indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 41 pendahuluan setiap bangsa atau negara sudah pasti memiliki sejarahnya masing-masing yang menggambarkan perjuangannya pada masa lampau, salah satunya adalah perjuangan melawan penjajahan. sejarah perjuangan pada masa lalu yang dialami suatu bangsa, dapat dibuktikan melalui benda-benda bersejarah seperti dokumen, rekaman suara, foto, monumen, dan lain-lain. kisah perjuangan melawan penjajahan tersebut pernah dialami oleh bangsa ini. indonesia pernah dijajah oleh bangsa-bangsa lain seperti belanda dan jepang, sebelum akhirnya bersatu menjadi sebuah negara besar seperti saat ini. pembelajaran sejarah merupakan pembelajaran yang wajib disematkan di setiap jenjang baik di jenjang sd, smp maupun sma. namun kenyataannya pendidikan di indonesia masih sering mengalami permasalahan dari berbagai aspek, salah satunya adalah minimnya inovasi dalam pembelajaran sejarah. padahal sejarah merupakan materi wajib yang harus dikuasai oleh setiap siswa, sebagai bentuk kencintaan terhadap tanah air dan penghormatan kepada jasa para pahlawan yang telah gugur. materi sejarah yang disampaikan oleh pengajar kebanyakan masih menggunakan buku dengan tulisan berderet, sehingga menyebabkan kejenuhan peserta didik. berkaitan dengan masalah tersebut, guru dituntut memiliki hakikat dari pendidikan itu berarti memberi tuntunan kepada perkembangan manusia sehingga mencapai kedewasaan jasmani dan rohani. meskipun manusia telah mendapatkan pendidikan sejak kecil, di indonesia baru mengenal pendidikan pada abad ke-5 (leo agung, 2012: 03). tha perserikatan bangsabangsa, dengan keputusan yang dibuat pada tahun 1993, terlalu menekankan pada percepatan pekerjaan dalam pendidikan hak asasi manusia di semua negara dan menyarankan bahwa orangorang yang seharusnya dididik adalah guru dan siswa terutama (kepenekçi, 1999: 213). sasaran, yang ingin dicapai oleh komunitas modern dalam hubungan di antara orang-orang, adalah untuk mendidik orang agar menghormati hak asasi manusia sebagai anggota masyarakat. salah satu prasyarat untuk mencapai tujuan ini adalah agar peserta didik memiliki sikap positif terhadap pendidikan ini. karena sadar akan hak asasi manusia, mengadopsi dan membela hak-hak ini terkait erat dengan sikap yang dianggap sebagai komponen utama kepribadian (kuzgun, 1981: 102). desakan permanen dan sepihak pada proses pengambilan keputusan yang rasional dan masuk akal sangat kontraproduktif untuk proses pembelajaran yang substansial. melainkan harus diasumsikan bahwa penilaian yang kompeten muncul dari berbagai proses akuisisi sebelumnya. dalam hal ini, proses pendidikan selalu harus memberikan pendekatan sensual, fisik dan emosional untuk siswa (lih. meyer 1992, 511). kalau tidak, perasaan tersebar, bahwa pengetahuan yang diperoleh hanya berguna untuk sekolah, tetapi tidak relevan untuk "kehidupan nyata". oleh karena itu, hubungan yang erat antara konsep kehidupan sehari-hari dan konsep ilmiah merupakan kebutuhan penting untuk proses pembelajaran berkelanjutan. “dalam pengertian yang paling umum, pandangan kontemporer tentang pembelajaran adalah bahwa orang membangun pengetahuan dan pemahaman baru berdasarkan apa yang sudah mereka ketahui dan percayai” (bransford antara lain, 2000, 10). kinerja anak-anak yang buruk di sekolah dan sikap apatis terhadap sekolah telah dikaitkan dengan minat baca yang buruk, kebiasaan, dan lingkungan, terutama metode pengajaran yang buruk, indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 42 seperti metode konvensional, yang melibatkan bacaan yang berpusat pada guru, bacaan individual, penglihatan dan kata-kata yang tampak dan instruksional. metode konvensional bekerja dengan asumsi bahwa dalam semua hal belajar "guru paling tahu." di sini perhatian lebih difokuskan pada apa yang diajarkan dan bukan pada anak. para guru sering menggunakan metode tampilan dan ucapkan “repeat after me”, biasanya tanpa alat bantu visual dan perlengkapan mengajar lainnya (kalu, 2001 dan farrant, l980). membaca adalah alat yang sangat diperlukan untuk mencapai stabilitas emosional, menikmati waktu senggang, berbagi pengalaman sulit hidup yang ditulis dalam buku, dan mengikuti perkembangannya kejadian di dunia pada umumnya. dengan keterampilan membaca, mata pelajaran lain dapat dipelajari secara efektif sekolah. tujuan pertama dari pendidikan dasar adalah untuk menanamkan melek huruf dan angka tetap, dan kemampuan berkomunikasi secara efektif. karena sisa dari sistem pendidikan dibangun di atas yang utama pendidikan, itu adalah kunci keberhasilan atau kegagalan seluruh sistem pendidikan (ogunrombi dan adio, 1995). motivasi membaca murid tergantung pada beberapa faktor motivasi yang mendorong membaca (guthrie & alao, 1997; guthrie, wigfield & vonsecker, 2000; stipek, 1996), termasuk guru, keluarga, teman, buku, lingkungan, kegiatan (ulper, 2011), teknik membaca, tingkat pemahaman membaca, minat baca (kramarič, ropič & urbančič jelovšek, 2000), kecenderungan, kepercayaan dan tujuan (conradi gee jang & mckenna, 2014). dengan menumbuhkan motivasi membaca intrinsik, guru mendorong membaca seumur hidup (bucik, 2009) dan berkontribusi pada tingkat membaca yang lebih tinggi dan peningkatan prestasi akademik (pečjak, bucik, gradišar & peklaj, 2006). siswa yang secara intrinsik lebih termotivasi dan kompeten dalam membaca memiliki guru yang menggunakan beragam bahan bacaan, mendorong membaca dan berdiskusi tentang konten, termasuk membaca dalam pelajaran dan membaca secara teratur di kelas, mempromosikan membaca di kelas, dan memberi siswa pilihan bahan bacaan ( pečjak & košir, 2004). dalam konteks ini pembelajaran menunjuk pada sebuah proses komunikasi antara pendidik dan media pembelajaran yang digunakan. dalam proses pembelajaran nantinya juga akan berjalan dengan maksimal jika pesan pembelajaran disampaikan secara jelas, runtut dan menarik (yuni maryuni, 2011:58). pembelajaran, termasuk di dalamnya penguasaan dalam penggunaan media pembelajaran. media yang menarik dapat menciptakan suasana yang aktif dan menyenangkan bagi siswa sehingga membangkitkan minat dan motivasi siswa untuk belajar. menurut oktarini et al. (2014) media sangat berperan penting dalam proses pembelajaran sehingga pemilihan media oleh guru harus mempertimbangkan kesesuaiannya dengan materi dan kondisi siswa. unsur penting dalam pembelajaran adalah metode dan media pembelajaran. kedua aspek ini berkaitan, karena pemilihan salah satu metode mengajar tertentu akan mempengaruhi jenis media pembelajaran yang sesuai (arsyad, 2007). sampai saat ini media pembelajaran sejarah kurang beragam, masih berupa buku dengan tulisan berderet disertai angka, masalah itu pula yang menjadi topik utama dalam seminar sejarah nasional 2018 (fawakih, 2018). kondisi itu menyebabkan peserta didik mengalami kesulitan untuk indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 43 mengingat waktu dalam peristiwa sejarah. padahal sejatinya waktu merupakan bagian penting dalam sejarah, bahkan sejarah memiliki sifat yang sebagian besar berhubungan dengan waktu, yaitu diakronis, ideografis, dan unik. adanya waktu sesesuai fakta membedakan sejarah dengan sastra (kuntowijoyo, 1995). keadaan yang disebutkan di atas menonjolkan masalah membangun strategi penilaian ilmiah dan pengetahuan yang memadai di bidang ilmu sosial, di antara para siswa. masalah terjadi khususnya ketika konsep dan kompetensi penilaian yang ada didiskualifikasi atau bahkan dikeluarkan dari proses pembelajaran. konsep kehidupan sehari-hari kemudian sering tetap sebagai konstruksi paling penting dari penilaian dan interpretasi, bahkan setelah instruksi ilmu sosial telah terjadi (lih. schnotz 1998, 77). melihat kondisi tersebut dibutuhkan suatu gagasan untuk membuat media pembelajaran yang dapat meningkatkan efektifitas pembelajaran sejarah. salah satu cara yang dapat digunakan komik sebagai media mempunyai peranan sebagai alat yang mempunyai fungsi menyampaikan pesan pembelajaran. gagasan itu muncul sebab pembelajaran akan lebih dimengerti dan dipahami oleh peserta didik (siswa) apabila didukung dengan media pembelajaran. berkaitan dengan itu, dibutuhkannya alat bantu pembelajaran dalam usaha menciptakan proses belajar yang menyenangkan, menarik, interaktif dan efektif serta membantu siswa dalam memahami materi ajar menjadikan tujuan pembelajaran dapat tercapai dengan baik (putra, 2013). kajian literatur komik adalah salah satu genre sastra nontradisional yang memiliki daya tarik khusus untuk anak laki-laki (sadowski, 2010). komik menarik pembaca ke dunia yang mereka baca dan memungkinkan mereka untuk bergaul dengan karakter, yang tampak nyata bagi pembaca. ini menarik anak laki-laki untuk membaca dan berdampak pada minat mereka dalam membaca, perendaman dan perasaan kompetensi mereka (mccloud, 2010), yang merupakan komponen paling penting dari pemahaman membaca pada anak laki-laki (pečjak, bucik, peštaj, podlesek dan pirc, 2010). penggunaan kartun dan komik dalam pengajaran dapat membangkitkan minat dan mendorong partisipasi dalam proses pembelajaran. kartun adalah gambar persiapan; any sketsa atau desain besar di atas kertas, yang mewakili adegan dengan atau tanpa reproduksi suara, dan biasanya lucu. di sisi lain, komik adalah serangkaian gambar yang menceritakan urutan cerita dalam bentuk gambar. komik adalah ilustrasi, yang jika digambar berurutan, menceritakan sebuah kisah (world book encyclopedia, 2001 dan robinson, 1981). namun demikian, menurut akun statistik 2011 2011 korea publication culture association (1), proporsi kartun di antara semua publikasi baru (44.036) adalah 14,61% (6.433), dan mayoritas kartun anak-anak menempati ini berarti bahwa anak-anak adalah pembaca utama. bahkan, menurut survei membaca nasional 2011 (berdasarkan buku kertas), 2) tidak seperti siswa sekolah menengah dan menengah dengan sedikit preferensi untuk kartun, siswa sekolah dasar lebih suka membaca (17,7%) dan belajar kartun (17,4%). , preferensi untuk belajar kartun cukup tinggi untuk muncul dalam urutan kartun hiburan (15,1%). indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 44 komik telah didefinisikan dalam hal bahasa, komunikasi, dan media visual yang kompleks. terlepas dari perdebatan teoritis, suksesi konsep bergambar telah ada selama lebih dari satu milenium di mana ia diukir atau dilukis sebagai pada permadani dan hieroglif yang merupakan sistem awal untuk melambangkan dan mencatat informasi (perry & aldridge, 1971). pada abad ke-20, komik telah diterbitkan sebagai kartun editorial dalam bentuk cetak (sabin, 2001). disajikan untuk tujuan hiburan dan politik, komik didistribusikan baik koran harian atau mingguan. selanjutnya, komik telah dikeluarkan ke berbagai format mulai dari lelucon, buku komik, intisari hingga novel grafis (perry & aldridge, 1971, sabin, 2001). penggunaan komik sebagai bahan terjemahan ruang kelas memiliki beberapa manfaat pendidikan. (schwartz dan rubinsteinavila ,2006) berpendapat bahwa seorang pembaca akan mendapat manfaat pendidikan dari multimodality dalam melek buku komik. mereka menyarankan agar siswa mengembangkan pemikiran kritis dan multidimensi melalui latihan dan negosiasi semiotika dalam buku komik. ilustrasi komik adalah alat bantu visual, dan ilustrasi ini meningkatkan pemahaman penerjemah terhadap teks sumber. gambargambar sebagai alat bantu visual dalam komik juga membantu penerjemah memahami dan menerjemahkan teks sumber dengan mengungkapkan siapa yang berbicara, siapa yang diam, siapa yang ragu untuk berbicara, yang menunjukkan emosi, dan sebagainya. kajian marcel bonnef (1998:8) mengenai komik indonesia juga menjadi salah satu referensi dalam penelitian ini. menurut pandangannya komik mengandung aspek grafis dimaa para pembaca sulit membayangkan realitas dari buku bacaan biasa sehingga gambar komik dibuat sederhana agar setiap orang mampu mencernanya. komik juga mampu menyumbang beberapa unsur yang berguna untuk menjawab masalah yang lebih umum saat ini, yaitu gambaran yang khas indonesia. komik adalah gambar bergambar dan grafik disajikan dalam bentuk urutan yang ditujukan untuk mengirim informasi dan untuk menghasilkan jawaban atau kesimpulan bagi pembaca. komik sudah memiliki lebih dari 100 tahun keberadaannya, dan selalu digunakan dengan sukses sebagai instrumen penyebaran gagasan dan utilitas publik dalam beberapa jenis kampanye. komik memiliki kekhasan menggabungkan dua bentuk ekspresi budaya yang sangat kaya: sastra dan seni plastik, yang membuatnya menjadi alat pedagogik yang sangat efektif. ketika sepenuhnya dieksplorasi, kata kata dan ilustrasi memiliki kekuatan besar untuk menceritakan kisah dan untuk mengirimkan pesan (maccloud, 1993). komik memiliki cerita yang sistematis dan teratur yang membuat mereka lebih mudah untuk mengikuti dan menghafal isinya (g. rota and j. izquierdo, 2003). komik merupakan sebuah media pembelajaran yang unik dan menarik. komik juga bersifat sederhana, jelas, dan mudah dipahami. komik memiliki daya tarik tersendiri yang berupa perpaduan cerita dan gambar sehingga mudah dicerna dan tidak terkesan menggurui sehingga komik dapat dijadikan sebagai media pembelajaran. komik merupakan suatu bentuk bacaan dimana peserta didik membacanya tanpa harus dibujuk (ahmad rohani, 1997:79). komik dapat membantu siswa dalam mengembangkan kemampuan berbahasa, kegiatan seni, dan peryataan kreatif dalam bercerita, dramatisasi, bacaan, penulisan, melukis dan menggambar, serta membantu mereka menafsirkan dan mengingat-ingat isi materi bacaan dari buku teks dari pada sifat yang hiburan sematamata (sudjana dan rivai, 2002). selain itu dengan keunggulan di lingkungan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 45 digital, horton (2008) telah mengklarifikasi bagaimana webcomics (seni berurutan diposting online) dengan cepat disusun oleh pencipta komik amatir dan profesional menggunakan adobe photoshop, gimp, dan berbagai alat pengeditan grafis. akhirnya, penggemar komik saat ini memiliki banyak pilihan untuk menerbitkan karya mereka di situs hosting komik publik seperti comic genesis, the duck comics, smackjeeves, blog dan media sosial (lamerichs, 2013; mitkus, t. 2013). komik merupakan suatu realita yang bermakna, sebagian dari siswa akan mengenal dan mengingat karakter tokoh dari komik yang mereka lihat. alasan lain dipilihnya media komik, karena media ini sangat menarik dalam kehidupan siswa dan banyak terdapat di tokotoko bacaan, bahkan sekarang komik sudah sangat mudah diakses melalui internet salah satunya komik melalui situs web. dalam banyak jenis genre komik yang dapat dipilih oleh pembaca, namun masih sangat minim komik yang mengangkat tema pembelajaran maupun sejarah. dengan adanya penelitian berupa komik berbasis web dalam pelajaran sejarah untuk siswa sma kelas xi ini, ditujukan untuk menumbuhkan ketertarik siswa untuk mempelajari dan memahami sejarah sesuai dengan sifat-sifat sejarah. selain itu dapat menumbuhkan budaya baru untuk membiasakan siswa mengetahui perjalanan sejarah, sehingga prinsip sejarah sebagai disiplin ilmu bisa diterapkan. gambar 1. grafik minat terhadap komik pendidikan di indonesia tahun 2010-2020 gambar 1 menunjukkan grafik popularitas komik pendidikan di indonesia melalui penelusuran web yang dikutip dari google trends. dari grafik tersebut, dapat dilihat bahwa popularitas komik pendidikan dari bulan maret 2010 hingga april 2019 mengalami tingkat popularitas yang naik turun, namun tidak terlalu signifikan. kemudian pada awal maret 2019 komik pendidikan mulai mengalami peningkatan dan penurunan popularitas yang cukup signifikan hingga tahun 2020. dengan adanya data tersebut, dapat disimpulkan bahwa akhir akhir ini pencarian mengenai komik pendidikan mulai popular. tentunya sudah banyak sumber-sumber yang dapat dijadikan sebagai pedoman penggunaan komik pendidikan dalam proses belajar mengajar. sehingga dapat membantu guru dalam proses pembelajaran. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 46 gambar 2. presentase minat terhadap komik pendidikan menurut subwilayah di indonesia dari dari data yang dikutip dari google trends diatas, menunjukan presentase beberapa wilayah di indonesia yang memiliki minat paling tinggi terhadap komik pendidikan. presentase tertinggi diperoleh lampung dengan jumlah 100, diikuti oleh jawa tengah dengan jumlah 93, bali dengan jumlah 73, sumatera barat dengan jumlah 71, dan jawa timur dengan jumlah 68. penggunaan komik pendidikan sebagai media pembelajaran di indonesia pada saat ini sudah mulai berkembang. pasalnya diberbagai wilayah dan berbagai jenjang pendidikan di indonesia sudah mulai melakukan pengembangan media komik pembelajaran, sebagai sumber belajar mereka. dengan demikian komik pendidikan di indonesia akan semakin popular dan menjadi salah satu media yang dapat menanggulangi masalah kebosanan siswa dalam belajar. penelitian andriani dkk (2014) menemukan hasil dari 197 siswa sebagai objek penelitian, sebesar 68.78% memiliki skor kurang dalam pembelajaran sejarah berdasarkan tingkat capaian responden (tcr). hal itu disebabkan karena pembelajaran sejarah yang dinilai membosankan sehingga hasil dari pembelajaran sejarah menjadi tidak efektif. dalam studinya tentang "menggunakan komik dalam pengajaran ilmu sosial di sekolah dasar" (durualp, 2006) sampai pada kesimpulan bahwa keberhasilan dalam pembelajaran telah meningkat dengan menggunakan komik saat mempelajari unit "kehidupan demokratik". dalam studinya tentang "pengaruh menggunakan bahan komik terhadap keberhasilan siswa dalam mengajar sejarah" (kõlõnç, 2006) mengajarkan unit "perang dunia i" dengan menggunakan metode-metode pengajaran tradisional untuk kelompok kontrol, dan dengan menggunakan komik untuk kelompok eksperimen, dapat disimpulkan bahwa pengajaran berdasarkan komik lebih sukses daripada metode pengajaran tradisional. dalam studinya untuk mengetahui pengaruh komik terhadap pengajaran ekspresi tertulis dalam bahasa dan sastra turki. (üstün, 2007) memberikan keterangan bahwa, mengajar dengan menggunakan komik dapat meningkatkan keberhasilan dalam belajar. dalam penelitian lain yang dilakukan oleh (durmaz ,2007). itu bertujuan untuk menganalisis pengaruh gagasan komik pada keberhasilan siswa pada unit "divisi sel mitosis-meiosis" dalam pengajaran sains konstruktivis. komik dapat memberikan contoh konstruksi pendidikan dan psikologis dan memperluas pembelajaran siswa. dalam banyak buku ajar psikologi pendidikan, komik sering digunakan untuk indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 47 menjelaskan atau menggambarkan sebuah konsep. misalnya, dalam ormrod's (2011) psikologi pendidikan: pembelajar pembangunan (edisi ke-7), ia memasukkan 11 komik yang termasuk calvin dan hobbes, doonesbury, sisi jauh dan dalam pemutih. dalam santrock’s (2009) educational psychology, ia menggunakan 28 komik termasuk peanuts dan frank and earnest, atau dari koleksi kartun, seperti the new yorker atau phi delta kappan. demikian juga, penulis psikologi pendidikan lainnya termasuk woolfolk (2010) dan slavin (2012) menggunakan komik dalam teks mereka untuk meningkatkan minat siswa dan menggambarkan konsep pendidikan dengan cara yang lucu. kesimpulannya, ditemukan bahwa metode pengajaran menggunakan gagasan komik lebih efektif daripada metode pengajaran tradisional. hasil penelitian ini sejalan dengan hasil penelitian di atas. seperti riset (keogh dan naylor ,1999) menyebutkan komik meningkatkan konsentrasi siswa pada pelajaran yang memiliki ketidakmampuan belajar, meningkatkan partisipasi dalam diskusi selama pelajaran, dan menempatkan siswa dalam tindakan untuk meneliti kebenaran cara berpikir yang disajikan dalam komik. selain itu, dalam studinya tentang "penelitian pada kegunaan komik teknik dalam pelatihan sains dan lingkungan". (özalp ,2006) telah menyimpulkan bahwa menggunakan komik dalam metode pelatihan dapat meningkatkan keberhasilan siswa dan meningkatkan pendekatan siswa terhadap pelajaran dengan cara yang positif. hasil yang sama telah diperoleh dalam penelitian ini juga, dan dalam wawancara yang dilakukan dengan siswa terlihat bahwa sikap siswa adalah positif untuk pelajaran. komik dapat digunakan untuk membangun konteks afektif positif dan minat pada teori pengajaran dan pembelajaran, dan mendorong siswa untuk terus merefleksikan dan berpikir kritis tentang praktik terbaik untuk pembelajaran dan keterlibatan. rasa senang yang meningkat di kelas dan penghargaan untuk guru yang menggunakan humor di kelas telah ditemukan dalam studi eksperimental (nagata, 1999; ziv, 1988). ziv, eli, dan moris (1986) juga melaporkan bahwa siswa memiliki apresiasi yang berbeda untuk profesor yang menggunakan humor. menurut martin (2007), penelitian tentang penggunaan humor yang sesuai di kelas menunjukkan bahwa "guru di kelas terkait dengan evaluasi guru yang lebih positif, kenikmatan kursus yang lebih besar dan pembelajaran yang lebih dirasakan oleh siswa" (hal. 359). meskipun penelitian ini umumnya mendukung hasil yang ditemukan sebelumnya, penelitian lebih lanjut harus dilakukan untuk menyelidiki apakah penggunaan metode lain, termasuk penggunaan literatur anakanak, memiliki efek yang sama. penelitian empiris menggunakan media komik dan novel grafis dalam pendidikan telah lama dimulai sejak tahun 1940-an (hutchinson, 1949). namun yang mengherankan sebuah studi yang lebih baru dilakukan oleh cooper, nesmith, dan schwarz (2011), menginformasikan meskipun pendidik pada saat ini sudah berhatihati dalam menggunakan media tersebut, namun banyak dari pengguna mengakui hanya sebagian kecil yang berhasil dalam penggunaan komik dan novel grafis untuk tujuan akademik. terlepas dari hasil riset behwa komik pendidikan yang dianggap menyenangkan, melor, hadi, dan amin (2012) juga mengeluarkan sebuah pernyataan, bahwa penerapan aktivitas berbasis komik indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 40-50 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 48 dalam bentuk web tidaklah praktis, karena keterbatasan waktu dan akses internet. selain itu fase yang berlarutlarut dalam menyusun foto dan gambar untuk digunakan dalam perangkat penulisan dan dibutuhkannya waktu untuk mempelajari perangkat lunak itu sendiri juga berkontribusi terhadap ketidaknyamanan ini. karena narasi merupakan aspek penting dari novel grafis, desain untuk implementasi mendongeng dalam alat penulisan komik pendidikan harus dipertimbangkan. kontrol tema selalu menjadi tantangan ketika aplikasi yang digunakan sebagai media penceritaan terbatas pada plot pra-tetap dan komposisi acara longgar (schoenau-fog, bruni, khalil, & faizi, 2013). membuat sebuah komik pembelajaran memang tidak mudah. diperlukan sebuah strategi dan tips yang efektif untuk dapat menghasilkan sebuah komik pembelajaran yang baik. kelompok penelitian di universite de la rochelle membangun basis data komik (c. guerin, c. rigaud, a. mercier, f. ammarboudjelal, k. betet, ́ a. bouju, j.-c. burie, g. louis, j.-m. ogier, and a. revel, 2013) dan menganalisis struktur elemen visual dalam sebuah halaman untuk memahami konten komik secara semantik (c. rigaud, c. guerin, d. karatzas, j.-c. burie, and j.-m. ogier, 2015). leksem dan norma budaya terkadang lebih sulit untuk dioleh dari teks sumber ke dalam teks target, dan ada kendala teknis tentang ruang balon dalam komik. penerjemah siswa dapat memberikan catatan penjelasan di bilah samping dalam komik untuk membantu pembaca lebih memahami makna kata-kata dan konsep (prough, 2010). strategi utama dalam masalah ini akan terdiri dari membagi kalimat yang lebih panjang menjadi segmen yang lebih kecil, terkait dengan konten. sehingga membuat ataupun menyusun sebuah komik pembelajaran dibutuhkan strategi dan teknik yang matang. simpulan berdasarkan artikel yang telah penulis telaah dapat disimpulkan bahwa penggunaan media komik berbasis web atau komik digital online sangat efektif apabila digunakan dalam pebelajaran sejarah. namun dalam penggunaanya ada beberapa hal yang harus diperhatikan seperti, audien yang dituju, gambar yang menarik, bahasa yang digunakan, waktu untuk membaca dan koneksi internet yang memadahi. sehingga dapat menjadikan komik tidak membosankan, dapat menimbulkan ketertarikan bagi siswa untuk membaca, mudah diingat serta yang terpenting dapat tercapainya tujuan pembelajaran sejarah. komik berbasis web dalam praktiknya memang dapat digunakan sebagai media pendukung dalam pembelajaran sejarah bagi siswa. namun untuk kedepannya sebaiknya perlu dilakukan penelitian dan pengkajian lebih lanjut terkait penggunaan media tersebut. hal ini ditujukan untuk mengetahui kualitas, keefektifan, dan kemampuan sekolah untuk menggunakan media komik berbasis web dalam pembelajaran sejarah di sma. indonesian 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(2019). the effect of stad learning model and science comics on cognitive students achievement. journal of physics: conference series, 1157(2). https://doi.org/10.1088/1742 6596/1157/2/022008 topkaya, y. (2016). the impact of instructional comics on the cognitive and affective learning about environmental problems. egitim ve bilim, 41(187), 199–219. https://doi.org/10.15390/eb.2016.5713 tuncel, g., & ayva, ö. (2010). the utilization of comics in the teaching of the “human rights” concept. procedia social and behavioral sciences, 2(2), 1447–1451. https://doi.org/10.1016/j.sbspro.2010.03.21 6 furuhata-turner, h. (2016). use of comics manga as a learning tool to teach translation of japanese. the journal of language learning and teaching, 3(2), 72–83. yunus, m. m. d., salehi, h., tarmizi, a.,& syed, s. f. (2011). using digital comics in teaching esl writing. proceedings of the 2nd international conference on arts and culture (icac 11), 53–58. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 113 exploration of the influence of learning elpsa (experiences, language, pictures, symbols, and applications) on the understanding of mathematical concepts herwandi 1 , andi kaharuddin 2 mathematics education faculty of teacher training and education, lakidende university of unaaha wandiherwandi2194@gmail.com 1 andikaharuddinunilaki@gmail.com 2 abstract the ability of students to understand the concept of learning varies, it is very necessary to know the level of understanding of students' concepts in learning mathematics, so that it becomes a rationale in determining the appropriate learning approach. this study aims to determine the effect learning approach of the elpsa eighth grade students of smp negeri 6 makassar. the type of research used is experimental research. the design of this research is the one-group pretest-posttest design. the population in this study were students of class viii smp negeri 6 makassar in the 2019/2020 academic year and the research sample was determined by the cluster random sampling technique. the instrument in this study was an essay test on understanding mathematical concepts. the data analysis used was descriptive and inferential. the descriptive research results show that there is an increase in understanding of the mathematical concept after the application of the elpsa learning approach; the score of concept understanding after the application of the elpsa learning approach met the completeness criteria, namely more than 80; and completeness of students' conceptual understanding after being applied classical elpsa learning approach is 97% complete. the inferential hypothesis testing results show that the application of the elpsa learning approach affects the understanding of mathematical concepts in class viii students of smp negeri 6 makassar. keywords: elpsa approach; mathematical concept understanding introduction the development of science and technology which is increasing rapidly has implications for changes in the world of education. the world of education is closely related to students as learners who are the main subjects in education. according to (umar, et all, 2020) students must be equipped with knowledge, skills, and attitudes that allow them to be independent so that they can make useful contributions to the development of the nation and state. according to law no. 20 of 2003 that: "education is a conscious and planned effort to create an atmosphere of learning and the learning process so that students actively develop their potential to have religious spiritual activities, self-control, personality, intelligence, noble character, and skills for themselves, the community, the nation, and country". education has a very important role in the development of the indonesian people as a whole. therefore education needs to be developed from various sciences because quality education can improve the quality of a nation. education is an important part of the national development process that helps increase a country's economic growth. education is also an investment in developing human resources in increasing skills and abilities as a supporting factor for human efforts to navigate life. one of the knowledge in education that can develop human thinking is mathematical knowledge. according to (syahrir & as'ari, 2019) mathematics is universal mailto:wandiherwandi2194@gmail.com1 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 114 knowledge that underlies the development of modern technology, has an important role in various disciplines, and develops human thinking. meanwhile, according to (kaharuddin & hajeniati, 2020; zetriuslita, wahyudin, & dahlan, 2018) by studying mathematics, students are expected to think logically, analytically, critically, and creatively and are expected to be able to solve all the problems faced, both problems related to lessons. mathematics, as well as those related to everyday life. the 2013 curriculum demands that the learning process of mathematics is directed at learning to find mathematical concepts, learning from real problems by the principles of constructivism learning using a scientific approach (scientific approach) where students gain learning experiences through the 6m process (observing, asking, exploring or trying, reasoning or concluding, communicating or networking, and creating or making creative work). in line with one of the general objectives of learning mathematics at level primary and secondary education according to (arifin & aprisal, 2020), namely: understanding mathematical concepts, explaining the relationship between concepts, and applying concepts or algorithms in a flexible, accurate, efficient, and precise way to solve problems. by the demands of the curriculum, the objectives of learning mathematics, and the facts that occur in school, after the learning process students are expected to understand mathematical concepts so that they can use their abilities in dealing with mathematical problems. according to (kartika, 2018) in mathematics education, understanding mathematical concepts is an important basis for thinking in solving math problems and real-life problems. so it can be said that understanding the concept is the most important part of learning. this is as stated by (herawaty, widada, nugroho, & anggoro, 2019; magfirah et al., 2019; sadikin & kaharuddin, 2019) that mathematics subjects emphasize concepts, meaning that in studying mathematics students must understand mathematical concepts first to be able to solve problems and be able to apply the learning in the real world. by understanding a concept students can know, explain, describe, compare, differentiate, classify, give examples and not examples, conclude and reexpress an object in its language by being aware of the processes it goes through (pasnak et al., 2016; young & shtulman, 2020). to observe mathematical concepts, students need to read and interpret information, express their thoughts orally and in writing, listen to others, and think critically about ideas and have the ability to solve problems, both problems in mathematics lessons and problems in everyday life. day. to improve students' ability to understand mathematical concepts, they must be supported by an appropriate learning approach. one learning approach that can improve conceptual understanding is the elpsa learning approach which contains five components, namely experiences, language, pictures, symbols, and applications. according to indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 115 (kaharuddin, 2013) that the elpsa framework makes an individual develop meaningful mathematical concepts. meanwhile, according to (wulandari, 2017), it shows that the component application in elpsa is a learning activity that seeks to understand the significance of the learning process by applying new knowledge in solving problems in a meaningful context. furthermore, according to (syahdan, 2017) learning the elpsa approach (experiences, language, pictures, symbols, and applications) intends to provide free-thinking space for students to seek concepts and problem-solving related to the material taught by teachers at school. then according to (lowrie & patahuddin, 2015) mathematics aims to make students understand mathematical concepts and their relation to everyday life, have the skills to develop knowledge about natural processes around them, be able to apply various mathematical concepts to explain natural phenomena, and be able to use technology. simple to solve problems found in everyday life. methods this research is experimental research conducted at smp negeri 6 makassar. this research aims to determine the effect of the elpsa learning approach (experiences, language, pictures, symbols, and applications) on the understanding of mathematics concepts in grade viii students of smp negeri 6 makassar. the research design used was the one-group pretestposttest design. table 1. research design group pretest treatment posttest e o1 t o2 source: (kasiram, 2010) the population in this study were all class viii students of smp negeri 6 makassar for the 2019/2020 academic year and then one class was selected as the research sample, namely class viii who were given treatment using the elpsa learning approach with the technique cluster random sampling. the reason the researcher chose class viii as the research sample was because class viii was a transition period from class vii to class ix and class viii was a period of students who were always curious and wanted to try new things, during which students had to be given skills and understanding of material concepts to move up to class ix. the instrument used in this study was the learning implementation observation sheet which aims to determine how well the elpsa learning approach is implemented and the mathematics concept understanding test refers to the basic competencies and indicators of understanding mathematical concepts which aim to measure students' conceptual understanding skills after the application of the elpsa learning approach. the indicators of learning outcomes in understanding mathematical concepts in this study are a) the average score for the posttest is indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 116 at least in the high category (x > 80); b) the minimum normalized gain average is in the medium category (g > 0.3); c) classical completeness of more than 80%; d) the percentage of understanding the concept is at least 80% the data collection technique in this research is the observation sheet of the implementation of the elpsa learning approach and the test of understanding the concept of mathematics which is given after the application of the elpsa learning approach to the eighthgrade students of smp negeri 6 makassar. the analysis technique in this research is using descriptive statistics and inferential statistics. the descriptive statistical analysis aims to determine the understanding of the material by describing the characteristics of the distribution of students' achievement of mathematics understanding through the elpsa learning approach. meanwhile, inferential statistics aims to generalize which includes estimation (estimation) and hypothesis testing based on data obtained from scores on pretest and posttest understanding the concept. the data obtained from the results of the pretest and posttest were analyzed to determine the increase in students' mathematical understanding abilities. the amount of increase before and after the application of the learning approach used the normalized gain formula. the formula to determine the increase in learning outcomes is as follows: g = information: g = gainternormalisasi spre = skor pretest spos = skor posttest smaks = skor maksimum for normalized gain classification can be seen in the following table. table 2. normalized gain classification gain classification g 0,3 0,3 g 0,7 g 0,7 low medium high source: (kaharuddin, 2018) criteria used to determine the category of student learning outcomes in this study are presented in the form of a frequency distribution as follows. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 117 table 3. classification of concept understanding level student learning outcomes classification 0 60 60 80 80 90 90 100 very low low high very high source: (puspitasari & ratu, 2019) the criteria for a student is said to be complete if the score of concept understanding and problem-solving is more than 80. meanwhile, classical completeness is achieved when more than 80% of students in the class are complete. to find out the percentage of each indicator of understanding the concept of mathematics, the following formula is used: % after that, the calculation of the percentage of the ability to understand the concept as a whole is carried out using the following formula: % furthermore, the percentage of students' concept understanding ability is categorized as several levels of understanding using the modified score interpretation criteria by the author. table 4. interpretation criteria score percentage of concept understanding no. percentage level of understanding 1 0% 60% very low 2 60% 80% low 3 80% 90% high 4 90% 100% very high source: (ng, ting, lam, & liu, 2020) the criteria for assessing the understanding of mathematical concepts are as follows. table 5. conceptual understanding scoring guidelines indicator information score restate concept a. answer is blank b. cannot restate the concept c. can restate concept but still many mistakes d. can restate concept but not quite right e. be able to restate concepts exactly 0 1 2 3 4 provide examples and non-examples of concepts a. answer is blank b. cannot provide examples and non-examples of a concept c. can provide examples and non-examples of a concept but there are still many mistakes d. can provide examples and non-examples of a concept but are not precise e. can provide examples and non-examples of a concept appropriately 0 1 2 3 4 classify objects a. answer is blank 0 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 118 according to certain properties according to the concept b. unable to classify objects according to the concept c. can name the properties according to the concept but there are still many mistakes d. can mention the properties according to the concept but not quite right e. can name the properties according to the concept very precisely 1 2 3 4 presenting concepts in various forms of mathematical representation a. answer is blank b. cannot present a concept in various forms of mathematical representation c. can present a concept in the form of a mathematical representation but there are still many mistakes d. can present a concept in the form of a mathematical representation, but not quite right e. can present a concept in various forms of mathematical representation appropriately 0 1 2 3 4 source: (kartika, 2018) result and discussion based on the learning implementation plan (rpp) developed by the researcher by considering the objectives of learning and the steps of the elpsa learning approach applied to grade viii students of smp negeri 6 makassar. the lesson plan is made 6 meetings based on the number of sub material. the first meeting discussed the material of two-variable linear equations and two-variable system of linear equations, the second discussed the matter of solving a two-variable system of linear equations using the graph method, the third discussed the matter of solving a two-variable system of linear equations with the substitution method, the fourth discussed the matter of solving a system of two linear equations variables with the elimination method, the fifth discusses the material of solving a system of linear two-variable equations with the mixed method (elimination-substitution), and the sixth discusses the material of making mathematical models and their solutions related to contextual problems. the format of the learning implementation plan (rpp) is adjusted to the 2013 curriculum format used in smp negeri 6 makassar. learning implementation plan (rpp) is designed by the learning steps elpsa approach, namely: no teacher students phase 1: deliver the purpose of learning and motivate students 1. preparing students to learn and pray together prepare to study and pray together led by one of the students 2. inform students about the material to be studied, namely the spldv concept material (experience) listening to / paying attention to the teacher's explanation (experience) 3. communicating the learning objectives that will be achieved by each student. listening to the learning objectives conveyed by the teacher 4. exploring students' initial knowledge by asking questions related to the spldv concept (language, pictorial, symbol) raising hands to answer questions (language, pictorial, symbol) core activity no teacher students indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 119 phase 2: presenting information to students 5. explaining/providing information as an initial introduction to the spldv (experience) concept material paying attention to the teacher's explanation of the spldv (concept material experience) 6. provide opportunities for students to ask questions about the material that has been delivered if anything is not clear (language, picture, and symbol) ask about the material to the teacher if anything is not clear (language, picture, and symbol) phase 3: organizing students in study groups 7. organizing students into cooperative groups consisting of 4-6 students heterogeneously forming groups based on teacher directions 8. distribute worksheets to students in each group, as well as direct students to complete the worksheets together read/observe the problems presented in the worksheet phase 4: guiding group work and study 9. guide students to discuss problems in the worksheet with their group friends. (language, picture, symbol, and application) discussing worksheets with group friends. (language, picture, symbol, and application) 10 monitor the course of group discussions and guide the group if anyone is having difficulties (language) ask the teacher if there are difficulties. (language) phase 5: evaluation 11 ask several groups to present their work in turn and ask other groups to review their responses. (language, picture, symbol, and application) presenting the results of their group discussions or working on problems on the board. (language, picture, symbol, and application) 12 give quizzes to be done independently. (language, picture, symbol, and application) doing quizzes individually. (language, picture, symbol, and application) phase 6: giving awards 13 teacher rewards each group with things that can arouse students' enthusiasm and motivation to learn, including praise, applause, or certain items. get an award according to the average score achievement of the group final activity 14 guide students to conclude the material that has been studied (language, pictorial, symbol, application) conclude the material that has been studied (language, pictorial, symbol, application) 15 deliver the title of the sub material will be studied at the next meeting listening to / paying attention to the explanation from the teacher 16 giving homework to students following the teacher's instructions 17 closing the lesson praying before going home the results of the analysis show that the implementation of learning with the application of the elpsa learning approach at the first meeting is 3.37 in the very well implemented category, the second meeting has obtained an average of 3.58 is in the very well executed category, the third meeting has obtained an average of 3, 68 were in the very well executed category, the fourth meeting has obtained an average of 3.63 was in the very well executed category, the fifth meeting has obtained an average of 3.63 was in the very well executed category, and the sixth meeting was obtained on average an average of 3.68 is in the very well performed category. based on this description, it can be concluded that in the learning process by applying the elpsa learning approach the teacher's ability to manage learning for 6 meetings was carried out very well. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 120 furthermore, the learning outcomes of students' understanding of mathematical concepts after applying the elpsa learning approach to class viii students of smp negeri 6 makassar. table 6. recapitulation of student concept understanding learning outcomes class viii.9 smp negeri 6 makassar statistik pretest_pk posttest_pk sample 33 33 mean 40.9697 91.3333 med 40.0000 92.0000 mod 25.00 a 95.00 deviation standart 11.88614 5.59948 variance 141.280 31.354 skewness 0.223 -0.318 ranges 35.00 20.00 max 25.00 80.00 min 60.00 100.00 based on the table above, it can be seen that the mean posttest understanding of students' concepts is 91.33. this shows that in general, the scores posttest are in the very high category, thus there is an increase in the mean value of students from pretest to posttest (from very low to very high categories). the median score of the posttest students was 92.00 indicating that there were about 50% of the students who obtained the highest score of 92.00 or the lowest score of 92.00. the mode score of 95.00 indicates that the post-test understanding of the concept of students with the greatest frequency is 95.00. based on the slope coefficient of -0.31 and paying attention to the mean, median and mode values, it can be said that in general the results of the posttest students' understanding of the concept are above the average with a very high category. table 7. classification of normalized gain understanding student concepts class viii.9 smp negeri 6 makassar gain classification student percentace(%) g 0,7 tinggi 32 97 0,3 g 0,7 sedang 1 3 g 0,3 rendah 0 0 jumlah 33 100 from the table, it can be seen that 32 students are in the high category with a percentage of 97% and 1 student is in the medium category with a percentage of 3%. none of the students scored in the low category. this indicates that the students' conceptual understanding increases after the elpsa learning approaches are applied in class viii.9 smp negeri 6 makassar is in the high category with a percentage of 97%. based on the description above, it can be concluded that descriptively the increase in students' understanding of concepts after implementing the indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 121 elpsa learning approach the material of the two-variable linear equation system in class viii.9 smp negeri 6 makassar is in the high category with a percentage of 97%. table 8. percentage of student concept understanding scores per indicator no. indicators percentage (%) classification 1 2 3 4 restate concept. provide examples and non-concept examples. classify objects according to certain properties. presenting concepts in various forms of mathematical representation. 93.43 92,93 91,08 89,20 very high very high very high high mean 91,66 very high based on the table, the data analysis that has been done shows that the score of students who can restate a concept well reaches 93.43% in the category very high, the score of students who can provide examples and non-examples of the concept well reaches 92.93% with the category. very high, the score of students who can classify objects according to certain properties according to the concept well reaches 91.08% with the category very high, and the score of students who can present concepts in various forms of mathematical representation reaches 89.20% with category high. so it can be concluded that descriptively the students' ability to understand mathematical concepts in the material of the two-variable linear equation system for class viii.9 smp negeri 6 makassar is categorized as very high with the overall percentage of each indicator of concept understanding reaching 91.66%. based on the research results it has been described that the results of students' understanding of mathematical concepts after applying the elpsa learning approach are increasing. the increase in students' understanding of mathematical concepts is the effect of the application of the elpsa learning approach. so, in this discussion, the effect of the components of the elpsa learning approach on each indicator of conceptual understanding is described. the elpsa approach which includes experiences, language, pictures, symbols, and application affects every indicator of concept understanding, namely: a) experiences (e) experiences are learning activities that explain or bring up previous experiences that students have and relate them to new knowledge and experiences or information that will be obtained or learned. at this stage, students can restate a simple concept based on experience and knowledge that has been studied or experienced contextually, namely: being able to name the object, model, or shape of the object related to the subject matter of the two-variable linear equation system. however, at this stage, it is still weak in terms of students' ability to provide indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 122 examples and not examples of a concept, classify objects according to certain properties, and present concepts in various forms of mathematical representations. according to (arifin & aprisal, 2020; baharun, 2018) experiences include how students have used mathematics so far, what concepts they know, how they can obtain information, and how mathematics has been experienced by students both inside and outside the classroom. knowledge is awakened when students try to organize their experiences according to their cognitive structures. b) language (l) language (language development) is a learning activity that actively develops certain mathematical languages so that the learners interpret them. it is important for teachers to model correct language and students need to be encouraged to use clear language in describing their understanding to the teacher and their peers. at this stage students can restate a concept and mention examples and not examples of a concept, namely: when the teacher delivers or explains the material and mentions parables or examples in clear language and is easily understood by students, therefore students can restate a concept and citing examples and not examples of twovariable linear equation systems in their language using clear language in describing their understanding to the teacher and their peers. according to (herawaty et al., 2019) language is used to encourage understanding. in mathematics, the language of mathematics can be general or specific and is needed to present mathematical ideas. it can happen that students do not understand a mathematical concept not because the concept is too difficult for them but because the teacher who presents it uses words or sentences that the students cannot understand. c) pictures (p) pictures (image representations) are learning activities that provide experiences about mathematical concepts in the form of pictures. at this stage, students can restate a concept, be able to provide examples and non-examples, be able to classify objects according to certain properties and be able to present concepts in various forms of mathematical representations of two-variable linear equation systems based on pictures, graphs, diagrams, tables, and so forth. according to (baron, 2019) that visualization is important in mathematical thinking that can be realized in the form of shadow(image)image on the paper or the display of technology. image representation (component "p" of elpsa) can be used to stimulate students to think mathematically, namely what kind of image or visualization is more effective in helping indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 123 students understand mathematics which can be a stepping stone for students to arrive at the "s" component of elpsa. d) symbols (s) symbols (symbol representation) are learning activities that can change or make the transition from image representation to symbol representation. mathematical concepts contain many symbols, either formulas or abstract statements. at this stage, students can restate a concept, be able to provide examples and non-examples, be able to classify objects according to certain properties, and be able to present concepts in various forms of mathematical representations of two-variable linear equation systems based on symbols which are transitions from image representations. according to (wulandari, 2017; young & shtulman, 2020) asserts that symbols in elpsa are a more general experience and are the result of generalizations. a series of symbols in mathematics can take the form of a mathematical model. symbols in mathematics can deliver students' knowledge to find solutions and apply formulas in solving math problems. e) application (i) application (application of knowledge) is a learning activity that seeks to understand the significance of the learning process by applying new knowledge in solving problems in a meaningful context. at this stage, students can restate a concept, be able to provide examples and non-examples, be able to classify objects according to certain properties, and be able to present concepts in various forms of mathematical representations of two-variable linear equation systems based on knowledge obtained from all components or steps. -the learning steps of the elpsa approach, namely, experiences, language, pictures, symbols, and application. according to (lowrie & jorgensen, 2011) that the application stage describes how the knowledge and understanding of concepts that have been obtained can be applied in various situations. thus, in the application component students use the ability to understand concepts in solving a problem. in general, it can be said that the application of the elpsa learning approach is an active process in which students build their ways and understand things through independent processes and interact socially with other students, and can construct their ways of understanding things through individual thought processes and social interactions. in elpsa learning, students learn more systematically and are oriented towards finding concepts from their knowledge experience and can involve students' activeness directly in constructing their indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 113-125 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 124 knowledge in the process of understanding mathematical concepts, as well as providing free space for students to think about concepts and solving related problems. with the material taught by the teacher at school. conclusion this study concludes that the application of the elpsa learning approach can improve the understanding of the concept of the material of the two-variable linear equation system in class viii students of smp negeri 6 makassar. elpsa learning which includes experiences, language, pictures, symbols, and application affects every indicator of concept understanding, namely indicator i (93.43%) students can restate a concept in the experiences and language stages, indicator ii (92.93%) able to provide examples and non-examples in a concept at the language and pictures stage, indicator iii (91.08%) students can classify objects according to certain characteristics according to the concept at the pictures and symbols stage, indicator iv (89,20% ) students can present the concept in various forms of mathematical representation at the symbols and application stages. references arifin, s., & aprisal, a. 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(2018). association among mathematical critical thinking skill, communication, and curiosity attitude as the impact of problem-based learning and cognitive conflict strategy (pblccs) in number theory course. infinity journal, 7(1), 15. https://doi.org/10.22460/infinity.v7i1.p15-24 indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 27 analisis pengaruh sifat prokrastinasi pada siswa sma hingga jenjang universitas di indonesia muhammad rafi kuntjoro jurusan teknologi pendidikan, fakultas ilmu pendidikan, universitas negeri malang email: mrafikuntjoro.1801216@students.um.ac.id abstrak tujuan dari artikel telaah ini adalah untuk mengetahui pengaruh sifat prokrastinasi atau bisa disebut sebagai penundaan dalam artian menunda belajar atau mengerjakan tugas rumah siswa berpengaruh terhadap proses berlangsungnya kegiatan dalam pembelajaran. pengumpulan data dilakukan dengan menelaah jurnal nasional maupun internasional yang berhubungan dengan topik yang dibahas. dengan mengetahui dampak dan penyebab dari sifat prokrastinasi ini maka siswa dapat lebih efisien dalam melakukan manajemen waktu. kata kunci: siswa, prokrastinasi, sekolah menengah atas analysis of the effects of procrastination on high school students to university levels in indonesia muhammad rafi kuntjoro department of educational technology, faculty of education, universitas negeri malang email: mrafikuntjoro.1801216@students.um.ac.id abstract the purpose of this review article is to find out the influence of the nature of procrastination or can be called a delay in the sense of delaying learning or doing student homework affect the process of ongoing learning activities. data collection is done by examining national and international journals that relate to the topics discussed. by knowing the impact and causes of the nature of this procrastination, students can be more efficient in managing time. keywords: students, procrastination, high school indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 28 pendahuluan artikel telaah ini berjudul “analisis sistem prokrastinasi pada siswa sma di indonesia dalam kegiatan belajar”. belajar merupakan tugas utama seorang siswa, namun tidak semua siswa memiliki pengelolaan belajar yang baik. pengelolaan belajar dapat memengaruhi prestasi atau hasil belajar siswa. hasil belajar sendiri diartikan sebagai perubahan tingkah laku siswa setelah melalui proses belajar mengajar (muflihah, s & lepith, h, 2019:49). masalah pengelolaan belajar yang sering dialami oleh siswa sekolah ialah penundaan dalam mengerjakan tugas. perilaku menunda-nunda tugas akademik disebut dengan prokrastinasi akademik. prokrastinasi menurut ferrari (ghufron, 2003:17) dapat dipandang dari berbagai batasan tertentu, diantaranya ialah prokrastinasi hanya sebagai perilaku penundaan, prokrastinasi sebagai suatu kebiasaan atau pola perilaku dan prokrastinasi sebagai suatu trait kepribadian. secara umum faktor-faktor yang mempengaruhi perilaku menunda atau prokarastinasi akademik dapat dikategorikan menjadi dua, yaitu faktor eksternal dan faktor internal. faktor eksternal yaitu faktor yang terdapat dari luar diri individu meliputi: gaya pengasuhan orang tua dan kondisi lingkungan. sedangkan faktor internal yaitu faktor yang ada pada diri individu yang melakukan prokrastinasi, yaitu unsur struktur kepribadian. menurut bandura dalam alwisol (2009:284) struktur kepribadian saling determinis menempatkan semua hal saling berinteraksi, pusatnya ialah sistem self yang mengacu ke struktur kognitif kemudian memberi pedoman mekanisme dan seperangkat fungsi-fungsi persepsi, evaluasi dan pengaturan tingkah laku. sehingga jika fungsi-fungsi persepsi dan evaluasi baik, maka tingkah laku yang nampak, khususnya prokrastinasi akademik tidak akan terjadi. konsep diri akademik adalah gambaran individu terhadap kemampuan akademiknya, yang meliputi kemampuan dalam mengikuti kegiatan pembelajaran, kemampuan meraih prestasi di bidang akademik, serta aktivitas di sekolah atau di kelas yang berkaitan dengan persepsi, pikiran, perasaan dan penilaian seseorang terhadap kemampuan akademiknya (atmasari, 2009). efikasi diri akademik diartikan sebagai keyakinan individu terhadap kemampuannya, semakin individu yakin terhadap kemampuannya, maka semakin besar usaha yang dilakukannya dan makin aktif ia karena ia yakin kemampuannya tersebut dapat membantu dalam mengerjakan suatu tugas dan membantu menghadapi hambatan/rintangan untuk mencapai prestasi indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 29 akademik yang tinggi. sedangkan self-esteem ialah penilaian mengenai individu mengenai hal-hal yang berkaitan dengan dirinya, baik dari pengalaman yang dialaminya maupun pengalaman yang dipelajari dari orang lain berkaitan pencapaian prestasi akademik. menurut worchel dalam dayakisni (2009) selfesteem merupakan komponen evaluatif dari konsep diri, yang terdiri dari evaluasi positif dan negatif tentang diri sendiri. hasil penelitian yang dilakukan oleh lampert (2007) mengenai hubungan antara self-efficacy akademik, konsep diri akademik dan prestasi akademik menunjukkan bahwa self-efficacy akademik adalah prediktor yang signifikan yang dapat digunakan dalam memprediksi prestasi akademik dibandingkan dengan konsep diri akademik. sementara prestasi akademik individu dipengaruhi juga oleh kebiasaan menunda atau tidak tugas-tugas akademik seperti yang telah disampaikan sebelumnya. erma (2013) dalam penelitiannya menunjukkan bahwa memang terdapat hubungan negatif yang sangat signifikan antara harga diri dengan prokrastinasi akademik mahasiswa, artinya semakin tinggi harga diri semakin rendah prokrastinasi akademik dan berlaku sebaliknya. penelitian dengan variabel lain juga menemukan bahwa terdapat hubungan kebalikan antara tingkat prokrastinasi dan self-efficacy. dengan kata lain, tingkat prokrastinasi akademik bertambah jika self-efficacy menurun (martyana, 2013). ketika peserta didik tidak dapat memanfaatkan waktu belajar dengan baik, sering mengulur waktu dengan melakukan kegiatan yang tidak bermanfaat sehingga waktu terbuang dengan sia-sia. tugas akademik terbengkalai dan penyelesaian tugas tidak maksimal pada akhinya menjadikan kegagalan atau terhambatnya seorang peserta didik meraih kesuksesan. kegagalan atau kesuksesan individu sebenarnya bukan karena faktor intelegensi semata namun salah satunya adalah kebiasaan melakukan penundaan terutama dalam penyelesaian tugas akademik yang disebut dengan prokrastinasi akademik. (savira f dan suharsono y, 2013:66). solomon & rothblum (1984: 503) mengatakan “procrastination, the act of needlessly delaying tasks to the point of experiencing subjective discomfort, is an all too-familiar problem”. pernyataan ini menjelaskan bahwa suatu penundaan dikatakan sebagai prokrastinasi apabila penundaan itu dilakukan pada tugas yang penting, dilakukan berulang-ulang secara sengaja, menimbulkan perasaan tidak nyaman, serta secara subyektif dirasakan oleh seorang prokrastinator. dalam kaitannya dengan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 30 lingkup akademik, prokrastinasi dijelaskan sebagai perilaku menunda tugas-tugas akademis (seperti: mengerjakan pekerjaan rumah (pr), mempersiapkan diri untuk ujian, atau mengerjakan tugas makalah) sampai batas akhir waktu yang tersedia. prokrastinasi akademik merupakan tindakan yang tidak baik jika terus dibiarkan. prokrastinasi adalah menunda dengan sengaja kegiatan yang diinginkan walaupun individu mengetahui bahwa perilaku penundaanya tersebut dapat menghasilkan dampak buruk. sirois (2004: 269-286) mengatakan bahwa “a variety of negative outcomes have been linked to procrastination including poor academic performance, higher stress, increased illness, and higher anxiety when recalling procrastinating behavior.” dampak negatif dari prokrastinasi jelas tidak menguntungkan bagi siapapun, jika performa akademik rendah bisa jadi seseorang tidak naik kelas. jika memiliki stress tinggi, bagaimana seseorang dapat menjalani kehidupan seharihari dengan wajar. mengakibatkan penyakit, jelas sekali merupakan hal buruk. dan memiliki kecemasan yang tinggi, kehidupan tidak akan benar-benar dijalani dengan kebahagiaan. permasalahan prokrastinasi akademik yang dimiliki oleh siswa sma ini tidak hanya menjadi tanggung jawab guru bidang studi maupun wali kelas saja, akan tetapi juga menjadi tanggung jawab guru bk (konselor). bimbingan dan konseling memiliki tanggung jawab untuk memberikan pelayanan agar siswa memperoleh kesejahteraan lahir dan batin dalam proses pendidikan yang ditempuh. bk mempunyai posisi kunci di dalam kemajuan atau kemunduran pendidikan, tidak hanya terbatas pada bimbingan yang bersifat akademik tetapi juga pribadi, sosial, dan karier. wardati & jauhar (2011:53) berpendapat bahwa dengan adanya bk di sekolah maka integrasi dari seluruh potensi ini dapat dimunculkan sehingga keseluruhan aspek yang muncul bukan hanya kognitif atau akademis saja tetapi juga seluruh komponen dirinya baik itu kepribadian, hubungan sosial serta memiliki nilai-nilai yang dapat dijadikan pegangan. kajian literatur pada saat mencari kata kunci prokrasinasi, pertama saya mencari kepopuleran salah satu kata kunci yaitu prokrasinasi di google trend. disana mendapatkan hasil kepopuleran pencarian kata kunci prokarsinasi. maka dari itu akan disajikan data tersebut melalui tabel di bawah ini. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 31 sekolah menengah atas (sma) dikatakan sebagai langkah lanjutan setelah lulus sekolah menengah pertama (smp). dalam perjalanan pendidikan negara indonesia, sma merupakan tempat siswa untuk lebih dewasa. maksud dari lebih dewasa yaitu tanggung jawab yang diemban oleh siswa sma mulai bertambah. selain itu, perkembangannya harus diseimbangi dengan perkembangan emosional dan mental. siswa sma dalam proses belajar diharapkan dapat lebih efektif dalam pengerjaan maupun pengumpulan tugas. namun dalam hasil lapangan masih banyak siswa yang menerapkan sistem kebut semalam. berdasarkan penelitian terdahulu ditemukan data bahwa siswa masih menggunakan “sistem kebut semalam (sks)” untuk belajar, mengerjakan tugas satu hari sebelum dikumpulkan, mengerjakan tugas di sekolah sebelum bel masuk dibunyikan, mengobrol saat mengerjakan tugas dan keterlambatan mengumpulkan tugas(alvira, 2014; khotimah et al., 2016). fenomena sks atau sistem kebut semalam masih menjadi primadona dalam cara belajar siswa. disiplin belajar dapat tumbuh dan dibina melalui latihan, pendidikan atau penanaman kebiasaan yang harus dimulai sejak dalam lingkungan keluarga, mulai pada masa kanak-kanak dan terus tumbuh berkembang. dengan disiplin belajar seharusnya siswa tidak terlalu berat untuk menghadapi ujian sehingga mendapatkan hasil yang maksimal. namun beberapa siswa masih belum bisa menerapkan disiplin belajar(istidiana, 2018). secara umum faktor-faktor yang mempengaruhi perilaku menunda atau prokarastinasi akademik dapat dikategorikan menjadi dua, yaitu faktor eksternal dan faktor internal. faktor eksternal yaitu faktor yang terdapat dari luar diri individu meliputi: gaya pengasuhan orang tua dan kondisi lingkungan. sedangkan faktor internal yaitu faktor yang ada pada diri individu yang melakukan prokrastinasi, yaitu unsur struktur kepribadian. selain itu banyak peserta didik yang belajarnya hanya sks (sistem kebut semalam), sehingga hasil yang mereka peroleh kurang maksimal (legi et al., 2016). hal tersebut juga dipengaruhi oleh efikasi diri peserta didik yang rendah karena dirinya tidak yakin atas kemampuannya dalam mengerjakan tugas tersebut, akhirnya menundanunda dalam mengerjakan tugas dan terkadang cenderung untuk menyontek teman (nurhasanah et al., 2018) . menurut dunia psikologis, perilaku menunda-nunda mengerjakan tugas ini disebut dengan istilah prokrastinasi. sementara itu dalam dunia indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 32 psikologi pendidikan, perilaku menunda-nunda mengerjakan tugas disebut dengan istilah prokrastinasi akademik (kurniawan, 2017). banyak siswa sma yang masih belum memiliki kemampuan dalam mengelola waktu, di antaranya yaitu jadwal belajar yang tidak menentu, menggunakan sistem kebut semalam (sks) dalam menghadapi pembelajaran di kelas, serta terlambat dalam mengumpulkan tugas. kebanyakan siswa melakukan aktivitas belajar secara santai, hanya tampak sibuk menjelang waktu ujian dan belajar secara “sks” (sistem kebut semalam)(sulastri & fiventi, n.d.). pada waktu-waktu jam yang kosong umumnya mereka berkumpul dan mengobrol dengan teman-temannya dikelas dan tidak terlihat bersemangat untuk membaca buku sebanyakbanyaknya dan berusaha memperluas pengetahuan. perilaku-perilaku diatas tentu tidak efektif dan menghambat keberhasilan siswa dalam melaksanakan pembelajaran di sekolah dan menyebabkan rendahnya prestasi belajar siswa (rahayu et al., 2017). hal ini sejalan juga dengan penelitian yang dilakukan sari (2019) yang menyatakan bahwa tinggi rendahnya motivasi belajar siswa berpengaruh terhadap prestasi belajar siswa. bisa dibilang bahwa sistem kebut semalam merupakan taktik yang paling sering digunakan oleh peserta didik,dimana taktik ini cenderung memaksa peserta didik untuk menyelesaikan tugas semalam sebelum tugas tersebut dikumpulkan (artikadyar, 2017). siswa lebih sering menghafal materi bukannya memahami materi, sehingga mereka hanya ingat pada saat ulangan saja, setelah ulangan kebanyakan apa yang telah dihafal lupa begitu saja. selain itu, pada saat pembelajaran jika guru memberikan tugas atau pr kebanyakan siswa tidak mengerjakan sendiri tugas/pr tersebut, mereka lebih sering mencontek pekerjaan milik temannya. kebiasaan belajar yang kurang baik ini karena siswa banyak siswa yang lebih memprioritaskan bermain dan berkumpul bersama teman dibandingkan dengan belajar. waktu mereka lebih banyak dihabiskan untuk bermain dan berkumpul dibandingkan belajar (paramita et al., 2013). adapun cara yang dibuat oleh guru untuk mengatasi siswa yang sering menggunakan sistem kebut semalam (sks). evaluasi yang dilakukan di school of human dalam aspek kognitif diberikan dalam bentuk hots atau high order thinking skill agar siswa bisa berlatih berfikir tingkat tinggi, namun dengan sistem open book agar siswa bisa melatih berfikir kritis, analitis dan kreatif dalam menggali informasi untuk jawaban soal tersebut. system ujian open book siswa diberi peluang untuk tidak indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 33 mengandalkan pada pengetahuan yang diingat sesaat sebagai hasil belajar dengan cara sistem kebut semalam (sks) (hakim et al., 2019). namun masih banyak siswa mengaku lebih senang menggunakan sistem kebut semalam (sks) ini. padahal ada mata pelajaran yang tidak semua bersifat hapalan seperti matematika yang membutuhkan penerapan. oleh karena itu masih banyak siswa hanya mengulang materi pelajaran pada satu malam sebelum masuk ke kelas dan mulai masuk dalam pembelajaran. padahal proses belajar matematika tidak cukup hanya diulang satu kali menjelang tes hasil belajar (saadah, 2017). sistem kebut semalam (sks) ini juga dipengaruhi oleh meningkatnya kompetisi dan perubahan gaya hidup, siswa telah membalikkan jam tidur mereka saat ini, karena mereka lebih suka belajar larut malam daripada bangun pagi-pagi. ini tidak hanya mengganggu siklus tidur mereka tetapi juga memiliki efek buruk pada mata dan tubuh (gillen‐o’neel et al., 2013). menurut data dari (matar boumosleh & jaalouk, 2017) tingkat prevalensi perilaku kompulsif terkait smartphone, penurunan fungsi, toleransi dan gejala penarikan adalah substansial. 35,9% dari sampel kami melaporkan bahwa mereka merasa lelah pada siang hari karena penggunaan smartphone larut malam, 38,1% dari mereka mengakui bahwa kualitas tidur mereka menurun, dan 35,8% mengakui bahwa mereka tidur kurang dari empat jam karena penggunaan smartphone lebih dari satu kali. dengan kata lain banyak siswa yang menggunakan hp larut malam untuk mencari materi yang akan dipelajari esok hari. sistem kebut semalam ini memiliki dampak yang tidak baik bagi siswa sma. namun hal ini akan menjadi hal biasa bila siswa sudah menjadi mahasiswa dikarenakan tanggung jawab dan beban studi yang jauh lebih berat daripada saat sma. hal itu menjadi alasan konkrit atas perbedaan antara siswa sma dan mahasiswa (milsted, 2010). pada dasarnya sistem kebut semalam lebih mengarah pada penundaan. penundaaan disini memiliki maksud penundaan, sebagai perilaku menunda yang tidak perlu memulai atau menyelesaikan tugas apa pun, menghasilkan emosi yang tidak sehat seperti kecemasan, depresi, rasa malu dan menyalahkan, dan itu adalah masalah umum di kalangan siswa (balkis, 2013). namun penundaan dianggap sebagai salah satu masalah paling serius dalam kehidupan sehari-hari dan latar pendidikan di masyarakat modern. didefinisikan sebagai penundaan penyelesaian tugas yang biasanya indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 34 mengakibatkan ketidakbahagiaan atau ketidaknyamanan subyektif. secara khusus, prokrastinasi akademik adalah perilaku yang meresap dan berpotensi maladaptif (azar, 2013). ada hubungan negatif yang signifikan antara efikasi diri akademik dan akademik penundaan. siswa yang memiliki tingkat prokrastinasi akademik yang tinggi juga memiliki akademik yang lebih rendah efikasi diri. tingkat prokrastinasi akademik menghasilkan negatif signifikan secara statistik hubungan dengan prestasi akademik. siswa yang memiliki tingkat prokrastinasi akademik yang lebih tinggi tidak berkinerja baik di kelas akhir kursus. keterampilan akademik sebelum, diprediksi oleh tes penempatan keterampilan menulis kompas, menghasilkan hubungan yang signifikan secara statistik dengan prestasi akademik. siswa dengan skor compass yang lebih tinggi mencapai akhir kursus yang lebih tinggi nilainya(jackson, 2012). siswa dan pria yang lebih tua memiliki tingkat prokrastinasi akademik yang lebih tinggi. siswa kemungkinan besar menunda-nunda belajar untuk ujian, tugas membaca mingguan, dan menyelesaikan tugas menulis. keengganan tugas adalah alasan terpenting yang diberikan siswa menunda-nunda. siswa dan pria yang lebih muda lebih banyak menolak tugas. ketakutan akan faktor kegagalan adalah tidak sepenting keengganan tugas sebagai penjelasan untuk prokrastinasi akademik(kim et al., 2017). salah satu perilaku pengaturan diri yang telah dipelajari secara luas dalam literatur adalah akademik prokrastinasi dan pengaruhnya terhadap prestasi siswa. siswa yang menunda-nunda mungkin memilikinya pikiran atau perilaku yang menghambat kemampuan mereka untuk mengatur diri sendiri, misalnya, perkiraan salah waktu yang dibutuhkan untuk menyelesaikan tugas belajar dan efikasi diri yang rendah. prokrastinasi akademik adalah konstruksi multidimensi dengan perilaku, komponen kognitif, dan afektif. prokrastinasi akademik pada mahasiswa menunjukkan kurangnya kontrol diri dan, ketika dikombinasikan dengan self-efficacy yang lebih rendah untuk akademisi, dapat menyebabkan prestasi akademik yang lebih rendah(haghani, 2014). prokrastinasi akademik cukup umum di kalangan mahasiswa dan dapat berdampak negatif terhadap prestasi akademik. prokrastinasi akademik didefinisikan sebagai kegagalan untuk melakukan kegiatan akademik dalam jangka waktu yang diinginkan atau menunda sampai aktivitas menit terakhir yang perlu diselesaikan. prokrastinasi akademik didefinisikan sebagai kegagalan untuk melakukan kegiatan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 35 akademik dalam jangka waktu yang diinginkan atau menunda sampai aktivitas menit terakhir yang perlu diselesaikan(klassen et al., 2010). penelitian ini menguji hubungan antara keyakinan self-efficacy akademik, akademik menunda-nunda, dan keterampilan akademis sebelumnya untuk siswa mengambil pendidikan perkembangan kursus. pemahaman tentang hubungan yang diajukan dalam penelitian ini dapat membantu guru, konselor, dan penasihat lebih memahami aspek perilaku mahasiswa. interaksi dan hubungan antara variabel-variabel seperti prokrastinasi akademik, self-efficacy akademik, dan keterampilan akademik sebelumnya membantu mengidentifikasi faktor-faktor penting yang berkontribusi terhadap keberhasilan siswa mengambil kursus pengembangan. ini, pada gilirannya, akan membantu dalam pengembangan akademik strategi untuk mengurangi kemungkinan bahwa siswa akan gagal ketika terdaftar dalam pengembangan kursus (seo, 2012). prokrastinasi akademik sering terjadi di kalangan siswa dan mungkin memiliki dampak negatif pada prestasi akademik. prokrastinasi akademik didefinisikan sebagai gagal melakukan kegiatan akademik dalam jangka waktu yang diinginkan atau menunda sampai kegiatan menit terakhir seseorang perlu menyelesaikan(kennedy & tuckman, 2013). dalam penelitian ini, kompleks perilaku prokrastinasi siswa diperiksa melalui teori kognitif sosial dan pengaturan diri. teori kognitif sosial mempertimbangkan faktor motivasi dan kognitif bersama-sama untuk memahami perilaku siswa dalam konteks akademik. siswa yang suka menunda adalah tidak belajar mandiri karena mereka gagal untuk memantau dan mengontrol aspek-aspek penting dari perilaku belajar mereka (glick & orsillo, 2015). ciri-ciri penting pengaturan diri dalam lingkungan belajar termasuk pengarahan tujuan, manajemen waktu akademik, praktik yang bermakna dan terarah, penggunaan strategi kognitif dan metakognitif yang tepat, dan rasa kemanjuran diri (grunschel et al., 2013). studi ini mendefinisikan dan mengeksplorasi hubungan prokrastinasi akademik dan self-efficacy akademik pada tingkat pencapaian siswa yang terdaftar dalam kursus pengembangan. prokrastinasi dan prokrastinasi akademik sifat diukur dengan skala penilaian penundaan-siswa (seo, 2012)(seo, 2011). pendidik, penasihat, penasihat, dan psikolog semuanya berkontribusi pada penelitian dan literatur tentang perilaku siswa seperti prokrastinasi akademik. mereka ditantang di dalam bidang praktik mereka untuk menerapkan pendekatan intervensi indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 36 yang sehat untuk perilaku kompleks ini (özer & saçkes, 2011). pengetahuan dari penelitian yang dilakukan sejak 1980-an telah dikonfirmasi bahwa komponen perilaku, kognitif, dan emosional, berkontribusi pada penundaan siswa kecenderungan (balkis & duru, 2016). pendidik terus menafsirkan berbagai penyebab prokrastinasi akademik dan menerapkan teknik intervensi khusus seperti konseling dan lokakarya untuk membantu siswa mencapai kesuksesan. karena ada banyak penyebab penundaan akademik, pendidik harus melakukannya menyadari faktor utama dan mengakui pendekatan yang berbeda untuk mendukung upaya siswa perubahan (iskender, 2011). sampai saat ini, penelitian belum meneliti hubungan prokrastinasi akademik kecenderungan dan keyakinan self-efficacy akademik untuk siswa yang mengambil kursus pengembangan. intervensi terkoordinasi untuk siswa dalam pendidikan perkembangan secara historis berfokus pada tiga bidang: (a) kurikulum restrukturisasi, (b) mengembangkan struktur kelembagaan baru, dan (c) menggunakan strategi atau teknologi pengajaran khusus yang dirancang untuk meningkatkan pembelajaran (klassen et al., 2010). tren dalam pendidikan memaksa perguruan tinggi untuk melihat lebih dekat pendidikan perkembangan termasuk (a) sejumlah besar siswa nontradisional masukperguruan tinggi, (b) institusi yang menyuarakan masalah moral dan keuangan tentang retensi, dan (c) legislator dan wajib pajak yang membutuhkan tingkat akuntabilitas yang lebih tinggi (karatas, 2015). termasuk dalam pemeriksaan ulang pendidikan pembangunan harus dukungan akademik program dan intervensi yang ditawarkan oleh pendidik, penasihat, dan konselor yang menyaksikan secara spesifik perilaku negatif siswa seperti menunda-nunda. temuan dari penelitian ini dapat berkontribusi untuk pemahaman yang lebih mendalam tentang siswa dalam kursus pendidikan perkembangan dengan memberikan wawasan yang bermanfaat untuk mengembangkan strategi intervensi bertarget yang dirancang untuk mengurangi perilaku menunda-nunda, mengatur belajar, dan meningkatkan prestasi akademik. dalam kurun waktu 10 tahun, korelasinya 0,77, indikasi bahwa penundaan cukup stabil untuk menjadi suatu sifat. akademik prokrastinasi terjadi karena faktor perbedaan individu dan paling sering terkait dengan faktor hati nurani dalam model kepribadian lima besar, yang meliputi faktor extraversion, agreeableness, nurani, neurotisme, dan keterbukaan. faktor kesadaran meliputi aspek ketertiban, kepatuhan, disiplin diri, pencapaian prestasi, kompetensi, dan musyawarah. penyebab dan korelasi dari indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 37 penundaan telah dipelajari secara luas. steel melaporkan dalam meta-analisis bahwa penyebab dan korelasi untuk penundaan dibagi menjadi empat bidang: karakteristik tugas, perbedaan individu, hasil, dan demografi. penelitian melihat karakteristik tugas menguji penundaan dengan pemahaman bahwa orang yang menunda-nunda secara sukarela memilih satu perilaku atau tugas daripada yang lain. faktor yang terkait dengan tugas karakteristik prokrastinasi (keengganan tugas) termasuk waktu pemberian dan hukuman. seiring waktu, ide-ide tentang prokrastinasi akademik telah berkembang untuk memasukkan kognitif komponen dan penjelasan perilaku kognitif. penjelasan pertama tentang penundaan dari perspektif kognitif-perilaku datang dari ellis dan knaus (1977), yang terkait kecenderungan menunda-nunda untuk ketakutan irasional dan kritik diri (ferrari et al., 1995). kognisi yang berhubungan dengan perilaku prokrastinasi akademik pada siswa termasuk perkiraan waktu yang salah diperlukan untuk menyelesaikan tugas belajar, kesalahpahaman tentang pengaruh diskon pada studi motivasi, dan self-efficacy yang rendah. perilaku ini mungkin bertanggung jawab untuk berkontribusi melanjutkan penundaan. konselor yang mengadopsi pandangan ini percaya bahwa intervensi ditujukan mengubah kognisi siswa dapat mematahkan efek penguatan ini (schouwenburg et al., 2004). sebagian besar metode intervensi prokrastinasi akademik yang digunakan di perguruan tinggi saat ini memiliki dasar dalam psikoterapi dan mengandalkan perspektif kognitif-perilaku. kesimpulan berdasarkan hasil penelitian dapat ditarik simpulan bahwa: (1) terdapat hubungan negatif antara konsep diri akademik dengan prokrastinasi akademik pada siswa sma negeri di indonesia. artinya, semakin tinggi tingkat konsep diri akademik siswa maka semakin rendah prokrastinasi akademik siswa, begitu sebaliknya, (2) terdapat hubungan negatif antara efikasi diri akademik dengan prokrastinasi akademik pada siswa sma negeri di indonesia. artinya, semakin tinggi tingkat efikasi diri akademik siswa maka semakin rendah prokrastinasi akademik siswa, begitu sebaliknya, (3) terdapat hubungan negatif antara self-esteem dengan prokrastinasi akademik pada siswa sma negeri di indonesia. artinya, semakin tinggi tingkat selfesteem siswa maka semakin rendah prokrastinasi akademik siswa, begitu sebaliknya, (4) konsep diri akademik, efikasi diri indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 38 akademik, self-esteem secara serentak (simultan) berpengaruh negatif terhadap perubahan prokrastinasi akademik, dari data analisis diantara ketiga variabel tersebut yang paling besar mempengaruhi prokrastinasi akademik ialah self-esteem. daftar referensi alvira, m. 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(2012). role of academic procrastination, academic self-efficacy beliefs, and prior academic skills on course outcomes for college students in developmental education. university of georgia. karatas, h. (2015). correlation among academic procrastination, personality traits, and academic achievement. anthropologist, 20(1), 2. kennedy, g. j., & tuckman, b. w. (2013). an exploration into the influence of academic and social values, procrastination, and perceived school belongingness on academic performance. social psychology of education, 16(3), 435–470. khotimah, r. h., radjah, c. l., & handarini, d. m. (2016). hubungan antara konsep diri akademik, efikasi diri akademik, harga diri dan prokrastinasi akademik pada siswa smp negeri di kota malang. jurnal kajian bimbingan dan konseling, 1(2), 60–67. kim, s., fernandez, s., & terrier, l. (2017). procrastination, personality traits, and academic performance: when active and passive procrastination tell a different story. personality and individual differences, 108, 154–157. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 27-39 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 39 klassen, r. m., ang, r. p., chong, w. h., krawchuk, l. l., huan, v. s., wong, i. y. f., & yeo, l. s. (2010). academic procrastination in two settings: motivation correlates, behavioral patterns, and negative impact of procrastination in canada and singapore. applied psychology, 59(3), 361–379. kurniawan, a. (2017). hubungan antara minat belajar sejarah dengan prokrasinasi akademikpada mata pelajaran sejarah siswa kelas xi sma negeri 1 ngimbang. avatara, 5(1). legi, w. k., asrowi, a., & djannah, w. 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(2011). the relationships among procrastination, flow, and academic achievement. social hasil belabehavior and personality: an international journal, 39(2), 209–217. seo, e. h. (2012). cramming, active procrastination, and academic achievement. social behavior and personality: an international journal, 40(8), 1333–1340. sulastri, s., & fiventi, a. d. (n.d.). pengaruh kecemasan, motivasi belajar, dan disip lin belajar siswa dalam menghadapi ujian nasional terhadap hasil ujian nasional pada siswa kelas xii. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 1 penggunaan media visual dalam pendidikan jasmani dan kesehatan dio achmad fajar jurusan teknologi pendidikan, fakultas ilmu pendidikan, universitas negeri malang email: dio.achmad.1801216@students.um.ac.id abstrak media pembelajaran dapat membantu para guru dalam mengajar pendidikan jasmani dan kesehatan. media pembelajaran memungkinkan guru dalam mengeksplorasi materi pelajaran dan menyampaikannya dalam bentuk yang lebih komunikatif. hal ini dapat membantu siswa dalam menyerap dan memahami subjek atau pesan dari guru dengan lebih baik. media visual atau grafis adalah media yang berhubungan dengan visualisasi. berbagai media visual yang dapat digunakan guru pendidikan jasmani dan kesehatan antara lain adalah gambar, foto, sketsa, bagan, kartun, dan poster. media yang cocok untuk sekolah menengah pertama adalah gambar dan foto, namun demikian media grafis lainnya juga dapat digunakan. sebelum menggunakan media visual atau grafik, guru pendidikan jasmani dan kesehatan harus membuat penilaian kebutuhan belajar di sekolah menengah pertama terlebih dahulu, dan memahami teknik pembelajaran dengan baik serta bagaimana dalam menggunakan media itu sendiri. kata kunci: media pembelajaran, visualisasi, media visual the use of visual media in physical education and health dio achmad fajar department of educational technology, faculty of education, universitas negeri malang email: dio.achmad.1801216@students.um.ac.id abstract learning media can help teachers in teaching physical education and health. learning media allow teachers to explore subject matter and present it in a more communicative form. this can help students absorb and understand the subject or message from the teacher better. visual or graphic media is media that is related to visualization. various visual media that can be used by physical education and health teachers include drawings, photos, sketches, charts, cartoons, and posters. media suitable for junior high schools are images and photos, however other graphic media can also be used. before using visual or graphic media, physical education and health teachers must first make an assessment of learning needs in junior high schools, and understand learning techniques well and how to use the media themselves. keywords: learning media, visualization, visual media mailto:dio.achmad.1801216@students.um.ac.id mailto:dio.achmad.1801216@students.um.ac.id indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 2 pendahuluan sekolah menengah pertama (smp) merupakan tingkat pendidikan dasar secara formal setelah melalui tingkat sekolah dasar. pada umumnya siswa tingkat pendidikan ini berusia 12-15 tahun, dimana pada masa tersebut anak sudah bisa dikatakan sebagai remaja. santrock mengatakan bahwa remaja adalah suatu masa transisi, yaitu perpindahan dari masa kanak-kanak menuju ke dalam masa dewasa (2011). remaja memiliki peran yang penting dalam pencapaian cita-cita bangsa dimasa yang akan datang. oleh karena itu, sangatlah penting adanya pendidikan pada masa remaja tersebut. permasalahan pendidikan pada jenjang sekolah menengah pertama adalah kurangnya kreativitas guru dalam mengembangkan gaya pembelajarannya. para guru cenderung hanya menggunakan metode ceramah saja, tanpa menampilkan sesuatu lainnya. hal ini mengakibatkan siswa menjadi jenuh dan bosan dalam menangkap materi pelajaran yang diberikan oleh guru. sehingga apa yang guru sampaikan kepada siswanya menjadi kurang maksimal. salah satu inovasi yang bisa digunakan guru dalam mengatasi permasalahan tersebut adalah dengan menggunakan bantuan dari media pembelajaran ketika kegiatan belajar dan pembelajaran. menurut azhar (2011), media pembelajaran adalah alat bantu pada proses belajar baik di dalam maupun diluar kelas. lebih lanjut dijelaskan bahwa media pembelajaran merupakan komponen sumber belajar yang mengandung materi instruksional di lingkungan siswa yang dapat menstimulus siswa agar belajar. adapun rayanda asyar (2012), berpendapat bahwa media pembelajar adalah segala hal yang dapat menyampaikan atau menyalurkan informasi dari sumber secara sistematis, sehingga tercipta lingkungan belajar yang kondusif dimana penerimanya dapat menjalankan proses belajar secara efisien dan efektif.” sedangkan menurut arief sadiman (2008) media pembelajaran yaitu segala sesuatu yang bisa digunakan untuk menyampaikan pesan dari pengirim ke penerima pesan. penggunaan media pembelajaran kini semakin banyak, karena memang fungsinya yang dapat mempermudah guru dalam mengajar. namun pemilihan media tersebut harus dipilih berdasarkan kegunaan dan fungsinya masing-masing. salomon (1977), menyatakan bahwa efektivitas sebuah media bergantung pada kesesuaian dengan peserta didik atau pelajar, isi, dan tugas. hal yang penting juga adalah media harus indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 3 menitikberatkan pada sifat pembelajaran dalam ranah yang kompleks dan tidak terstruktur, hal ini sesuai dengan yang dikatakan r. spiro, p. feltovitch, dan r. coulson (1990). salah satu media pembelajaran yang terkenal adalah media visual. media visual (daryanto, 1993) adalah alat peraga yang digunakan dalam proses belajar yang bisa dinikmati lewat panca-indera mata. sedangkan fathurrohman (2007) mengungkapkan bahwa media visual adalah media yang hanya mengandalkan indra penglihatan. adapun wibawa dan mukti (1992) menjelaskan bahwa media visual dibedakan menjadi dua yaitu media visual diam dan media visual gerak. media visual diam antara lain : foto, ilustrasi, flash card, gmbar pilihan dan potongan gambar, film bingkai, film rangkai, transparansi, proyektor tak tembus pandang, mikrofis, overhead proyektor, stereo proyektor, mikro proyektor dan tachitoscopes. kajian literatur dalam kamus la rousse elementaire (1956) “visual, elle est qui appartient a la vue”, maksudnya visual adalah semua yang nampak atau terlihat. dalam pembelajaran, visual adalah alat bantu pandang. media visual memegang peran yang sangat penting dalam kegiatan belajar dan mengajar. media visual sendiri dapat memperlancar pemahaman dan memperkuat memori. visual dapat pula dimanfaatkan guna menumbuhkan minat siswa dan dapat memberikan hubungan antara isi materi pelajaran dengan apa yang ada di dunia nyata. agar menjadi efektif, visual sebaiknya ditempatkan pada konteks yang jelas dan siswa harus berinteraksi dengan gambar itu untuk meyakinkan terjadinya suatu proses informasi. dengan demikian media visual dapat diartikan sebagai media pembelajaran yang bisa dilihat untuk mempercepat pemahaman dan memperkuat ingatan siswa akan materi pelajaran. media visual yang bergerak adalah media yang dapat menampilkan gambar atau bayangan yang dapat bergerak di layar bias, seperti; bias pada gambar-gambar yang ditampilkan oleh motion picture film dan loopfilm. masing-masing media baik yang bergerak maupun yang tak bergerak dilihat penggunaannya tak lepas dari kelebihan dan keterbatasan yang ada, tergantung pada situasi dan kondisi pengoperasiannya. macam-macam media visual diantaranya adalahh media non proyeksi dan media proyeksi. media non proyeksi disebut juga media pameran atau displayed media. media indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 4 visual non proyeksi dapat menerjemahkan ide abstrak menjadi lebih realistik. memungkinkan pembelajaran berpindah dari tingkatan symbol-simbol verbal menuju tingkatan yang lebih nyata berdasarkan kerucut pengalaman edgar dale. media visual nonproyeksi mudah digunakan karena tidak memerlukan banyak kelengkapan, relatif tidak mahal. banyak hal dapat dijalankan dengan sedikit bahan bahkan tanpa biaya. media non proyeksi juga dapat pula digunakan dalam berbagai tingkatan pendidikan dan dalam berbagai disiplin ilmu. hal lain yang bisa contohnya seperti digunakan dalam hal menstimulasi ekspresi kreatif, seperti penceritaan atau penulisan cerita dan penyusunan puisi. pendidik dan dosen dapat menggunakan semua jenis media non proyeksi dalam tes dan evaluasi . media ini akurat dan teliti dalam mengidentifikasi manusia, tempat, atau benda-benda lainnya. beberapa media visual non proyeksi dapat pula digunakan sebagai kebutuhan kelompok kecil maupun kelompok yang besar. jenis ini juga memungkinkan untuk memperbesar gambar-gambar hasil fotografi, tetapi itu merupakan proses yang relatif mahal. sebuah foto dokumentasi dapat memperlihatkan gambar lebih besar dalam sebuah kelompok. beberapa media visual non proyeksi membutuhkan perhatian khusus, karena gambar simbolik dilengkapi gambar yang representatif, media harus menggambarkan ruangan pengamatan untuk menghilangkan salah tafsir dari makna yang terkandung. ahli psikologi menemukan bahwa orang akan mengikuti untuk menggambarkan keinginan mereka, rasa takut dan konsepsi sebelumnya dalam gambaran atau pesan verbal yang kurang jelas. media non proyeksi memiliki fungsi untuk menyalurkan pesan dari pemberi ke penerima pesan (dari pendidik kepada siswa). pesan yang dituangkan dalam bentuk tulisan, huruf-huruf, gambar-gambar, serta dengan simbol-simbol. kelebihan dari media non proyeksi adalah dapat menarik perhatian siswa dalam proses belajar mengajar dan mempermudah menangkap materi yang diberikan, mudah didapat, dan bentuknya bervariasi. sedangkan kekurangannya adalah tidak adanya audio, lambat, kurang praktis, dll. prinsipprinsip media non proyeksi meliputi: teks dibaca secara linear, menampilkan komunikasi secara satu arah dan reseptif, ditampilkan secara statis atau diam, pengembangannya sangat tergantung kepada prinsip-prinsip pembahasan, berorientasi atau berpusat pada siswa. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 5 adapun macam-macam media non proyeksi diantaranya adalah; (1) media realia, menurut rusman (2005) media realia yaitu semua media nyata didalam ruang kelas, tetapi dapat digunakan sebagai sesuatu kegiatan observasi pada lingkungannya. udin s.w (patty, 2007) menambahkan media realia adalah alat bantu visual dalam pembelajaran yang berfungsi memberikan pengalaman langsung kepada peserta didik. sedangkan pujita (2008), mengungkapkan bahwa ciri media realia adalah benda asli benda yang dalam keadaan utuh, dapat dioperasikan, hidup, dalam ukuran yang sebenarnya dan dapat dikenali sebagaimana wujud aslinya. media realia meliputi; (a) model. agus suprijono (2011) berpendapat bahwa model adalah pola yang digunakan sebagai pedoman dalam merencanakan pembelajaran di kelompok maupun tutorial. dalam konteks visual, model merupakan benda tiruan dalam wujud tiga dimensi yang merupakan representasi atau pengganti dari benda yang sesungguhnya. misalnya untuk mempelajari sistem gerak, pencernaan, pernafasan, peredaran darah, sistem ekskresi, dan syaraf pada hewan. kemudian (b) media grafis. sadiman (2009), nurfaedah (2019) mengungkapkan bahwa media grafis termasuk media visual. hal tersebut sejalan dengan yang diungkapkan sanjaya (2009) bahwa media grafis adalah media yang dapat mengkomunikasikan data dan fakta, gagasan serta ide-ide melalui gambar dan kata-kata. hamzah & nina (2010) menambahkan bahwa media grafis adalah media yang digolongkan sebagai media visual non proyeksi, yang artinya mudah digunakan karena tidak membutuhkan peralatan serta relatif terjangkau. fungsi dari media grafis adalah menarik perhatian, memperjelas sajian pelajaran, dan mengilustrasikan suatu fakta atau konsep melalui sebuah simbol visual macam-macam media grafis; (1) gambar/foto. azhar arsyad (1995), mengatakan bahwa gambar adalah berbagai peristiwa atau kejadian, objek yang dituangkan dalam bentuk gambar-gambar, garis, katakata, simbolsimbol, maupun gambaran. (2) sketsa. menurut but muchtar (1987) pengertian sketsa dalam seni sketsa adalah ungkapan yang memiliki fungsi sebagai media dalam proses kreativitas tapi sekaligus sebagai sebuah karya. adapun meyers (1969) menyatakan bahwa sketsa adalah gambar catatan yang membedakannya dengan gambar karya lengkap serta juga gambar karya studi. dalam karya studi, gambar merupakan eksplorasi teknis atau bentuk untuk penyelesaian lukisan, patung, dan lain-lain. (3) diagram. menurut sutartini fransiska (2001) diagram adalah gambar atau grafik yang berisi keterangan tentang hal-hal tertentu yang menunjukkan hubungan antara besaranindonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 6 besaran suatu variabel. sedangkan rhonda abrams (2001) mengatakan bahwa diagram merupakan cara yang baik untuk mengomunikasikan informasi penting atau yang mengesankan dalam bentuk visual. (4) bagan. menurut handoko (2013) bagan adalah sebuah mekanisme formal contohnya seperti pola organisasi sekolah yang membagibagi tugas dari anggota organisasi yang ada. sedangkan gibson, dkk (2002) menemukakan bahwa bagan adalah sebuah pola formal pengelompokan orang atau yang lainnya yang ditunjuk dalam bagan organisasi tersebut. fungsi dari bagan adalah menyajikan ide atau konsep yang sulit sehingga lebih mudah dicerna siswa. pada suatu bagan sering dijumpai bentuk grafis yang lain, seperti: gambar, diagram, kartun, ataupun lambang verbal. (5) grafik. wai & kaicher (1976) menyatakan bahwa pengertian grafik adalah gambar yang terdiri dari titik-titik dan garis yang menghubungkan titik-titik tersebut. lalu harper (1988) menyatakan bahwa pengertian grafik adalah alat untuk menampilkan data berupa garis atau kurva yang menghubungkan satu variabel dengan variabel yang lain. lalu ada juga wilson (1998) yang menyatakan bahwa grafik ialah garis horizontal dan vertikal yang menghubungkan antara dua titik. sedangkan media proyeksi adalah media visual yang hanya dapat digunakan dengan bantuan proyektor (masriadi, 2019). berbeda dengan media non proyeksi, media ini harus menggunakan alat elektronik untuk menampilkan pesan atau informasi. media proyeksi dibagi menjadi dua macam jenis, yaitu media proyeksi diam dan media media proyeksi bergerak. berikut ini macam-macam dari media proyeksi diam; (1) overhead proyector (ohp). dalam daftar kelompok peralatan proyeksi, ohp merupakan peralatan yang paling sederhana. alasannya ialah peralatan ini hanya menggunakan sistem optik (lensa-lensa) dan elektrik (kipas pendingin dan lampu proyektor) saja. ohp sendiri berfungsi untuk memproyeksikan (menyajikan) transparansi, dan transparansi yang diproyeksikan berwujud visual baik berupa huruf, lambang, gambar, grafik, atau gabungannya pada lembaran bahan tembus pandang yang dipersiapkan untuk diproyeksikan ke sebuah layar/dinding melalui sebuah proyektor. kemampuan proyektor memperbesar gambar membuat media ini brguna untuk menyajikan informasi pada kelompok yang besar dan pada semua jenjang. ohp dirancang untuk dapat digunakan di depan kelas sehingga guru dapat selalu berhadapan atau menatap siswanya. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 7 beberapa kelebihan dari ohp adalah sebagai berikut; (a) gambar yang diproyeksikan lebih jelas dibanding gambar di papan. (b) dapat digunakan untuk menyajikan pesan dalam semua ukuran ruangan kelas. (c) menarik, karena memungkinkan penyaji yang variatif dan disertai dengan warna –warni yang menarik. (d) tatap muka dengan wajah siswa selalu terjaga dan memungkinkan siswa untuk mencatat hal –hal yang penting. (e) tidak memerlukan operator secara khusus dan tidak pula memerlukan penggelapan ruangan. (f) dapat menyajikan pesan yang banyak dalam waktu yang relatif singkat. (g) kertas transparan bisa digunakan secara berulang – ulang. namun, selain memiliki kelebihan seperti di atas, ohp atau oht juga memiliki kekurangan, yaitu sebagai berikut; (a) memerlukan perencanaan yang matang dalam pembuatan dan penyajiannya. (b) ohp dan kertas transpaaran memerlukan bagian yang tidak terpisahkan, karena gambar dan kertas biasa tidak bisa diproyeksikan melalui ohp,tapi harus melalui kertas transparan atau oht. (c) urutan kertas transparan sering kacau, karena berdiri sendiri dan tidak ada nomor urutannya sehingga membingungkan pendidik yang menyajikannya. kedua (2) slide. slide (film bingkai) merupakan suatu film transparansi yang memiliki ukuran 35 mm dengan bingkai 2 x 2 inci. bingkai tersebut terbuat dari karton atau plastik. film bingkai diproyeksikan melalui slide projector. jumlah film bingkai yang akan ditayangkan untuk suatu program tergantung kepada tujuan yang ingin dicapai. dengan demikian, lama penayangan atau panjangnya program sangat bervariasi. slide ini hanya menampilkan satu gambar saja, teknisnya juga satu persatu. ada juga slide yang berupa sound slide atau rupa rungu. sound slide berupa hasil perpaduan antara gambar diam dengan suara (sound). setidaknya, ada empat kelebihan dari media slide, yaitu; (a) membantu menimbulkan pengertian dan ingatan yang kuat pada pesan yang di sampaikan, (b) menstimulus minat dan perhatian siswa dengan warna serta gambar yang konkrit, (c) program slide mudah disesuaikan sesuai dengan kebutuhan, karena filmnya yang terpisah-pisah, (d) penyimpanannya mudah kerena ukurannya kecil. adapun kekurangannya adalah; slide ini memerlukan penggelapan ruangan untuk memproyeksikannya serta pembuatannya memerlukan waktu yang cukup lama jika indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 8 program yang di buatnya cukup panjang, memerlukan biaya yang cukup besar, hanya dapat menyajikan gambar diam saja. ketiga (3) yaitu filmstrip (film rangkai). filmstrip disebut juga film slide, stripfilm, dan still film yang arti dan fungsinya sama. berbeda dengan slide, gambar (frame) pada film rangkai berurutan merupakan satu kesatuan. ukuran filmnya sama dengan film bingkai, yaitu 35 mm. jumlah gambar satu rol film rangkai antara 50 sampai dengan 75 gambar dengan panjang lebih kurang 100 sampai dengan 130 cm, tergantung pada isi film itu. sebagaimana film bingkai, film rangkai bisa tanpa suara bisa pula dengan suara. suara yang menyertai film rangkai itu dimaksudkan untuk menjelaskan isi. selain dengan suara yang direkam, penjelasan dapat disampaikan dalam bentuk buku pedoman atau narasi tulis di bawah gambar yang dibacakan oleh guru atau dibaca sendiri oleh siswa. filmstrip mempunyai 3 jenis, yaitu (a) opaque projector (proyektor tak tembus pandang). proyektor tak tembus pandang adalah alat untuk memproyeksikan bahan bukan transparan, tetapi bahan-bahan tidak tembus pandang (opaque). benda-benda tersebut adalah benda datar, tiga dimensi seperti mata uang, model, serta warna dan anyaman dapat diproyeksikan. kelebihan proyeksi tak tembus pandang sebagai media pendidikan adalah bahan cetaknya pada buku, majalah, foto grafis, ataupun peta dapat diproyeksikan secara langsung tanpa dipindahkan ke dalam transparan terlebih dahulu. (b) microfis. mikrofis adalah lembaran film transparan terdiri dari lambang-lambang visual (grafis maupun verbal) yang diperecil sedemikian rupa sehingga tak dapat dibaca dengan mata telanjang. ukurannya bermacamm-acam, mulai dari 3x5 inci, 6x8 inci atau 4x6 inci. keuntungan terbesar dari alat ini adalah dapat menghemat ruangan. halaman cetak yang besar dapat dirangkum kedalam bentuk film yang baik dengan perbandingan 1:12, dimana selanjutnya dapat dikembalikan lagi ke bentuk semula dengan memproyeksikan ke layar. (c) film/video. film atau gambar hidup merupakan kumpulan gambar dalam frame, yang mana frame demi frame tersebut diproyesikan melalui lensa proyektor secara mekanis, sehingga pada layar gambar itu memberikan kesan terlihat hidup. film bergerak cepat dan bergantian sehingga memberikan visual yang kontinu. sama halnya dengan film, video dapat menggambarkan suatu objek yang bergerak bersamasama dengan suara alamiah atau suara yang sesuai. kemampuan film dan video melukiskan gambar hidup dan suara memberinya daya tarik tersendiri. kedua indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 9 jenis ini pada umumnya digunakan untuk tujuan-tujuan hiburan, dokumentasi, dan pendidikan. keduanya dapat menyajikan informasi, memaparkan proses, menjelaskan konsep-konsep yang rumit, mengajarkan ketrampilan, menyingkat atau juga memperpanjang waktu dan mempengaruhi sikap. penggunaan media proyeksi ini dapat menvisualkan pesan yang menarik (tergantung dari variasi yang digunakan guru atau dosen), praktis dan dapat dipergunakan secara berulang-ulang. namun dalam pembuatan slide atau filmstrip dibutuhkan perencanaan yang matang dan dibutuhkan keterampilan melukiskan pesan yang ringkas dan jelas, dan menuntut penataan ruangan yang baik. saat ini alat-alat tersebut semakin jarang digunakan tertutama setelah berkembangnya komputer yang mampu memproyeksikan pesan dengan lebih baik dan lebih bervariatif. penggunaan media grafis dan proyeksi pada dasarnya menvisualkan fakta, gagasan, kejadian, peristiwa dalam bentuk tiruan keadaan sebenarnya untuk dibahas di dalam kelas. di lain pihak guru dan siswa dapat mempelajari keadaan sebenarnya di luar kelas dengan menghadapkan kepada siswa lingkungan yang aktual untuk dipelajari. jika memungkinkan cara ini lebih bermakna karena para siswa dihadapkan dengan peristiwa dan keadaan yang sebenarnya secara alami, sehingga lebih nyata, lebih faktual dan kebenarannya dapat dipertanggungjawabkan. sedangkan macam-macam media proyeksi gerak antara lain adalah; (1) lcd (liquid crystal display). lcd merupakan salah satu alat optik dan elektronik. sistem optiknya yang efisien mampu menghasilkan cahaya yang terang tanpa menggelapkan lampu ruangan, sehingga dapat memproyeksikan tulisan, gambar, atau gabungan dari tulisan dan gambar yang dapat dipancarkan dengan baik ke layar. (hujair. 2011). (2) film gelang. film gelang atau film loop dapat diartikan sebagai jenis media yang terdiri dari film berukuran 8 mm dan 16 mm yang ujung-ujungnya saling bersambungan sehingga film ini akan bermain secara berulang terus jika tidak dimatikan. (3) televisi. televisi ialah alat penangkap siaran bergambar, yang berupa audio visual dan penyiaran videonya secara broadcasting. istilah televisi berasal dari pengambilan bahasa yunani, yakni tele yang berarti jauh dan vision yang berarti melihat, yang secara harfiah apabila disambungkan bermakna “melihat jauh”, sebab pemirsa berada jauh dari studio tv (ilham z, 2010). sedangkan menurut adi badjuri (2010) televisi ialah media pandang sekaligus media pendengar (audio-visual), yg dimana orang tak hanya memandang gambar yang ditayangkan televisi, tetapi sekaligus mendengar atau mencerna narasi dari indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 10 gambar itu. (4) komputer. wimatra, dkk (2008) mengatakan bahwa yang dimaksud dengan komputer ialah suatu sistem perangkat elektronik yang memilki tujuan untuk melakukan proses pengolahan data, yang kemudian hal tersebut diolah agar dapat menghasilkan suatu informasi yang berguna. lalu susanto (2003) juga mengatakan yang dimaksud komputer adalah suatu alat elektronik yang mampu melakukan multitasking seperti menerima input data, memproses input data sesuai dengan programnya, menyimpan perintah-perintah dan hasil pengolahan, serta menyediakan output data dalam bentuk informasi. pendidikan jasmani dan kesehatan merupakan salah satu pendidikan yang ada di indonesia dengan mencakup aspek secara keseluruhan baik itu afektif, kognitif, dan psikomotorik, tetapi di balik itu semua ada masalah besar yang akan terus mendatangi kualitas pembelajaran pendidikan jasmani dan kesehatan jika tidak di cari solusi yang tepat untuk memperbaiki mutu dan kualitas pendidikan jasmani da kesehatan tersebut. pendidikan jasmani dan kesehatan di indonesia saat ini dalam keadaan yang memperihatinkan karena belum efektifnya pembelajaran pendidikan jasmani dan kesehatan di sekolah, hal tersebut diakibatkan rendahnya pengetahuan akan pentingnya pembelajaran pendidikan jasmani dan kesehatan yang tidak disosialisasikan sejak dini. padahal pendidikan adalah sebuah hal yang paling intim untuk melahirkan sumber daya manusia yang unggul yang nantinya akan membawa negara ini ke arah yang lebih baik. jika pendidikan jasmani dan kesehatan diberikan sesuai dengan porsinya, tidak menutup kemungkinan akan tercipta bibit-bibit yang unggul dari pendidikan jasmani dan kesehatan yang bisa bersaing di kancah internasional. karena atlet yang hebat berawal dari pendidikan jasmani dan kesehatan yang diberikan oleh guru yang profesional. selanjutnya, faktor-faktor yang menyebabkan rendahnya mutu dan kualitas pendidikan jasmani dan kesehatan di indonesia yaitu; (1) saat ini masih banyaknya sarana dan prasarana pendidikan di indonesia yang masih dibawah kategori layak, banyak sekolah tidak memiliki lapangan, alat, bahkan buku ajar untuk memperluas wawasan siswa. tidak hanya sekolah yang berada di desa, tetapi sekolah yang berada di tengah-tengah ibu kota pun tidak memiliki lapangan masih sering dijumpai. begitu miris pendidikan jasmani dan kesehatan di indonesia jika dilihat secara keseluruhan. (2) rendahnya kualitas guru pendidikan jasmani dan kesehatan di sekolah yang melahirkan ketidakmampuan mereka dalam melaksanakan profesinya secara profesional. mereka indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 11 belum berhasil melaksanakan tanggung jawab untuk mendidik siswa secara sistematik melalui program pendidikan jasmani dan kesehatan yang semestinya dapat mengembangkan kemampuan dan keterampilan anak secara menyeluruh. guru pendidikan jasmani dan kesehatan yang masih sering menggunakan metode baku dalam pembelajaran membuat siswa tidak tertarik dan merasa bosan. seharusnya guru pendidikan jasmani dan kesehatan mengubah pola pembelajarannya yang monoton agar tidak terpaku pada suatu pola yang membuat siswa merasa jenuh. sehingga disinilah peran guru dituntut sekreatif mungkin dalam membuat pembelajaran yang menyenangkan. walaupun guru dan pengajar bukan satu-satunya faktor penentu keberhasilan pendidikan jasmani dan kesehatan, tetapi pengajaran yang profesional merupakan titik sentral pendidikan. (3) kurangnya pemerataan kesempatan pendidikan dan biaya pendidikan yang terlalu mahal bagi siswa yang tidak mampu dirasa tidak adil, sehingga sumber daya manusia yang tercipta rendah. disinilah peran pemerintah dipertanyakan, seharusnya pemerintah berkewajiban untuk menjamin setiap warganya memperoleh pendidikan yang sama dan menjamin akses masyarakat bawah untuk mendapatkan pendidikan yang bermutu. selain dari 3 poin utama tersebut, salah satu hal yang juga berpengaruh besar terhadap kurang maksimalnya kualitas pendidikan jasmani dan kesehatan di sekolah adalah tidak digunakannya media pembelajaran (media visual) dalam pengajaran pendidikan jasmani dan kesehatan secara baik. padahal peran dari media visual ini bisa dikatakan besar, mengingat pendidikan jasmani dan kesehatan merupakan mata pelajaran yang sebagian besar menggunakan kegiatan praktik. contohnya seperti materi pelajaran permainan bola besar/kecil, bela diri, kebugaran jasmani, dll. siswa akan kebingungan apabila menerima penjelasan dari guru saja tanpa ilustrasinya. maka dari itu disini peran media visual dibutuhkan, melalui penggunaan media visual, siswa nantinya akan ditunjukkan gambar-gambar bagaimana cara mempraktikkan gerakan bermain sepak bola misalya, atau gerakan-gerakan bela diri, senam dll. gambar yang ditampilkan tentu saja adalah gambar yang sesuai dan relevan dengan materi pelajaran yang diajarakan. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 12 kesimpulan media visual adalah salah satu dari jenis media media pembelajaran yang mempunyai ciri-ciri menggunakan gambar dalam penyajiannya. media visual digunakan sebagai gambar ilustrasi pada penjelasan suatu artikel yang dirasa sulit dipahami artiannya secara lisan/tulisan. melalui gambar yang ditampilkan, hal tersebut dapat memberikan pemahaman melalui simbol yang diterjemahkan sendiri oleh pembaca. dalam pemanfaatannya di dunia pendidikan, media visual sering digunakan pada materi pelajaran yang membutuhkan ilustrasi tambahan agar mempermudah siswa dalam memahami materi yang diajarkan oleh guru, contohnya pada materi pelajaran pendidikan jasmani dan kesehatan. melalui pemanfaatan media visual ini, siswa dapat lebih muda melihat bagaimana cara untuk mempraktikkan ilmu olahraga seperti teknik bermain sepak bola, bermain bola basket, atau hal lain seperti teknik berenang yang baik. gambar-gambar yang disajikan tentu saja adalah gambar yang mudah dilihat, serta dapat menjadikan siswa mudah dalam mencontoh atau menerapkan dan mempraktikkannya dalam pembelajaran. daftar referensi ade chandra, r. d. pengembangan media visual kartu angka efektif untuk mengenalkan huruf vokal a, i, u, e, o pada anak usia dini 3-4 tahun paud labschool jember. j. indria (jurnal ilm. pendidik. prasekolah dan sekol. awal) 2, 62–71 (2017). almasitoh, u. h. stres kerja ditinjau dari konflik peran ganda dan dukungan sosial pada perawat. psikoislamika j. psikol. dan psikol. islam 8, 63–82 (2011). chotijah, s., maftukhin, a. & nurhidayati. pengaruh model pembelajaran tari bambu terhadap kemampuan berpikir kritis dan hasil belajar fisika siswa kelas x sma n 1 sapuran ta 2013/2014. j. radiasi 5, 71–74 (2014). ferry christian. mendiagnosis kerusakan perangkat keras motherboard pada personal computer menggunakan sistem pakar. (2008). hariyani, n. televisi lokal dalam perencanaan strategi kreatif program berbasis „lokalitas‟ sebagai wujud eksistensi media. j. sos. 14, 30–31 (2013). handoko, d. s., rusda, d. & ali, u. d. sistem informasi manajemen pembiayaan konsumen pada pt . commerce finance berbasis desktop. 1–6. ma, z. a. perubahan gebyok sebagai kajian budaya masyarakat kudus. disprotek 5, 1–19 (2014). masnunah, m. media realia dan media maya dalam pembelajaran agama islam di sd. wahana sekol. dasar 26, 51–55 (2018). masriadi, m. (2019). perancangan multimedia pembelajaran mesin mobil menggunakan software adobe flash untuk siswa sekolah menengah kejuruan. indonesian journal of instructional media and model, 1(1). mega, n. l. g., dewi, p., asri, i. g. a. a. s. & wiyasa, i. k. n. model pembelajaran take and give berbantuan media grafis terhadap hasil belajar pkn sd. mimb. pgsd univ. pendidik. ganesha 2, 2014 (2014). indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 1-13 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 13 meriani, n. k., darsana, i. w. & suardika, i. w. r. pengaruh model brain based learning berbantuan media grafis terhadap hasil belajar ips siswa kelas v sd negeri gugus letda kajeng jurusan pendidikan guru sekolah dasar , fip universitas pendidikan ganesha. (2014). muhson, a. pengembangan media pembelajaran berbasis teknologi informasi. j. pendidik. akunt. indones. 8, (2010). nurfaedah, n. (2019). keefektifan media audio visual dalam meningkatkan kompetensi siswa sekolah menengah pertama dalam menulis puisi. indonesian journal of instructional media and model, 1(1). nuryati. pendidikan anak usia dini. j. golden age univ. hamzanwadi 01, 82–89 (2018) pahliwandari, r. penerapan teori pembelajaran kognitif dalam pembelajaran pendidikan jasmani dan kesehatan. j. pendidik. olahraga 5, 154–164 (2016)purwanto, c. analisis kesulitan mahasiswa dalam memahami grafik pada perkuliahan fisika dasar jurusan fisika universitas negeri semarang (the analysis of student difficulties in understanding the graph in basic physics course in physics department). 73 (2016). r. arizal firmansyah dan umi khumaidah. teacher-centered learning melalui process oriented guided inquiry learning. j. tadris kim. 66, 130–144 (2017). s, m. i., mesran, siregar, d. & suginam. rancangan pendukung keputusan pemilihan televisi berlangganan menerapkan metode analytical hierarchy process(ahp). media inform. budidarma 1, 42–48 (2017).siswana, l., halidjah, s., studi, p., guru, p. & dasar, s. pengaruh media visual terhadap keterampilan menulis. 1–9. setyaningsih, c. a., rozanti, n., andini, g. & hidayat, t. keefektivan penggunaan media realia terhadap hasil belajar ipa di sekolah dasar. j. muara pendidik. 4, 321–331 (2019). tutantri, e., tarigan, b., dasar, s. & percontohan, n. penggunaan media gambar dalam pembelajaran pkn di sekolah dasar. 250–253 (2017). wondal, r. pengaruh media pembelajaran computer assisted instruction (cai) terhadap hasil belajar siswa. bioedukasi univ. khairun 3, 360–366 (2015). indonesian journal of instructional media and model volume 5, issue 1 (2023), pp. 1-14 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 1 analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning tika aprilia 1 , ali mustadi 2 , amalia rizki ardiansyah 3 1,2,3 primary school education, universitas negeri yogyakarta, sleman, indonesia e-mail: 1 tika.aprilia@uny.ac.id*, 2 ali_mustadi@uny.ac.id, 3 amaliardiansyah@uny.ac.id *corresponding author article history: received: may 2, 2023; accepted: may 29, 2023; published: may 31, 2023 abstract teachers are required to have adequate technological, pedagogical, and content knowledge (tpack) in supporting distance learning. the purpose of this study is to prove validity of instrument content 1) to identify the elementary school teachers’ towards the use of tpack, and 2) the use of tpack in distance learning. the two instruments in this study were developed into 7 indicators. this research method is a descriptive research method using quantitative descriptive analysis techniques. where the results of proving the validity of the contents were carried out by experts and analyzed using aiken's v formula with a minimum standard of v aiken is ≥ 0.88. the results showed that the coefficient of validity of the contents of 30 aitems in the teacher's belief instrument against tpack there were 28 aitems that were declared valid with a value of ≥ 0.82, while the instrument of use of tpack in distance learning obtained for the coefficient of validity of the contents of 30 aitems there were 24 aitems that were declared valid with a ≥ value of 0.76. therefore, this instrument can be used to identify the elementary school teachers’ belief in indonesia and malaysia towards tpack and its use in distance learning. the results of this research instrument are expected to contribute to readers, especially for future researchers in knowing the tpack capabilities needed by an educator when carrying out the distance learning process and the impact of using tpack in learning. keywords: instruments, teachers belief, tpack, validity of content, elementary school copyright © 2023 the author(s) this is an open access article under the cc by-sa license. introduction the covid-19 pandemic that has spread in various parts of the world has had an impact on various sectors, including the education sector. in order for students to continue to have the right to proper education during the pandemic, various countries have issued distance learning policies, including indonesia and malaysia. uno (2009) defines distance learning as a set of teaching methods where teaching activities are carried out separately from learning activities. the separation of the two activities can be in the form of location or conditions. meanwhile, according to rogers et al. (2009), distance learning is a learning system when teachers and students are separated geographically or technologically. perkowski (2013) states https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 2 that distance learning can occur through various modes of communication, including synchronously, asynchronously, or a combination of both. synchronous communication occurs at the same time and generally in the same place or real time, whereas asynchronous does not occur at the same time or in the same place and generally occurs in a virtual environment through a discussion platform or e-mail. distance learning is an effective solution in indonesia and malaysia to continue the learning process during the covid-19 pandemic which does not allow face-to-face learning. online learning implemented during the pandemic is used to replace practical learning is considered not fully effective (aprilia et al., 2023; hakim et al., 2022). however, the implementation of distance learning in schools still finds various challenges and obstacles. some of the obstacles experienced by students, teachers and parents in distance learning activities in indonesia and malaysia include lack of mastery of technology, internet quota costs, limited internet access in some areas, limited devices owned by students, and erratic working hours so that there must be communication and coordination with parents, other teachers, and school principals (fauzi & sastra khusuma, 2020; febrianto et al., 2020; suryaman et al., 2020). this obstacle is both a learning and a challenge for all parties to work together to create effective and fun distance learning. teachers become an essential factor in achieving the distance learning process. a teacher must have adequate competence in accordance with the demands of the times. successful teachers in the 21st century are teachers who are able to utilize and use appropriate technology and teaching strategies in the classroom (chai et al., 2013; i̇brahim çetin *1+, 2018; zelkowski et al., 2013). mishra & koehler (2006) added that it is important for teachers to have adequate knowledge of technology, pedagogical knowledge, and content knowledge or commonly referred to as tpack (technology pedagogy content knowledge). the use of tpack in online learning or distance learning is urgently needed. to measure teacher competence related to tpack (technology pedagogy content knowledge), valid instruments are needed so that the survey results are in accordance with facts in the field. these results can be used as a reference for follow-up actions in order to improve and improve the quality of distance learning during the covid-19 pandemic, so that students do not lose their rights to obtain quality learning in the context of distance learning. based on the explanation above, the purpose of this study is to prove the validity of the contents of the instrument 1) to identify the elementary school teachers’ belief in indonesia and malaysia towards the use of tpack, and 2) the use of tpack in distance learning in aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 3 elementary schools. the two instruments in this study were developed into 7 indicators, namely technology knowledge (tk), content knowledge (ck), pedagogic knowledge (pk), pedagogic content knowledge (pck), technology content knowledge (tck), technology pedagogical knowledge (tpk), and pedagogical content knowledge technology (tpack). methods this research method is a descriptive research method using quantitative descriptive analysis techniques. this research is part of research on the development of teacher belief instruments on tpack and its use in distance learning in elementary schools. the target of this instrument will be used to measure primary teachers' belief in tpack and its use in distance learning in indonesia and malaysia. the subjects of this study involved 2 experts from the field of educational technology and children's language, as well as 2 practitioners (elementary school teachers). the four experts were asked to review 2 instruments according to their areas of expertise. however, before the expert assessment is carried out, the two instruments are validated by measuring experts by referring to the dimensions of construct representation, clarity, and relevance. the instruments used in data collection in this study were 2 questionnaires that were easy to quantify and there were notes from experts qualitatively. the data analysis technique used in this study is a quantitative descriptive analysis technique. where the results of proving the validity of the contents carried out by experts are analyzed using the aiken's v formula. in proving the validity of the content (azwar, 2016), researchers can determine the number of rating categories desired. this study used a likert scale with 5 rating categories and 4 raters (experts). the number of rating categories affects the content validity standards determined by aiken. based on the standard set by aiken (1985) aiken's minimum standard v for this study is ≥ 0.88. therefore, an item that has an index v aiken ≥ 0.88 then the validity of the contents of the item is considered valid or good. aiken's coefficient of validity can be calculated by calculating the raw scores of experts totaling n. the value of aiken's v coefficient has a range between -1 to 1 (supahar & prasetyo, 2015). the data from the expert judgment assessment is analyzed with aiken's formula (aiken, 1985) where each aspect is calculated content validity index with the following calculation: aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 4 information: s = r – lo lo = lowest rating numbers c = highest rating numbers r = figures provided by the appraiser results and discussion results tpack is a finding of koehler dan mishra (2006) to achieve effective teaching through technology integration. based on the findings and literature studies from the analysis of relevant scientific journals and books, 7 components in tpack are determined including technology knowledge (tk), content knowledge (ck), pedagogic knowledge (pk), pedagogic content knowledge (pck), technology content knowledge (tck), technology pedagogical knowledge (tpk), and pedagogical content knowledge technology (tpack). from the findings of the 7 components of tpack, it is a reference indicator of this research instrument, both the instrument of teacher’ belief in tpack and the use of tpack in distance learning in elementary schools. the grid of teachers’ belief instruments on tpack and the use of tpack in distance learning in elementary schools can be seen in table 1. tabel 1. research instrument no variabel indicators number of item 1 teachers’ belief in tpack technology knowledge (tk) 4 content knowledge (ck) 4 pedagogical knowledge (pk) 5 pedagogical content knowledge (pck) 3 technological content knowledge (tck) 3 technological pedagogical knowledge (tpk) 5 technological pedagogical content knowledge (tpack) 4 total 28 2. use of tpack in distance learning in elementary schools technology knowledge (tk) 3 content knowledge (ck) 3 pedagogical knowledge (pk) 5 pedagogical content knowledge (pck) 3 technological content knowledge (tck) 3 technological pedagogical knowledge (tpk) 3 technological pedagogical content knowledge (tpack) 3 total 23 aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 5 based on table 1. the teacher's belief instrument on tpack and the use of tpack in distance learning in elementary schools are a reference for researchers in compiling each item. item writing is carried out by paying attention to the rules of writing that have been determined. this is done so that the instruments developed are in accordance with research objectives and reliable. one of the steps that must be passed in proving the reliability of the instrument is the validity of the content. azwar (2012) states that the validity of the content is done to ascertain whether the content of the instrument measures precisely the situation to be measured through rational analysis. content validity is usually done during the early stages of instrument development. the use of expert panels, such as those used in the delphi method, is a representative way to test the validity of content. the goal is to reduce the risk of errors in the development of instruments and increase the likelihood of obtaining a construction validity index. the use of expert panels is carried out during the expert judgment process. the first validation is carried out by educational measurement experts to assess the validity of the instrument using an instrument review sheet consisting of dimensions of construct representation, clarity, and relevance. the results of the first instrument validation can be described as follows: table 2. instrument validation results 1 and 2 first stage no aspects criterion rating score instrument 1 (teacher's belief in tpack) instrument 2 (use of tpack) 1 material statements in accordance with the indicator formula in the grid 5 4 suitability of aspects measured at each game with the grid 4 4 conformity of indicators with statements on the grid 5 4 2 construction there are clear instructions on how to use 5 5 the statement is clearly formulated 4 5 the statement is firmly formulated 4 5 the statement does not give rise to a double interpretation. 5 5 each item of the statement contains one idea. 5 5 statements do not contain social desirability 5 5 easy-to-understand instrument display 5 5 aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 6 no aspects criterion rating score instrument 1 (teacher's belief in tpack) instrument 2 (use of tpack) 3 language the writing of the statement is in accordance with the rules of the indonesian. 4 4 not using a specific regional language (cultural bias). 5 5 language used communicatively 5 5 clarity of language for users 5 5 total score 66 65 average score 4,71 4,64 information very good very good from table 2 shows the validation score of instrument 1 obtained 4.71 with the very good category and the score of instrument 2 obtained 4.64 with the very good category. based on the results of these acquisitions, both instruments have been eligible to continue the second stage of the validation process. in this second stage, validation was carried out by 4 experts consisting of 2 experts with experts in the fields of educational technology, and children's language, and 2 practitioners (elementary school teachers). the results of the assessment from experts / raters in quantitative form using likert and qualitative scales (description). the results of the qualitative assessment can be seen in table 3. table 3. qualitative assessment results from experts instrument 1 (teacher's belief in tpack) expert 1 (educational technology) • parental involvement is included in pedagogical theory, because pedagogical talk is more to the teacher. it may be more to the carrying capacity but not only parents, but can be associated with other carrying capacity such as learning resources, techniques, message delivery, assignments, and so on. • for pck points a and no. 1 distance learning process and less synchronized feedback, it may need an explanation. including whether giving feedback is important but what the focus is on the assignment or the entire learning process or both need to be clarified the item to be in sync. expert 2 (children's language) • use italic letters for foreign terms. • have a final punctuation mark at the end of each statement. expert 3 (elementary school teacher 1) there are several sentences that need to be adjusted according to the advice per aitem expert 4 (elementary school teacher 2) adjusting a few sentences appropriate for a particular aitem instrument 2 (use of tpack in distance learning) expert 1 (educational technology) • pk indicator section at point 2 teachers use offline, but the items written from the beginning use online, so it needs to be clarified • need to be given additional points from pk items, there is an offline strategy, for example teachers design discussion methods / projects for certain materials, so that they are accommodated online, offline, and aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 7 blended expert 2 (children's language) • use italic letters for foreign terms.  have a final punctuation mark at the end of each statement. expert 3 (elementary school teacher 1) there are several sentences that need to be adjusted according to the advice per aitem expert 4 (elementary school teacher 2) adjusting a few sentences appropriate for a particular aitem table 3 shows experts recommend several items related to content, language, word selection, use of italic letters and punctuation, and tailor the content of statements to the measured latent construction. the detailed items of the two instruments can be described in tables 2 and 4. these improvements aim to facilitate respondents' understanding of item content and improve convergent and discriminant validity. quantitatively, the validity of the content is indicated by the expert agreement index (cvi). an item is eligible if it has a cvi of ≥ 0.88. the results of the analysis of the validity of the contents of both instruments can be seen in tables 4 and 5. table 4. aiken v value of each instrument item 1 (teacher's belief in tpack) item v value information 1-4, 6-14, 16-28, 0,9375 valid 5, 15 1 valid 29 0,875 invalid 30 0,8125 invalid average aiken v index 0,935417 table 5. aiken v value per instrument item 2 (use of tpack in distance learning in elementary) item v information 1-4, 5-9, 11, 14-17, 19-21, 23-25 0,9375 valid 12, 13, 18 1 valid 10 0,8125 invalid 22 0,75 invalid average aiken v index 0,9275 based on tables 4 and 5 of the validity coefficient of the contents of the 30 aitems on the teacher's belief instrument against tpack there are 28 aitems that are declared valid with an average value of ≥ 0.935, and 2 invalid aitems ≤ 0.88. while the instrument of the use of tpack aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 8 in distance learning obtained for the validity coefficient of the contents of 25 aitems there are 23 aitems that are declared valid with an average value of ≥ 0.927 and 2 invalid aitems ≤ 0.88. thus the 28 aitems on the teacher's belief instruments towards tpack and 23 aitems on tpack use instruments in distance learning have good content validity and support the validity of the overall content of the instrument. the results of the overall content validity assessment have good validity because they have a content validity index above the standard. because basically, content validity measures how many items on the scale have a strong correlation with the construction it measures. it should be noted that the validity of the content is not a guarantee in identifying the concept of measurement, but assessing the validity of the content supports the validity of the construct of the instrument (yaghmale, 2003). discussion the results of the questionnaire and fgd use of tpack in distance learning during the covid-19 pandemic, including supporting factors and obstacles are spelled out based on 7 indicators from tpack, namely technology knowledge (tk), content knowledge (ck), pedagogical knowledge (pk), pedagogical content knowledge (pck), technological content knowledge (tck), technological pedagogical knowledge (tpk), and technological pedagogical content knowledge (tpack). in detail, the results and discussions of the use of tpack and supporting factors and inhibitors are spelled out as follows. 1. the use of tpack based on the results of the survey, most teachers have utilized internet technology to insert content that is in accordance with learning materials, learning goals, and learning strategies. the findings in the field showed that teachers at the elementary school level were skilled at using zoom and google meet. both palications are the video communication applications most often used by teachers on various devices, both mobile and desktop. this is supported by some previous findings that zoom has an impact on improving student performance in self-study, managing time and increasing motivation (bawanti & arifani (2021); guzachev (2020)). this media is quite good in conveying information in detail but sometimes students and parents complain about it because it requires a lot of internet quotas. based on the results of group discussion forums with several elementary school teachers in indonesia, skilled teachers insert technology in synchronous and asynchronous learning to create variety and minimize student boredom in learning activities. this is important because aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 9 asynchronous online learning supports constructivist theory, a student-centered approach that emphasizes the importance of interaction and strengthens self-learning in students (shahabadi & uplane,(2015)). this is generally done so that students can study anywhere and can spend their time studying topics they want to know with more flexible time (malik et al., (2016)). because asynchronous learning does not take place in real time, students' responses and work needs to get feedback from teachers in order to understand the topic well. 2. elementary school teachers' belief in the use of tpack distance learning is done as one form of learning that does not require both parties to be physically present at the same place and time during the learning process. the learning process in distance learning can be done and delivered in a variety of ways, such as television, radio, video, audio graphics, chat rooms, email, or telephone communication, web-based sources, or other combinations (burns, 2011; das et al., 2018; scholley, 2001). the success of distance learning requires a variety of considerations, such as infrastructure, teacher and student readiness, as well as expected learning outcomes. therefore, teachers as an essential factor in the achievement of the distance learning process, especially during the covid-19 pandemic must be able to create and provide useful and not boring learning conditions by utilizing various digital technologies. technology is an important component in teaching and learning. integrating technology into classroom learning is a challenge for elementary school teachers. successful teachers in the 21st century are teachers who are able to utilize and use appropriate teaching technologies and strategies in the classroom (chai et al., 2013; i̇brahim çetin *1+, 2018; zelkowski et al., 2013). mishra & koehler (2006)) added that it is important for teachers to have adequate technological knowledge, pedagogical knowledge, and content knowledge or commonly referred to as tpack (technology pedagogy content knowledge). based on the results of the teacher confidence survey on tpack shows the majority of teachers have good confidence in the components of technological knowledge (kindergarten), content knowledge (ck), technological content knowledge (tck), pedagogical knowledge of technology (tpk), and pedagogical content of knowledge technology (tpack), and excellent confidence in the pedagogical knowledge component (pk), pedagogical content knowledge (pck). this is supported aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 10 by the opinion of rahmadi ((2019)) and restiana & pujiastuti (2019) in their research that teacher mastery in pedagogy knowledge is higher than the teacher's mastery of technological knowledge with an age range of 22-23 years. the hope is that with teachers have good confidence in tpack, the distance learning process can run optimally and reduce some existing obstacles, such as limited internet access in some areas, limited devices owned by students, as well as erratic working hours so that there must be communication and coordination with parents, other teachers, and principals (fauzi & sastra khusuma, 2020; febrianto et al., 2020; suryaman et al., 2020). these barriers become learning as well as a challenge for all parties to work together to create effective and fun distance learning. 3. supporting and inhibiting factors in the use of tpack in distance learning. supporting factor in the use of tpack are teachers knowledge and ability to conduct learning based on tpack. meanwhile, there are several factors of supporting inhibiting the implementation of tpack in distance learning during the covid-19 pandemic, including the following: 1) infrastructure facilities are inadequate, not all students have gadgets with supportive specifications (e.g. do not have google meet application, pdf reader, etc.); 2) parents and students' insights about app use are low. teachers want to apply innovative learning but the circumstances of parents are not supportive, such as parents working into the night while students do not have their own gadgets; 3) student morale easily drops in learning in pandemic times; 4) the content or learning materials compiled by the teacher are not fully conveyed properly; and 5) some economic circumstances of students' parents are inadequate, for example not having a supportive gadget, and some students are victims of divorce who get less attention from parents. the integration of technology in learning activities plays an important role in educating future generations (luthra & mackenzie, (2020)). simplification of the content has become an agreed thing to do because of adjustments to the conditions. online distance learning has an impact on learning time that cannot be equated with face-to-face learning. online learning presents challenges especially in student engagement and time management so teachers must design learning effectively (goodson et al., (2020)). one of the teachers' efforts in utilizing tpack in learning is through the use of teaching materials that are based on local wisdom in aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 11 the application of e-pub. this application does not burden students by spending a lot of money on internet quota purchases. but its use still requires a large quota (darihastining & mardiana, 2022). in addition to digital books, teachers can also take advantage of youtube applications or learning management systems (lms) such as google classroom, kelas kita, moodle, and so on in improving teacher competence in aspects of media development, so that the implementation of learning using tpack can be achieved and make learning fun (manalu, 2022; utama & sofyan, 2021). this is certainly an evaluation so that all teachers can adapt the curriculum to various situations including distance learning systems by integrating ict in learning activities. conclusion distance learning is an effective solution in various countries including indonesia and malaysia to continue the learning process during the covid-19 pandemic. the success of distance learning requires various considerations, such as infrastructure, teacher and student readiness, and expected learning outcomes. therefore, teachers as an essential factor in the achievement of the distance learning process. successful teachers in the 21st century are teachers who are able to utilize and use the right technology and teaching strategies in the classroom. it is important for teachers to have adequate technological knowledge, pedagogical knowledge, and content knowledge or commonly referred to as tpack (technology pedagogy content knowledge). the use of tpack in online learning or distance learning is urgently needed. therefore, instruments are needed to measure teachers' belief in tpack and its use in distance learning. part of instrument development research requires content and construct validation so that the instruments used are valid and suitable for widespread use. based on the results of content validation by expert judgment both quantitatively and qualitatively (description) shows both instruments are valid and feasible to use. it can be seen qualitatively that these two instruments only need improvements related to content, language, word selection, use of italic letters and punctuation, and adjusting the content of statements to indicators. furthermore, quantitatively the content validity coefficient of 30 items on the teachers’ belief instrument on tpack there were 28 items that were declared valid ≥ 0.88, while the instrument of using tpack in distance learning obtained for the content validity coefficient of 25 items there were 23 items that were declared valid ≥ 0.88. thus both instruments have good content validity and support the overall content validity of the instrument. it is hoped that the instrument products that are the results of this research can aprilia, t., mustadi, a., & ardiansyah, a. (2023). analysis of the content validity of the elementary teacher belief instrument on tpack and its use in distance learning. indonesian journal of instructional media and model, 5(1), 1-14. doi:https://doi.org/10.32585/ijimm.v5i1.3754 12 be used as a reference and reference for future research to find out more details related to the use of tpack in distance learning and teachers' beliefs that there is tpack in elementary schools. conflict of interest this research went well thanks to a good relationship between researchers from universitas negeri yogyakarta (uny) and researchers from sultan idris education university (upsi). therefore, there is no conflict of interest that is too significant, only need more intensive communication online between the two parties. acknowledgements the author would like to thank all parties involved in the completion of this research, especially to universitas negeri yogyakarta which has provided financial support so that this research can run well. references aiken, l. r. 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(2013). developing and validating a reliable tpack instrument for secondary mathematics preservice teachers. journal of research on technology in education. https://doi.org/10.1080/15391523.2013.10782618 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 89 learning media and technology: generation z and alpha talizaro tafonao 1 , sion saputra 2 , rosita suryaningwidi 3 alumni sekolah tinggi teologi kadesi yogyakarta 1 , sekolah tinggi teologi kadesi yogyakarta 2 , sma pradita dirgantara boyolali 3 e-mail: talizarotafonao@gmail.com abstract the purpose of this article is to analyze the learning media and technology in the z and alpha generation teaching and learning activities. this study departs from the author's observation of the current condition of teachers, where educators get a difficulty in teaching students of generation z and alpha as described in this article. the problems that found by the author are still very diverse, but it should be noted that there is no room for educators to make excuses and do not use technology as a medium of learning. the method that used is a qualitative research method, the author examines learning media and technology: generation z and alpha. the analysis process carried out by the author is to use a variety of reliable literature and electronic sources to support the author's analysis. the results of this study found that this technology media can uniform the perceptions of student learning, smooth interactive, streamline the teaching and learning process, foster positive attitudes in learning and answer the challenges that exist in the digital era. so by finding the answer to this analysis, the gap between educators and students can be resolved properly. keywords: media, technology, educators, generation z and alpha introduction this paper seeks to present a study of learning media and technology in generation z and alpha. the author observes that media and technology are one of the basic needs in supporting the learning process for generations z and alpha. this generation is in the public spotlight, because they grew up in the era of technology (internet) which is currently developing. according to fadlurrohim's explanation, said that current technological developments greatly affect various existing fields, such as social interactions between individuals and communities (fadlurrohim et al., 2020). as a result of this technological development, it has led to a generation that is more modern or contemporerary (neoteric) than previous generations. the millennial generation that was once famous has been replaced by the z and alpha generations now. generation z is the generation which born between 1995-2010, and the alpha generation is the generation born 2011-2025 (nugroho 2019). generation z and alpha are "technology literate" generations. in other words, generation z and alpha are in the midst of technological developments that are identical to instant instruments (email, sms, facebook, line, path, instagram, whatsapp, and twitter) and ignore the monotonous things. since this generation is familiar with technology and familiar with gadgets, their tendency is more individualized. this is a big challenge for educators in attracting the attention of students when the teaching and learning process is running. according to purnomo, et al. said that this generation has different characteristics from the previous generation. therefore, the world of education must strive to map the unique profiles of learners and design learning patterns according to their needs, so that there is no gap between the two (purnomo et al., 2016). mailto:talizarotafonao@gmail.com indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 90 based on this explanation, one of the efforts that must be made by educators at this time is to have innovation to utilize technology media as a means of learning for students. referring to the study conducted by atsani, he explained that media is one of the supports in the learning process. in addition, media can be used to transmit messages from sender to recipient so that it can stimulate students' thoughts, feelings, attention and interests in such a way that the learning process runs well (atsani, 2020). by using the technology media, it can make easier for educators to teach and invite the participation of students to be involved in teaching and learning activities. with these conditions, toyyibah responded that the interest in learning from students really depends on a teacher on how the teaching and learning process is carried out. if the learning process is interesting, students will be interested and enthusiastic about learning or vice versa (toyyibah 2017). with a perspective like this it is clear that when students are enthusiastic about learning, the learning outcomes are definitely more optimal and the objectives of learning can be achieved properly. however, building a student's intention to learn is not an easy thing. especially, the students of generation z and alpha whose lives associate with technology every day. this is a new challenge for educators in carrying out their duties, because students in the digital era are students who find it difficult to accept rigid and outdated teaching patterns. moreover, it is dominated by monotonous lectures and intonation, it is not uncommon for students to be busy themselves and even sleepy while studying (setiawan 2013). based on these problems, educators are required to improve their teaching methods in mastering technology as a learning medium, with the aim is to prepare students who are able to think critically, constructively and innovatively. this is one of the efforts that educators must make in dealing with generation z and alpha students. as far as the author's observations in several studies that have been done before, such as in rastati's writing "media literacy for digital natives: the perspective of generation z in jakarta" explains that this generation z prefers instant culture and is less sensitive to the essence of the private because it constantly uploads its life in the social media, so it needs media literacy and the right information to be given to this z generation (rastati, 2018). furthermore, in fadlurrohim's writing "understanding the development of alpha generation children in the industrial age 4.0" said that the alpha generation is most familiar with digital technology and the generation that is claimed to be the smartest compared to the previous generation. furthermore, the alpha generation will be the most educated generation because they have more opportunities get an education in the present era; familiar with technology (fadlurrohim et al., 2020). however, the study above does not highlight the problems and realities faced by real educators when teaching generations z and alpha, where there are still educators who do not use technology media optimally for various reasons, namely first, the use of technology media is considered to be a troublesome thing; second, the use of sophisticated media is a waste; third, the unavailability of instructional technology media in schools is still lacking; fourth, the level of educators' mastery of indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 91 technology media is still low; fifth, accustomed to enjoying lectures: sixth, lack of appreciation from superiors. the same thing was expressed by sahelatua that there are several obstacles faced by educators or teachers in utilizing technological media, namely: not being able to use computers and not being able to use power point as a learning medium and being unable to utilize the internet properly (sahelatua, 2018). this is proven from the research that conducted by hani ayu rahmatiah and nur asiyah claim that according to a survey from pusat teknologi informasi dan komunikasi (pustekkom), kementrian pendidikan dan kebudayaan (kemendikbud) stated that at this time only 40% of teachers are ready with technology, and 60% of them are not ready for the changing times which are very rapid (rahmatiah & asiyah 2019:309). by seeing the various reasons above, in opinion of the authors that thing does not need to happen because technology media in learning is a necessity that must be used by educators or teachers. because here lies the competence of a teacher as the main determinant of the success of the learning process (wahyono et al., 2020). in addition, according to mulyasa, competence is a combination of personnel, scientific, technological, social and spiritual abilities that form the standard competencies of the teacher profession, which can be applied in teaching and educating, resulting in changes in learning behavior of students (mulyasa e, 2013). that is why, the authors review this paper to uncover various problems faced by educators in preparing technology media in the era of generation z and alpha, because in dealing with situations like this, professionalism and high dedication from educators are needed as a form of real contribution in answering challenges. but this will never happen, if there is no improvement in the quality of educators (teachers). the need for higher quality teachers today must be responded positively by education managers (oviyanti, 2013). in other words, the quality of educators have a very positive impact, especially in mastery of media technology as an urgent need in generations z and alpha. thus, the presence of technology media greatly supports the teaching and learning process, helping educators explain difficult things to explain. educators do not need to be allergic to the use of technology as a learning medium. the use of learning media should receive special attention for educators in today's digital era. because, nowadays the development of information technology and entertainment grow so fast, so children prefer to watch drama, films, play games, the internet which will become their teachers rather than listening to the lessons of teachers in class (nurseto, 2012). this is the reason why this paper exists, because there is no more reason for educators in the digital era not to create interesting learning media. because technology media has become an important reference in improving the quality of education in various existing institutions at this time. thus, learning media and technology should be given the widest possible space in the implementation of the learning process in schools, so that it is no less important than information technology out there (the world of entertainment), so that generation z and alpha students can experience the benefits of technology media and the goals of learning can be achieved well. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 92 methods the method that used by the author is a qualitative research method with data sources in the form of the natural environment (sugioyono, 2004). as the main source in written review is literature. the author analyzes data by multiplying information, looking for links to various sources, comparing, and finding results based on actual data (not in the form of numbers). in this paper, the authors examine learning media and technology: generation z and alpha. the analysis process carried out by the author is to use a variety of reliable literature and electronic sources to support the author's analysis. result and discussion the nature of learning media and technology in this study, the authors highlight learning media and technology. media and technology are included in the scope of learning technology. the media and learning technology in this study are highlighted from an educational point of view. media really helps educators or teachers, especially students, to accept and understand the material presented easily. this means that the media in an educational perspective is a very strategic instrument in determining the success of the teaching and learning process. this can happen because of its existence can directly provide its own dynamics to students. because the use of media in the teaching and learning process can generate new desires and interests, generate motivation and stimulation of learning activities, and even bring psychological influences on students. the use of instructional media at the learning orientation phase will greatly assist the effectiveness of the learning process and the delivery of messages and the content of the lesson at that time. based on the terminology, the word media comes from latin, which is the plural form of "medium" which literally means intermediary or introduction (sumiharsono et al., 2017). the intermediary or introduction in question refers to something that can connect the source and recipient of information (yaumi, 2019). in arabic, media comes from the word "wasaaila" which means an introduction to a message from the sender to the recipient of the message (mahnun, 2012). furthermore, mohamad muspawi and maryono define media as an intermediary or messenger of messages from sender to message recipient. this is in line with what was stated by the association for education and communication technology (aect) which translates the meaning of the word media as all forms and channels used for information processing (kusiawan, 2016). the national education indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 93 association (nea) defines media as all objects that can be manipulated, seen, heard, read or discussed along with the instruments used for these activities (nurseto, 2012). whereas technology according to padmini (in kandung, 2014) is a study and practice to help the learning process and improve performance by creating, using, and managing adequate processes and technology sources (padmini, 2015:60). technology is a scientific method for achieving the practical goals of applied science. technology can also mean the whole means of providing the items which needed for the continuity and comfort of human life, while technology has a very important role for education. educational technology views as a problem that must be faced rationally by applying problem-solving methods. this means that technology encourages learning, and to illustrate the focus on the use of technology in pedagogy in the learning environment and seeks to present wellprepared learning. in a narrow sense, educational technology is educational media, namely technology that is used as a tool in education to make it more effective, efficient and expeditious. so by using technology media in learning or also called media learning in the teaching and learning process can generate new desires and interests for students, such as: (1) providing knowledge of learning objectives. (2) motivate students. (3) present information. (4) stimulate discussion. (5) directing student activities (6) carrying out exercises and tests. (7) reinforces learning (8) provides a simulation experience. based on the description above, the instructional media are various types of tools used to convey messages in the teaching and learning process. this is in line with what was stated by richad e. mayer, who stated that multimedia instruction is one of the current examples of a new area of instructional research and practice that has generated a considerable amount of excitement. (media pembelajaran adalah salah satu contoh terkini dari area baru penelitian dan praktik pengajaran yang telah menghasilkan banyak kegembiraan) (mayer, 2015). not only explaining it as a tool used in teaching and learning practices, richad further wants to show that the use of instructional technology media can arouse students' enthusiasm for learning. this learning media is integrated into the entire learning system and process, it means that learning media is a very important and decisive element of learning activities (saurina, 2016) however, one thing that needs to be remembered and noticed is that learning media will not be effective if their uses are not in line with the content and the goal of learning that have been formulated. however, there is something that needs attention in this context, that any sophistication of technological media cannot be said to support learning if its existence deviates from the content and objectives of learning (saurina, 2016). therefore, it is necessary to review the requirements of a media that can be said to be a good learning media. according to (simamora, 2018). not only explaining it as a tool used in teaching and learning indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 94 practices, richad further wants to show that the use of instructional technology media can arouse students' enthusiasm for learning. in addition, it is necessary to recognize the types of technological media that used in the learning process. in the previous section it has been explained that instructional technology media are all kinds of tools that used in the teaching and learning process. according to raymond h. simamora, learning media is divided into two kind, namely software (perangkat lunak) and hardware (perangkat keras). both of them aim to increase the effectiveness of teaching and learning (simamora, 2018). while tejo nurseto analyzed the learning media according to the form of information used, classified them into five major groups, namely silent visual media, motion visual media, audio media, silent audio-visual media, and motion audio-visual media (nurseto, 2012). based on its category, bretz identified the main characteristics of media into three main elements, namely sound, visual and motion. meanwhile, paul and david distinguished them into six categories, namely projected media, non-projected media, audio media, film and video media, multimedia and communication-based media (muhson 2010). starting from the explanation above, it can be concluded that, learning media is divided into two, namely those that can be felt, and those that cannot be felt. meanwhile, based on its function, learning media can be classified as silent visual media, motion visual media, audio media, silent audio visual media, and motion audio visual media. the role of media technology in teaching and learning process in generation z and alpha based on the previous explanation, in this section the authors describe the role of technology media in the teaching and learning process in generation z and alpha. this generation has been raised in an era where the internet is starting to emerge and develop. therefore, it is necessary to understand how to carry out the real learning process. because students in generation z always demand improvements in technology, such as social systems and social interactions and prefer learning methods by experimenting or practicing rather than sitting in class and listening to teacher lectures. meanwhile, alpha generation students (the generation who are familiar with technology before birth) have the ability to carry out multiple tasks or more than one activity at the same time (multitasking). however, it is necessary to know that the alpha generation is not born different from millennial or generation z, but the personality, motivation and appearance shown will color them as an inseparable part (fadlurrohim, 2020). based on this, it is necessary to adjust the learning process carried out for these two generations, especially regarding the use of technology media. since 1930, various studies have found that the role of technology media is very important in learning needs (sutjiono, 2005). in addition, technological developments greatly affect the characteristics and perspectives of students at school. therefore, technology media is a means in the process of implementing learning and building positive perceptions so that students do not fall into wrong thoughts about what is experienced every day. with indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 95 this explanation, there are several roles of technology media in the learning process in generation z and alpha, namely: first, technological media can uniform the perceptions of students in the classroom. abstract learning material for students often makes each student have a different concept, because this perception has an important role in the development of children's thinking, because it is related to the messages or information that get into the human’s brain, through human perception continuously makes contact with their environment, and this relationship is carried out through their senses, namely the senses of sight, listener, touch, and taste. for preventing misperceptions in the learning process, multimedia is present in education to equalize the perceptions of students. therefore learning media has a role in making abstract subject matter more concrete, so that it can uniform the concept of certain subject matter for each learner. the diverse perceptions of students can be uniformed with the help of learning media. according to nurrita's opinion, learning technology media is an important element in the learning process, because through technology media it can help teachers enrich students' insights (nurrita 2018). furthermore, according to normalasarie’s opinion, the advantages of technology media can increase students' understanding in learning, so that students are more innovative and increase motivation during the teaching and learning process, for example when the teacher explains the learning material, the students listen to the explanation until they really understand. material presented by the teacher (normalasarie, 2016). so that the goals or intentions of educators can be conveyed and information gaps between learners can be avoided. if this is the concern of the teachers, the learning process has been carried out optimally (erti, 2020). second, technology media can facilitate interactive between educators and students. the task of educators in teaching generation z and alfa students is quite challenging, because they are dealing with students who are familiar with information technology. so that this gap does not occur, an educator must avoid one-way communication to students, because the tendency to speak in one direction will create a less attractive and boring condition. for that we need media as a means of creating pleasant learning conditions. learning media has various potentials that can display information through sound, images, movement and color, both naturally and manipulation. not only that, according to miarso, technological media can be used to increase the ability of educators in presenting messages (miarso, 2004: 133). the subject matter which is packaged through the media program will be clearer, more complete, and will attract students' interest. furthermore, by using various media such as audio, video, sound slides, and others, it is possible for everyone to study anywhere and anytime. using the media in the teaching and learning process will be more well planned because the media is considered an integral part of the teaching and learning system. furthermore, according to normalasarie, through media students can see, hear, and even carry out indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 96 learning interactions, thus the involvement of students' senses in using multimedia as a learning media is more than other media such as text. the use of multimedia in learning can be said to be effective, this can be seen from the enthusiasm of students when participating in teaching and learning activities (normalasarie, 2016). with the media, presentation material can arouse students' curiosity and stimulate learners to react both physically and emotionally. thus, the learning atmosphere becomes more lively, not monotonous, and not boring. this means that educators who teach generation z and alpha students are required to be creative, able to accept change, and be able to adapt to technological advances by understanding learning methods and how students think so that a harmonious relationship is created between teachers and students. third, media technology can streamline the teaching and learning process effectively and efficiently. the complaint that has often been heard from educators is the lack of time to achieve learning targets. this should not happen if teachers can use of the media maximally. for example, without the media a learner will spend a lot of time explaining the human circulatory system or the process of a solar eclipse. even though with the help of visual media, this topic is quickly and easily explained to students with the help of the media. the use of media not only makes the learning process more efficient, but also helps learners absorb the subject matter more deeply and completely. if only by listening to verbal information from educators, learners may not understand the lesson well. but if it is enriched by seeing, listening, or experiencing it through the media, then the students' understanding will definitely be better (sutjiono, 2005). in addition, with the presence of technology media, learning is more varied and diverse, making it easier for students (tafonao, 2020) to capture the teaching material delivered by educators in class, so that learning objectives are more easily achieved, both over time and preparation. thus, the use of technology as a learning media is very effective and efficient because it can make it easier for a teacher to obtain or convey information (messages or content, material) lessons, can help increase students' understanding, present data / information more interesting or reliable. sapriyah even added that learning media is one of the learning resources that can transmit messages to help overcome various problems that occur in learning (sapriyah, 2019). fourth, technology media can foster positive attitudes in learning. it is necessary to realize that the allocation of learning time in schools is very limited, the most time is spent by learners outside the school environment. therefore, by using the learning media that has been designed in such a way that students can carry out learning activities more freely, whenever and wherever, without depending on the presence of an educator. audio visual learning programs, including learning programs using the internet, allow students to carry out learning activities independently, without being bound by time and place. this means that through the media, technology can encourage students to love science and like to find sources of knowledge on their own. the use of media will make students aware of how many learning resources they can use in learning. the ability of students indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 97 to learn from these various sources will be able to instill the attitude to always take the initiative to find the various learning resources needed. in addition, according to thaeb, there are several characteristics of students who have a positive attitude in learning, namely: having a willingness to learn on their own and paying full attention when learning is running (thaeb, 2016). aswar explained that students who have a positive or negative attitude always occur in learning, and in fact, negative attitudes are more dominant than positive attitudes. this happens because the learning that provided by educators is less attractive, so that educators are less able to foster a positive attitude for each student. if educators can fully actualize their role in the learning process, then undoubtedly the positive attitude of students will become more dominant in circles (aswar, 2017). by utilizing technology media properly, teaching generation z and alpha is actually not a serious problem but it depends on educators how to use super sophisticated technological media to become a learning resource for students. not only that, the media is very useful for the purpose of instruction where the information contained in the media must involve students in real activities so that learning can occur. the material must be designed more systematically and psychologically in terms of learning principles in order to prepare effective instruction. besides being fun, learning media must be able to provide a pleasant experience and meet the needs of students personally (sapriyah, 2019). therefore, there is no reason for educators today not to use every existing media. so thus, educators must have a lot of time to pay attention to these aspects, because this can increase students' motivation to learn. fifth, technology media can answer the challenges that exist in the digital era. the use of instructional technology media must be in accordance with the demands and needs of the market, so that the graduates produced can keep up with the times. educational institutions should design learning by studying and understanding the development of information and communication technology today. it often happens, educators at educational institutions lose fast with the swift flow of technological advances (yaumi, 2019). that things effect the resulting alumni not being able to compete with the job market which resulted in more unemployment. entering the 21 st century today, various traditional education models that rely on face to face meetings show a great shift, where online education has brought about a challenging change impact. facebook, twitter, blogs, youtube, and various school game facilities have become a new tradition in the world of school age children today. therefore, the latest technology must be designed so that it is easy for teachers, teachers' knowledge and skills must always be improved, and various learning facilities by utilizing various sources must always be available to avoid low public confidence in the education services provided in schools. by paying attention to this, with the times that are getting faster every day, educators have been given space to take advantage of technological sophistication as a place to access the needs of indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 89-100 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 98 generation z and alpha students, so that the dynamics of learning in the digital era can be resolved through technological media. however, according to fajar, the use of media needs to be chosen based on its use and function, because this greatly affects the teaching and learning process carried out by teachers in the classroom (fajar, 2020). conclusion based on the study in this paper, the author sees that the need to master technological media is a necessity for educators in this era. this means that technological development is no longer a mere threat to educators as previously stated, but technological development is a good opportunity to develop technological media as a means of learning. after the authors conducted this study, the authors found that the real issue was not in the development of technology but the main problem was that the educators had not been technologists or had sufficient technological background, so it was not surprising that educators had the same grievances in dealing with and teaching generation z and alpha students. because generations z and alpha have a learning pattern that always dominates their activities with technology. the criticism is that educators should be able to increase their love in mastering technological literacy by leaving behind a culture that is always reasoned, namely "there is no time to learn". but as an educator who has a patriotic attitude, he has no other reason not to learn as a form of upgrading himself in order to be accountable for his professionalism as an educator or teacher in dealing with generation z and alpha educators. this paper can be a contribution to educators or teachers in 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pendidikan 4 (1): 9. https://doi.org/10.32585/jkp.v4i1.459. thaeb, razali m. 2016. “menumbuhkan sikap siswa dalam pencapaian hasil belajar”. lantanida journal 4 (1): 51–59. toyyibah, ibay. 2017. cara belajar gue banget. jakarta: gramedia. wahyono, poncojari, h. husamahוanton setia budi. 2020. “guru profesional di masa pandemi covid-19: review implementasi, tantangan, dan solusi pembelajaran daring”. jurnal pendidikan profesi guru 1 (1): 51–65. https://doi.org/10.22219/jppg.v1i1.12462. yaumi, muhamad. 2019. media dan teknologi pembelajaran. jakarta: prenamedia group. bab i indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 59 peningkatan keaktifan dan hasil belajar siswa melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pkn joko turyanto joko_turyanto@yahoo.com abstrak penelitian ini bertujuan untuk mengetahui penerapan strategi pembelajaran guided note taking bervariasi untuk meningkatkan aktivitas dan hasil belajar pada mata pelajaran pkn. penelitian ini menggunakan metode kualitatif yang bersifat deskriptif, yaitu mendiskripsikan data dan menginterprestasikan data. jenis penelitian yang digunakan adalah penelitian tindakan kelas (ptk) yaitu penelitian yang dilakukan oleh peneliti secara langsung. dari hasil penelitian telah menunjukkan bahwa strategi pembelajaran guided note taking bervariasi dapat meningkatkan meningkatkan: 1) aktivitas siswa dari kondisi awal yang rata-ratanya hanya 27,33% menjadi 42,67% pada siklus i, dan 72,67% pada siklus ii. terjadi peningkatan yang signifikan dalam ketercapaian aktifitas siswa dari 56,12% dari siklus i naik menjadi 70,31% disikklus ii. 2) hasil belajar yaitu dari kondisi awal nilai rata-rata kelas 73,04 menjadi 82,14 pada siklus i dan 86,07 pada siklus ii. meningkatnya aktivitas dan rata-rata nilai hasil belajar di dalam kelas, menunjukkan peningkatan terhadap aktivitas dan hasil belajar pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. kata kunci: pembelajaran guided note taking bervariasi, keaktifan dan hasil belajar siswa increasing student activity and learning outcomes through the implementation of guided note taking learning strategies varied in civics subjects joko turyanto joko_turyanto@yahoo.com abstract this study aims to determine the application of guided note taking learning strategies to vary to increase the activity and learning outcomes in civics subjects. this study is use qualitative methods that are descriptive, namely describing the data and interpreting the data. this type of research is classroom action research (car), which is research conducted by researchers directly. from the results of the study have shown that learning strategies guided note taking varies can increase improve: 1) student activity from the initial conditions which on average only 27.33% to 42.67% in the first cycle, and 72.67% in the second cycle. there was a significant increase in the achievement of student activities from 56.12% from the first cycle to 70.31% in the second cycle. 2) learning outcomes namely from the initial conditions the average grade of 73.04 to 82.14 in the first cycle and 86.07 in the second cycle. increased activities and the average value of learning outcomes in the classroom, shows an increase in activities and learning outcomes in the subject of civics education, the topic of state defense efforts for ixb grade students of smp negeri 1 wonosegoro in semester 1 of the academic year 2017/2018. keywords: guided note taking learning varies, student activity and learning outcomes mailto:joko_turyanto@yahoo.com mailto:joko_turyanto@yahoo.com indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 60 pendahuluan kegiatan pembelajaran yang bermakna adalah proses pembelajaran yang melibatkan keaktifan siswa secara optimal. di dalam proses kegiatan pembelajaran tersebut terjadi interaksi aktif antara siswa dengan guru maupun siswa dengan siswa. untuk menciptakan interaksi tersebut, guru memegang peranan yang sangat penting. guru harus bisa menciptakan suasana yang kondusif, menyenangkan, dan membangkitkan siswa agar mampu berkeaktifan secara optimal. dalam proses belajar mengajar mata pelajaran pendidikan kewarganegaraan dibutuhkan kualifikasi dan kompetensi seorang guru yang memadai, karena pendidikan kewarganegaraan (pkn) tidak bersifat statis, akan tetapi selalu dinamis dan mampu menyesuaikan diri dengan perkembangan yang terjadi dalam berbagai aspek kehidupan. perubahan undangundang dasar negara republik indonesia tahun 1945 membuat perubahan yang mendasar terhadap kebijakan dalam bidang pendidikan. muatan kurikulum pasca amandemen uud 1945, mengalami perubahan isi yang menyangkut aspek hukum, ham, dan politik. adanya perubahan tersebut, menuntut siswa untuk lebih berkeaktifan yang maksimal. kenyataan yang terjadi, pelajaran pkn dianggap mudah karena hanya membahas hal-hal yang ada dalam kehidupan sehari-hari, seperti gotong royong, musyawarah, tolong menolong, kerja sama, tenggang rasa. anggapan seperti ini masih terbawa sampai sekarang, bahwa mata pelajaran pendidikan kewarganegaraan adalah mudah. sehingga siswa tidak ada motivasi dan malas dalam mengikuti mata pelajaran pendidikan kewarganegaraan. akibatnya siswa kurang aktif dalam mengikuti pembelajaran. hal ini akan berdampak pada hasil belajar siswa rendah. seperti yang terjadi pada saat peneliti melakukan pembelajaran pendidikan kewarganegaraan di kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018, ketika menyampaikan materi tentang usaha pembelaan negara, standar kompetensi 1. menampilkan partisipasi dalam usaha pembelaan negara. (kompetensi dasar 1.1. menejelaskan pentingnya usaha pembelaan negara), sebagian besar siswa kurang aktif dalam mengikuti kegiatan belajar mengajar. hal ini dapat dilihat dari hasil pengamatan dalam kegiatan pembelajaran kondisi awal (pra penelitian). dari pengamatan proses pembelajaran pada pra penelitian diperoleh data sebagai berikut: indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 61 dari hasil pengamatan keaktifan belajar siswa kelas ixb di kondisi awal hanya mencapai rata rata7,8 (27,86%) yang kurang aktif ada 20,2 (72,14%) akibat rendahnya keaktifan siswa memiliki dampak terhadap hasil belajar siswa rendah, rata-rata berada dibawah kriteria ketuntasan minimal (kkm). dari hasil evaluasi diperoleh data bahwa prestasi belajar siswa kelas ixb hanya mencapai rata-rata 73,04 dengan kriteria ketuntasan minimal (kkm) 80.00. sedangkan ketuntasan belajar secara klasikal hanya mencapai 57,14%, yang seharusnya lebih dari sama dengan 85%. data hasil belajar siswa yang diperoleh dari kegiatan pembelajaran pada kondisi awal sebagai berikut: mencermati hasil nilai siswa yang jauh berada di bawah kkm yang telah ditentukan, peneliti selanjutnya melakukan analisis pembelajaran. diperkirakan faktor penyebab rendahnya hasil belajar siswa disebabkan oleh rendahnya keaktifan belajar siswa dalam mengikuti pembelajaran pendidikan kewarganegaraan. dari hasil analisa tersebut peneliti melakukan refleksi yang akhirnya muncullah gagasan untuk mencari sebuah solusi. upaya penyelesainnya guru harus membangun proses pembelajaran supaya lebih bermakna. kelas menjadi lebih interaktif, siswa lebih bersifat aktif terlibat dalam kegiatan pembelajaran dan senantiasa meningkatkan sikap berkeaktifan, penalaran logis, dan pemecahan masalah. langkah yang diambil peneliti di sini adalah menerapkan pola pembelajaran yang menarik dan menyenangkan siswa, sehingga siswa tersebut berpartisipasi aktif dan bisa mengembangkan dirinya secara optimal. tindakan yang akan dilakukan oleh peneliti adalah membangun proses pembelajaran dengan menerapkan strategi pembelajaran guided note taking bervariasi. dalam strategi pembelajaran guided note taking, sebagai guru, menyiapkan suatu bagan atau skema atau yang lain yang dapat membantu siswa dalam membuat catatan-catatan ketika guru menyampaikan materi pelajaran. ada banyak bentuk atau pola yang dapat dikerjakan untuk strategi ini, salah satunya dan yang palig sederhana adalah mengisi titik-titik (zaini et al, 2004: 32). strategi pembelajaran ini sangat baik untuk menciptakan suasana memacu siswa untuk aktif dalam pembelajaran. karena siswa akan bertanggung jawab untuk menyelesaikan tugas yang diberikan oleh guru, yaitu melengkapi catatan yang dikosongkan pada bagian-bagian tertentu. melalui strategi guided note taking, peneliti indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 62 mempredikasi akan mampu menyelesaikan permasalahan yang terjadi di kelas ixb semester 1 tahun pelajaran 2017/2018. sebagai langkah operasional, melakukan penelitian dengan mengangkat judul “peningkatan keaktifan dan hasil belajar melalui peningkatan keaktifan dan hasil belajar melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pkn bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018.”. berdasarkan latar belakang permasalahan tersebut di atas, maka perumusan masalah dalam penelitian ini adalah: (a) apakah penggunaan penerapan strategi pembelajaran guided note taking bervariasi dapat meningkatkan aktifitas siswa pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018?.(b) apakah penggunaan penerapan strategi pembelajaran guided note taking bervariasi dapat meningkatkan hasil belajar siswa pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018?. (c) apakah penggunaan penerapan strategi pembelajaran guided note taking bervariasi dapat meningkatkan aktifitas dan hasil belajar siswa pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018?. sesuai dengan rumusan masalah di atas, maka tujuan umum penelitian ini adalah: (a) untuk meningkatkan keaktifan belajar siswa pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018, (b) umtuk meningkatkan hasil belajar siswa pada mata pelajajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. sedangkan tujuan khusus penelitian ini adalah untuk meningkatkan keaktifan dan hasil belajar melalui strategi pembelajaran guided note taking bervariasi pada mata pelajaran pendidikan kewarganegaraaan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. adapun tujuan teoritis penelitian tersebut adalah dengan melalui indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 63 strategi pembelajaran guided note taking bervariasi pada mata pelajaran pendidikan kewarganegaraaan topik usaha pembelaan negara akan mempunuyai manfaat teoritis: bagi siswa:a. menghasilkan teori baru dalam pembelajaran pkn melalui strategi guided note taking bervariasi bagi siswa kelas ixb smpn 1 wonosegoro .b. menjadi dasar untuk penelitian selanjutnya pada pembelajaran teks yang sejenis, serta tujuan praktisnya bagi siswa adalah : (1) meningkatkan kemampuan membaca pemahaman (reading comprehensip) siswa, (2) menfasilitasi siswa dengan suasana pembelajaran yang menyenangkan. sedangkan bagi guru: (1) meningkatkan kemampuan guru dalam memfasilitasi proses pembelajaran siswa di kelas, (2) memberikan alternatif pembelajaran membaca pemahaman (reading comprehensip) dengan cara yang menyenangkan. bagi perpustakaan sekolah: menambah daftar buku yang ada di perpustakaan sehingga akan bermanfaat bagi para pembaca khususnya bagi bapak/ibu guru yang akan melaksanakan penelitian tindakan kelas. manfaat penelitian ini diharapkan dapat bermanfaat membantu siswa dalam mengatasi rendahnya keaktifan siswa terhadap mata pelajaran pendidikan kewarganegaraan dan dapat membantu mendorong guru untuk melakukan penelitian sederhana dalam rangka perbaikan mutu pembelajaran serta bermanfaat bagi dinas pendidikan dan sekolah: digunakan sebagai bahan pengambilan kebijakan bagi pemutuan pembelajaran di sekolah. metode subjek penelitian dalam penelitian tindakan kelas ini adalah siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018 yang berjumlah 30, dengan rincian siswa laki-laki sebanyak 14 dan siswa perempuan sebanyak 16 siswa. dipilihnya kelas ix b berdasarkan pertimbangan bahwa kelas ini memiliki keaktifan dan hasil belajar yang rendah dibandingkan dengan kelas yang lain. sedangkan yang menjadi objek penelitian tindakan kelas ini adalah keaktifan dan hasil belajar pada pembelajaran pkn topik usaha pembelaan negara bagi siswa menyangkut kemampuan mengaktualisasikan ide pada saat siswa mengikuti kegiatan pembelajaran. dalam penelitian tindakan kelas ini sumber data yang digunakan terdiri dari dua indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 64 macam yaitu : (1) sumber data primer sumber data ini diperoleh peneliti mulai dari kondisi awal penelitian sampai pelaksanaan tindakan dilakukan. pada kondisi awal diperoleh data nilai siswa setelah melakukan pembelajaran menyampaikan kompetensi dasar 1.1. menjelaskan pentingnya usaha bela negara. pada tindakan siklus i dan ii diperoleh nilai hasil belajar siswa setelah peneliti melaksanakan pembelajaran/menyampaikan kompetensi dasar 1.2. mengidentifikasi bentuk-bentuk usaha pembelaan negara, dan 1.3. menampilkan peran serta dalam usaha bela negara. (2) sumber data sekunder. sumber data sekunder adalah sumber data yang diperoleh peneliti dari hasil pengamatan bersama kolaborator. yaitu diperoleh data dari hasil observasi dalam proses pembelajaran pada kondisi awal dan proses tindakan pada siklus i dan ii. prosedur pelaksanaan penelitian tindakan kelas menurut kurt lewin dalam tim pusat pendidikan dan pelatihan pegawai kementrian pendidikan dan kebudayaan (2016: 44), model penelitian tindakan kelas dapat dilaksanakan melalui 4 tahap yang meliputi: 1. planning (perencanaan), 2. acting (tindakan) 3. observing (observasi) dan 4. reflecting (refleksi). pelaksanaan kegiatan penelitian tindak kelas ini di laksanakan dengan dua siklus. masing-masing siklus terdiri dari tahapan perencanaan, tindakan, observasi, dan refleksi, dapat digambarkan sebagai berikut: adapun rincian dari masing-masing tahapan dapat dijabarkan dengan kegiatan setiap siklusnya . tindakan siklus i dilaksanakan 2 x pertemuan / 2 x 80 menit yang terdiri dari (a) planning pada tahap planning (perencanaan) peneliti menyusun beberapa perencanaan program yang meliputi : menyusun program pembelajaran, menyusun lembar observasi, menyusun lembar kegiatan siswa, menyusun alat evaluasi dan mmempersiapkan perangkat lain yang dibutuhkan. (b) acting pada tahap ini guru menerapkan strategi pembelajaran guided note taking bervariasi. pada pelaksanaan pembelajaran siklus i, guru menciptakan proses interaksi antara guru dan siswa, seperti membentuk kelompok-kelompok diskusi untuk melakukan presentasi. masing-masing kelompok diberikan peran yang berbeda untuk menanggapi issu atau permasalahan sebagai bahan adu argumentasi secara bersama-sama dalam kelompok. selesai diskusi bersama kelompoknya, siswa melakukan presentasi atau adu argumentasi dengan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 65 kelompok lain. langkah-langkah kegiatan pembelajaran dilaksanakan sesuai dengan rancangan pembelajaran yang telah disusun sebelumnya (rencana program pengajaran terlampir). (c) observing pada tahap ini kolaborator melakukan observasi selama kegatan belajar berlangsung. kolaborator melaksanakan observasi seluruh kegiatan guru dan siswa. bagaimana cara guru menerapkan strategi pembelajaran guided note taking bervariasi, apakah strategi pembelajaran guided note taking bervariasi mampu menyelesaikan permasalahan yang diangkat dalam penelitian ini?. bagaimana pula keaktifan belajar siswa dalam mengikuti pembelajaran melalui strategi pembelajaran guided note taking? (lembar observasi terlampir). untuk mengamati keaktifan belajar siswa meliputi aspek-aspek sebagai berikut: 1) tingkat perhatian siswa terhadap permasalahan; 2) kemampuan mengolah ide; 3) kemauan untuk menyatakan ide; 4) kemauan untuk melakukan latihan-latiahan. 5) ketepatan waktu dalam menyelesaikan tugas. setelah akhir pelajaran siswa mengisi angket yang telah disiapkan oleh peneliti dan kolaborator. (d). reflecting ditahap ini dilakukan evaluasi secara keseluruhan, kemudian kekurangan-kekurangan atau ketidaktercapaian yang terjadi pada siklus i dijadikan sebagai renungan dalam perbaikan kegiatan berikutnya. perbaikan-perbaikan tersebut dapat berupa metode pembelajaran, media pembelajaran, maupun alat evaluasi yang digunakan. tindakan siklus ii sebagaimana juga dilaksanakan di siklus 1 kegiatan siklus 2 juga dilaksanakan 2 x pertemuan/2 x 80 menit yang terdiri dari (a) planning , sedangkan kegiatan yang dilakukan oleh peneliti pada tahap planning (perencanaan) ini sama dengan kegiatan yang dilakukan pada saat perencanaan siklus i, yaitu : menyusun program pembelajaran, menyusun lembar observasi, menyusun lembar kegiatan siswa, menyusun alat evaluasi, mempersiapkan perangkat lain yang dibutuhkan. (b)acting ditahap tindakan pada siklus ii dilakukan proses pembelajaran dengan menerapkan strategi pembelajaran guided note taking) bervariasi. dalam pembelajaran ini siswa dibagi dalam kelompok-kelompok yang terdiri dari 5-6 siswa. jika pada siklus i siswa dalam melakukan presentasi atau adu argumentasi dengan setting tempat duduk mengelompok searah pandangan, sedangkan pada siklus ii ini siswa melakukan presentasi atau adu argumentasi dengan setting tempat duduk mengelompok saling berhadapan dengan kelompok lain. perubahan setting tempat duduk ini dimaksudkan indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 66 agar siswa lebih antusias dan bersaing dalam melakukan presentasi. (langkah-langkah kegiatan pembelajaran ada pada lampiran). (c) observing di tahap ini kolaborator melakukan pengamatan selama kegiatan belajar mengajar berlangsung. baik mengamati keaktifan siswa dalam mengikuti pembelajaran maupun guru dalam menerapkan strategi pembelajaran guided note taking) bervariasi (lembar observasi/pengamatan terlampir). untuk mengamati keaktifan belajar siswa meliputi aspek-aspek sebagai berikut: 1) tingkat perhatian siswa terhadap permasalahan; 2) kemampuan mengolah ide; 3) kemauan untuk menyatakan ide; 4) kemauan untuk melakukan latihan-latiahn. 5) ketepatan waktu dalam menyelesaikan tugas. setelah akhir pelajaran siswa mengisi angket yang telah disiapkan oleh peneliti dan kolaborator. (d )reflecting setelah melakukan evaluasi terhadap pemahaman siswa, maka kekurangan atau ketidaktercapaian pada siklus ii akan dijadikan renungan perbaikan dalam kegiatan selanjutnya. perbaikan-perbaikan itu dapat berupa metode penyampaian, alat bantu (media) yang digunakan, alat evaluasi yang dipakai, atau yang lainnya. hasil dan pembahasan hasil penelitian deskripsi kondisi awal ketika peneliti melaksanakan kegiatan pembelajaran dengan menyampaikan materi usaha pembelaan negara (kompetensi dasar 1.1. menjelaskan pentingnya usaha pembelaan negara), sekaligus secara partisipan mengamati proses pembelajaran terhadap siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. berdasarkan pengamatan tersebut tampak keaktifan siswa dalam mengikuti pembelajaran rendah, dari 30 siswa hanya sebesar 27,33% yang bisa aktif dalam pembelajaran. rendahnya keaktifan tersebut sangat berpengaruh terhadap hasil belajar siswa. akhirnya setelah dilakukan eavaluasi pembelajaran diperoleh hasil nilai siswa dengan rata-rata kelas 73,04. rata-rata nilai tersebut masih berada di bawah kriteria ketuntasan minimal (kkm) yaitu 80. berikut hasil pengamatan hasil pengamatan keaktifan belajar kelas ixb siswa pada kondisi awal indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 67 tabel 1. hasil pengamatan keaktifan belajar kelas ixb pada kondisi awal no indikator ketercapaian keaktifan belajar siswa respon siswa ya tidak 1 perhatian siswa terhadap permasalahan 10 siswa (33,33%) 20 siswa (66,67%) 2 kemampuan mengolah ide 9 siswa (30,00%). 21 siswa (70%) 3 kemampuan untuk menyatakan ide 5 siswa (16,67%) 25 siswa (83,33%) 4 kemampuan untuk melakukan latihan-latihan 8 siswa (26,67%) 22 siswa (73,33%) 5 ketepatan waktu dalam menyelesaikan tugas 9 siswa (30,00%) 21 siswa (70%) rata-rata 8,2 (27,33%) 21,8(72,67%) tabel 2. hasil belajar siswa kelas ixb pada kondisi awal no rentang nilai jumlah siswa prosentase kategori 1 90-100 0 0 tinggi 2 80-90 14 46,66 sedang 3 < 80 16 53,34 rendah jumlah 30 100 nilai tertinggi 85 nilai terendah 40 rata-rata 73,04 data tabel kondisi awal di atas menunjukan bahwa akibat rendahnya keaktifan siswa memiliki dampak terhadap hasil belajar siswa rendah, rata-rata berada dibawah kriteria ketuntasan minimal (kkm). dari hasil evaluasi diperoleh data bahwa prestasi belajar siswa kelas ixb hanya mencapai rata-rata 73,04 dengan kriteria ketuntasan minimal (kkm) 80.00. sedangkan ketuntasan belajar secara klasikal hanya mencapai 57,14%, yang seharusnya lebih dari sama dengan 85%. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 68 siklus 1 secara garis besar diperoleh catatan selama pengamatan dalam proses pembelajaran dengan strategi pembelajaran guided note taking bervariasi sebagai berikut: (a).siswa tampak ambisi melakukan presentasi di depan kelas. siswa kelihatan berkeinginan tinggi menjadi kelompok yang terbaik. (b).kegiatan belajar mengajar tampak hidup, siswa berpartisipasi aktif, interaksi sosial terjalin dengan baik, kehidupan demokratis tampak melakukan diskusi kelompok dan melakukan presentasi.(c).hasil pengamatan selama proses pembelajaran siklus i, peneliti bersama kolaborator diperoleh data seperti berikut: (1) tingkat perhatian siswa terhadap permasalahan sebesar 53,33%. (2) kemampuan mengolah ide sebesar 36,66%. (3) kemauan untuk menyatakan ide 43,33%. (4) kemauan untuk melakukan latihan-latihan 30%. (5) ketepatan waktu dalam menyelesaikan tugas 50% tabel 4. hasil pengamatan keaktifan siswa tindakan siklus i no indikator ketercapaian keaktifan dalam pembelajaran guided note taking bervariasi. banyaknya siswa yang merespon ya tidak 1 2 3 4 5 tingkat perhatian siswa terhadap permasalahan kemampuan mengolah ide kemauan untuk menyatakan ide kemauan untuk melakukan latihanlatihan ketepatan waktu dalam menyelesaikan tugas 16 (53,33%) 11 (36,66%) 13 (43,33%) 9 (30%) 15(50 %) 14 (46,67 %) 19 (63,33%) 17 (56,67%) 21 (70%) 15 (50%) rata-rata 12,80 (42,67%) 17,20 (57,33 %) penerapan model pembelajaran guided note taking bervariasi pada siklus i dapat diambil kesimpulan bahwa rata-rata keaktifan siswa dalam menerima pelajaran indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 69 dapat mencapai 42,67%. ada peningkatan keaktifan siswa sebesar 56,12% dari kondisi awal yang rata-rata hanya 27,33%. meningkatnya keaktifan siswa ini menunjukkan kenaikan yang sangat signifikan. setelah selesai tindakan pada siklus i kemudian dilaksanakan evaluasi belajar untuk mengetahui sejauh mana siswa menguasai kompetensi yang telah dibelajarkan. melalui evaluasi tersebut akan diperoleh data kuantitatif yang berupan nilai hasil belajar siswa. hasil belajar pada siklus ini, kemudian dianalisis untuk mengetahui ketuntasan belajar sesuai dengan criteria ketuntasan minimal. pada siklus i ini diperoleh data sebagai berikut: tabel 5. analisis hasil belajar siswa kelas ixb pada siklus i no rentang nilai jumlah siswa prosentase kategori 1 90-100 0 0 tinggi 2 8-90 25 89,29 sedang 3 < 805 3 10,71 rendah jumlah 21 100 nilai tertinggi 90 nilai terendah 70 rata-rata 82,14 dari data tersebut diperoleh nilai hasil belajar siswa dengan rata-rata kelas 82,14. rata-rata tersebut sudah melampaui kriteria ketuntasan minimal (kkm) yang harus dicapai pada kompetensi dasar adalah 80.00. dapat dikatakan ada peningkatan hasil belajar jika dibandingkan dengan kondisi awal yang hanya rata-rata nilai hasil belajar 73,04. sedangkan ketuntasan belajar secara klasikal dari perolehan data tersebut di atas mencapai 89,29%. dengan dicapainya ketuntasan belajar 89,29%, maka secara klasikal dinyatakan tuntas belajar. dari pembahasan tersebut di atas, maka kegiatan pada siklus i ini dapat diambil kesimpulan bahwa: (a) ada peningkatan keaktifan siswa kelas ixb sebesar 56,12% dari kondisi awal 27,33% menjadi 42,67%. peningkatan yang mencapai lebih dari 50% tersebut menunjukkan kenaikan yang signifikan.(b)ada peningkatan hasil belajar siswa indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 70 sebesar 12,45%, dari kondisi awal rata-rata nilai hasil belajar 73,04 menjadi 82,14 pada siklius i. peningkatan nilai rata-rata kelas tersebut dapat meningkatkan ketuntasan belajar secara klasikal. perbandingan keaktifan dan hasil belajar siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018 pada kondisi awal dengan siklus i dapat disusun dalam table sebagai berikut: tabel 6. perbandingan keaktifan dan hasil belajar siswa pada kondisi awal dengan siklus i no ranah rata-rata kondisi awal rata-rata siklus i keterangan 1 respon keaktifan siswa 27,33% 42,67% keaktifan belajar siswa meningkat 56,12%, nilai hasil belajar siswa meningkat 12,45%.(82,14 – 73,04 /73,04) 2 nilai hasil belajar siswa 73,04 82,14 pembahasan siklus ii pada saat tindakan siklus ii ini dilaksanakan, siswa semakin tertarik pada strategi pembelajaran guided note taking bervariasi. ketertarikan siswa ini dalam pengamatan peneliti terletak pada modifikasi strategi pembelajaran guided note taking yang sudah diterapkan pada siklus i. pada siklus i presentasi dilaksanakan dengan seting tempat duduk searah, sedangkan pada siklus ii presentasi dilaksanakan dengan setting tempat duduk saling berhadap-hadapan. dengan teknik semacam ini siswa merasa tertantang untuk melakukan eksplorasi melalui tanya jawab. oleh karena itu siswa berupaya sungguh-sungguh untuk mampu menjadi yang terbaik di antara kelompok-kelompok lain. kondisi yang demikian ini membuat pembelajaran semakin efektif, sebab siswa semakin antusias dalam menanggapi masalah. interaksi sosial antara siswa dengan guru, siswa dengan siswa dapat tercipta dengan baik. proses pembelajaran berpusat pada siswa, dan tidak searah. siswa dapat mengembangkan potensinya secara optimal. dari pengamatan peneliti dengan kolaborator dapat diperoleh hasil data indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 71 observasi atau pengamatan terhadap aktivitas siswa selama proses pembelajaran. dari hasil pengamatan selama proses pembelajaran siklus ii, peneliti bersama kolaborator memperoleh data seperti berikut: 1)tingkat perhatian siswa terhadap permasalahan sebesar 83,33%. 2) kemampuan mengolah ide sebesar 66,67%. 3) kemauan untuk menyatakan ide 60,00%. 4)kemauan untuk melakukan latihan-latihan 73,33%. 5) ketepatan waktu dalam menyelesaikan tugas 80%. rata rata ketercapaian keaktifan siswa mencapai 72,67%. berdasarkan data pengamatan yang diperoleh peneliti dan kolabolator tersebut di atas, maka hasil observasi atau pengamatan keaktifan siswa pada siklus ii dapat disusun secara rinci dalam tabel sebagai berikut: tabel 7. hasil pengamatan keaktifan siswa pada siklus ii no indikator ketercapaian keaktifan dalam pembelajaran guided note taking bervariasi. banyaknya siswa yang merespon ya tidak 1 2 3 4 5 tingkat perhatian siswa terhadap permasalahan kemampuan mengolah ide kemauan untuk menyatakan ide kemauan untuk melakukan latihan-latihan ketepatan waktu dalam menyelesaikan tugas 25 (83,33%) 20(66,67%) 18 (60,00%) 22(73,33%) 24 (80,00%) 5 (16,67 %) 10(33,33%) 12( 40,00%) 8 (26,67 %) 6 (20%) rata-rata 21.80 (72,67%) 8,20 (27,33%) data pengamatan tersebut menunjukkan adanya peningkatan keaktifan siswa dari siklus i ke siklus ii. keaktifan siswa pada siklus i, respon siswa rata-rata 42,67% atau sebanyak 12,8 orang dari jumlah siswa 30 siswa. pada siklus ii keaktifan siswa menunjukkan angka rata-rata 72,67% atau sebanyak 21,80 dari 30 orang siswa. ada peningkatan keaktifan belajar siswa sebesar dari 56,12% di siklus i meningkat menjadi 70,31% di siklus ii. setelah selesai pembelajaran pada siklus ii kemudian dilaksanakan penilaian untuk mengetahui hasil belajar siswa. hasil belajar pada siklus ii ini setelah dianalisa indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 72 diperoleh data sebagai berikut: tabel 8. analisis hasil belajar siswa kelas ixb pada siklus ii no rentang nilai jumlah siswa prosentase kategori 1 90-100 3 10,71 tinggi 2 80-90 25 89,29 sedang 3 < 80 0 0 rendah jumlah 28 100 nilai tertinggi 95 nilai terendah 80 rata-rata 86,07 dari data tersebut diperoleh nilai hasil belajar siswa dengan rata-rata kelas 86,07. terdapat peningkatan nilai hasil belajar dari siklus i dengan rata-rata nilai hasil belajar 82,14 menjadi 86,07 pada siklus ii. ada kenaikan sebesar 4,78%. sedangkan rata-rata ketuntasan belajar secara klasikal meningkat menjadi tinggi, dari 89,29% pada siklus i menjadi 100% pada siklus ii. dengan dicapainya ketuntasan belajar 100%, maka secara klasikal dinyatakan tuntas belajar. dari pembahasan siklus ii tersebut dapat disimpulkan bahwa: ada peningkatan rata-rata keaktifan belajar siswa kelas ixb dari siklus i sebesar 42,67 % menjadi 72,67% pada siklus ii. sehingga peningkatan keaktifan tetersebut mencapai 70,31%. adapun peningkatan hasil belajar siswa sebesar 4,78%, dari kondisi awal ratarata nilai hasil belajar 82,14 menjadi 86,07 pada siklius ii. prosentase ketuntasan belajar klasikal meningkat tinggi menjadi 100%. pembahasan antar siklus perbandingan keaktifan dan hasil belajar siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018 pada siklus i dengan siklus ii dapat disusun dalam table sebagai berikut: indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 73 tabel 9. perbandingan keaktifan dan hasil belajar siswa pada siklus i dengan siklus ii no ranah rata-rata pra siklus rata-rata siklus i rata-rata siklus ii keterangan 1 2 respon keaktifan siswa peningkatan keaktifan belajar siswa 27,33% 42,67% 56,12% 72,67% 70,31% pada kondisi awal penelitian, pembelajaran dilakukan dengan model pembelajaran yang masih konvensional, yaitu dengan metode ceramah. selama proses pembelajaran berlangsung, siswa hanya pasif, tidak terjadi interaksi timbal balik antara guru dengan siswa maupun siswa dengan siswa. sehingga tidak ada aktivitas siswa selama pembelajaran, siswa hanya mendengarkan ceramah guru dan kadang-kadang diselingi mencatat. kondisi seperti ini menyebabkan siswa tidak ada motivasi untuk aktif dalam mengikuti pembelajaran. setelah dilakukan pengamatan, keaktifan siswa hanya rata-rata 27,33%. dampak terhadap hasil belajar siswa adalah rendah. setelah diadakan penilaian akhir pelajaran, hasil belajar siswa hanya mencapai rata-rata kelas sebesar 73,04. nilai tersebut berada di bawah kriteria ketuntasan minimal (kkm) yang telah ditentukan 80,00. berarti dapat dikatakan bahwa hasil belajar siswa rendah. rendahnya hasil belajar, menjadi permasalahan yang harus diselesaikan oleh guru. maka peneliti yang juga sebagai guru mencari alternativ lain untuk memcahkan masalah. alternatif pilihan yang diambil adalah memilih strategi pembelajaran yang bisa meningkatkan hasil belajar siswa dengan menggunakan strategi pembelajaran guided note taking bervariasi. strategi ini dilaksanakan pada tindakan siklus i dan ii. kegiatan pembelajaran siklus i peneliti sudah menerapkan strategi pembelajaran guided note taking bervariasi. selama proses pembelajaran dengan strategi guided note taking berlangsung, siswa aktif dan kreatif. siswa terlibat secara langsung sehingga bisa mengembangkan potensinya secara optimal. terjadi interaksi aktif timbal balik antara guru dengan siswa, siswa dengan siswa. pada saat melakukan presentasi siswa begitu antusias dan penuh tanggung jawab terhadap tugasnya. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 74 tingkat keaktifan siswa dalam pengamatan selama proses pembelajaran pada siklus i meningkat dari kondisi awal rata-rata 27,33% menjadi 42,67 pada siklus i. dengan meningkatnya keaktifan siswa tersebut, memiliki dampak positif terhadap hasil belajar siswa pada mata pelajaran pendidikan kewarganegaraan khususnya pada topik usaha pembelaan negara. setelah selesai kegiatan pembelajaran, peneliti melaksanakan evaluasi belajar. hasil evaluasi belajar yang dilakukan pada siklus i diperoleh nilai hasil belajar siswa dengan rata-rata kelas 82,14. dari hasil nilai tersebut menunjukkan adanya kenaikan hasil belajar sebesar 12,45% dari kondisi awal yang hanya rata-rata kelas 73,04. kenaikan keaktifan maupun hasil belajar siswa yang didapat dari siklus i, menurut peneliti masih perlu dinaikkan lagi supaya hasil semakin optimal. maka peneliti melakukan tindakan selanjutnya yang merupakan satu rangkaian dalam penelitian ini. kegiatan berikutnya adalah tindakan siklus ii. pada tindakan siklus ii, peneliti melakukan perubahan terhadap strategi pembelajaran guided note taking bervariasi supaya siswa lebih berkompetisi dalam melakukan presentasi. presentasi yang semula pada siklus i dengan posisi duduk yang searah, kemudian pada siklus ii ini dengan seting tempat duduk berhadap-hadapan antar kelompok secara melingkar. dengan strategi seperti ini peneliti berharap agar siswa semakin tinggi daya saing dan lebih kritis dalam melakukan presentasi. dengan meningkatnya keaktifan diharapkan dapat meningkatkan hasil belajar. ternyata yang terjadi pada siklus ii menjadi sebuah kenyataan yang diharapkan oleh peneliti. terjadi peningkatan keaktifan dan hasil belajar siswa. terbukti ketika dilakukan pengamatan keaktifan siswa mencapai 72,67%. meningkatnya keaktifan siswa tersebut memiliki pengaruh terhadap nilai hasil belajar siswa. setelah diadakan penilaian akhir pelajaran hasil nilai yang diperoleh siswa kelas ixb pada siklus ii ini rata-rata adalah 86,07. jika bandingkan dengan siklus i, maka hasil nilai siswa pada siklus ii ini mengalami kenaikan sebesar 4,78%. dengan naiknya nilai rata-rata hasil belajar siswa menunjukkan adanya kenaikan hasil belajar siswa, sehingga hasil belajar pada siklus ii menjadi tinggi. dari uraian tersebut di atas, maka dalam pembahasan antar siklus ini dapat disimpulkan bahwa: (a)ada kenaikan keaktifan siswa dari rata-rata kondisi awal indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 75 27,33% menjadi 42,67 pada siklus i, dan 72,67% pada siklus ii. kenaikan dari kondisi awal ke siklus i naik secara signifikan sebesar 56,12%, kemudian siklus i ke siklus ii naik sebesar 70,31%. (b) ada kenaikan hasil belajar yang signifikan dari kondisi awal dengan rata-rata 73,04 menjadi 82,14 pada siklus i, dan 86,07 pada siklus ii. kenaikan nilai hasil belajar sebesar 12,45% dari kondisi awal ke siklus i, dan 4,78% dari siklus i ke siklus ii. berdasarkan data tersebut di atas, maka dapat dinyatakan bahwa pelaksanaan tindakan pada siklus i dan siklus ii terdapat peningkatan keaktifan dan hasil belajar siswa yang signifikan. dari kondisi awal keaktifan dan hasil belajar siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018 yang semula rendah, dapat meningkat pada siklus i, dan menjadi tinggi pada siklus ii. tingkat kemajuan atau perkembangan pembelajaran di kelas ixb pada kondisi awal, siklus i dan siklus ii dapat digambarkan dengan grafik sebagai berikut: grafik 1. perbandingan keaktifan dan hasil belajar siswa pada kondisi awal, siklus i dan siklus ii simpulan dan saran setelah diadakan analisis data dan pembahasan hasil penelitian tindakan kelas yang menerapkan strategi pembelajaran guided note taking bervariasi, maka dapat disimpulkan sebagai berikut. 1. keaktifan belajar dapat meningkat melalui penerapan strategi pembelajaran guided 0 10 20 30 40 50 60 70 80 90 100 kondisi awal siklus i siklus ii keaktifan belajar hasil belajar siswa indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 76 note taking bervariasi pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. 2. hasil belajar dapat meningkat melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. 3. keaktifan dan hasil belajar dapat meningkat melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pendidikan kewarganegaraan topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018. saran yang disampaikan oleh peneliti setelah melaksanakan penelitian tindakan kelas yang berjudul: " peningkatkan keaktifan dan hasil belajar melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pkn topik usaha pembelaan negara bagi siswa kelas ixb smp negeri 1 wonosegoro semester 1 tahun pelajaran 2017/2018" ini adalah: 1. bagi peneliti, dapat dikembangkan untuk penelitian pada pelajaran atau materi lain yang relevan. 2. para guru, khususnya guru pendidikan kewarganegaraan hendaknya memperluas wawasan model-model pembelajaran secara teoritis yang selanjutnya dapat menerapkannya dalam pembelajaran agar lebih bermakna. 3. kepala sekolah hendaknya mengupayakan adanya pelatihan-pelatihan terhadap keprofesian guru tentang pengembangan model-model pembelajaran dan penelitian tindakan kelas. 4. untuk sekolah dapat digunakan sebagai bahan pustaka atau referensi pengembangan managemen pembelajaran di sekolah. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 77 daftar referensi balai pustaka. 2005. kamus besar bahasa indonesia. jakarta. pusat bahasa departemen pendidikan nasional. balai pustaka diny handayani, dan sadiah kusumahwati. 2009. perencanaan desain pembelajaran bahan ajar untuk diklat e-training pppptk tk dan plb. pusat pengembangan dan pemberdayaan pendidikan dan tenaga kependidikan taman kanak-kanak dan pendidikan luar biasa. elin rosalin. 2008. gagasan merancang pembelajaran kontekstual. bandung: pt. karsa mandiri persada. e.mulyasa. 2009. standar kompetensi dan sertifikasi guru. bandung: pt. remaja rosdakarya. hendy herwawan. 2010. teori belajar dan motivasi. bandung: cv. citra praya. lukmanul hakiim.2009. perencanaan pembelajaran. bandung. cv wacana prima. margaret e. bell gredler, 1991: 436. belajar dan membelajarkan seri pustaka teknologi pendidikan no.11. jakarta: cv. rajawali. sri hartati. 2007. model pembelajaran inovatif. semarang: dinas diknas. undang-undang nomor 20 tahun 2003 tentang sistem pendidikan nasional jakarta: fokus media. zaini, at all. 2004. strategi pembelajaran aktif. yogyakarta: ctsd (center for teaching staff development) institut agama islam negeri sunan kalijaga. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 101 mind mapp model of religious education learning in improving reading ability to read the al-qur'an yunus eresha college of computer science management email: nurhang542@gmail.com abstract acquired data source of that student covers, formative student essay in work problem that is given at the early cycle. observation sheet result to measure the result step-up studies student with implemented a model of information proceedings. the study is executed with classroom action research (car). this research is executed at stmik eresha with the subject of research student total of 53 students. the implementation of the mind mapping learning model in the islamic religious education subject is quite good. the results showed that at the first meeting the highest percentage of students who answered could reach 96%. whereas in the second test, it was 97% at the 13-15 meeting. based on the data, the 13-15 meeting material discussed was the animal excretion system, students felt more difficult with the material than the previous material. the data from the questionnaire results of student responses to the implementation of learning using a learning mind map today can motivate students to learn read the qur'an. the highest percentage of students who answer can be achieved, reaching 83% at the 7-9th meeting. most of the students were actively involved in making mind mapping. collaboration is also carried out to make the best mind mapping. student response to the mind mapping learning model is also very high. most of the students felt interested and challenged to make mind mapping, although there were a few students who were less happy about the mind mapping learning model. keywords: model, mind mapp, learning religion education. introduction educators need to understand the dynamics of change and develop the creativity of educators whose capacity to absorb, adapt, produce or resist renewal itsel (muflihah & lepith, 2019). thus, the learning model is an effort to harmonize the development of science and technology into the learning process and at the same time to solve various problems in the learning process, as nurul zuriah and hari sunaryo argue, "the model in education and learning is an attempt to solve problems in the education sector. and learning. the quality learning process refers to law no. 20 of 2003 concerning national education standards chapter ix article 35 paragraph 1 "national education standards, namely standards of content, process, competence of graduates, educational staff, facilities and infrastructure, management, financing, and educational assessments that must be improved in a planned and periodic manner. this kind oflearning process can only be carried out through learning, namely designing effective learning by considering mailto:nurhang542@gmail.com indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 102 and using various things optimally, such as choosing a learning model that is in accordance with the characteristics of the subject matter, creating attractive media and utilizing the potential of students so that they can be involved in the learning process (spector, 2020; y. yunus, 2020). in addition, the quality learning process should also pay attention to the individual conditions of students as unique individuals, and that uniqueness must receive attention in the learning process (rosciano, 2015). students become one of the determinants in considering and implementing appropriate learning models and media according to student characteristics. thus these components are closely related to realizing the quality of learning.learning reforms that are being developed in indonesia, lecturers and teachers are currently being offered a variety of choices of learning models, which sometimes for the benefit of researchers (academic research or action research) it is very difficult to find literary sources. however, if the teachers (prospective teachers) have been able to understand the basic concepts or theories of learning which refer to the learning process (along with concepts and theories) of learning as stated above, then basically the teacher can creatively try and develop its own unique learning model, in accordance with the real conditions in their respective workplaces, so that in turn, the teacher's version of learning models will emerge, which of course will further enrich the existing learning models.(ristiasari, priyono, & sukaesih, 2012) stmik eresha is campus which has students with very diverse characteristics and backgrounds. students can carry out their religious routines well without any disturbance so that students' religious activities are very thick in their daily lives, for example when the time for dzuhur arrives, students immediately stop their activities and go straight to the mosque, say the call to prayer, give a cult, and become an imam of the prayer, the entire series of worship is carried out by the students themselves, even when they shop for food and drinks in the school canteen, the students themselves calculate the amount of food and beverage bills they consume, so that an honest personality is reflected in the students. based on observations, learning to read and write the koran is currently not showing satisfactory results. because there are still many problems that cause students to be less enthusiastic about these subjects, including: 1) inadequate facilities and infrastructure (limited textbooks for students). 2) the learning that is carried out does not attract students' interest so that students get bored easily and students are less active. 3) low student achievement. a teacher is able to instill the concept of material well and create a conducive classroom atmosphere, namely a class atmosphere that can inspire students' enthusiasm to follow islamic education subjects and be able to improve student learning achievement by using the right learning model when students start to get bored when following the course of the lesson (sari, 2019). for stmik eresha students, the application of the mind mapp model is very important, because it can improve the intellectual quality of students both from a cognitive aspect. in addition, the use of the mind mapp model is expected to have a positive influence on students and be able to improve student learning outcomes. based on the experiences that researchers face in the inactive learning process of islamic education, the researchers try to find other learning models, so that learning is more meaningful and of higher quality. the application of mind mapp is one of the efforts made by educators in an effort to improve student learning outcomes in islamic education learning in semester indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 103 ii, the application of mind mapp with the aim of improving student learning outcomes in islamic education learning is expected to motivate students to be more active in the teaching and learning process. to achieve the expected value according to the specified minimum completeness criteria (kkm). improvement and renewal in the world of education is carried out through seminars, workshops, refining curricula, training, which is aimed at teachers or other education personnel regarding learning models and subject matter. however, a problem that continues to occur is that education is teaching that takes place in a monotonous manner so that student boredom occurs in the teaching and learning process. this can be seen when the teacher explains that many students are sleepy, chatting with their friends. the saturation caused by the monotony of the teaching and learning process results in decreased student attention, motivation and interest in the subject matter(hasibuan dan moedjiono, 2000). therefore, the model must be selected according to the material to be taught. because there is no one best model for all materials, the use of models must be adapted to each material. some use of models that must be adapted to the material in addition to achieving the right goals, also to reduce boredom in students. it should be remembered that islamic religious education exists at all levels from primary to tertiary education. this means that there will be repetitions that lead to boredom. therefore, the impression that arises later is "underestimating" religious education, because besides the material is only repetitive, the model presented is not attractive. during the education process, there is an impression that the learning process does not pay attention to the potential and performance of the brain, even though if it is trained it can emit a light of knowledge in all directions because the brain's neural network continues to form spheres connected by billions of nerves (porter, 2010) based on the problems above, a thought arose in the minds of researchers to try to offer a new innovation in the teaching and learning process using the mind mapp model. where this model optimizes the potential of the brain in the pbm process. and it is hoped that there will be a new atmosphere in pbm that can focus students on lessons and can improve their learning outcomes. in accordance with the rationale, the authors are interested in conducting research entitled: "application of mind mapp learning model in improving the ability to read and write the koran in stmik students eresha pamulang, south tangerang city ". in addition, it is intended to find out more about the importance of this learning model and it is hoped that the results of the research can be a reference frame for teachers towards achieving good achievement. methods the purpose of classroom action research according to (suharsimi arikunto, 2004) is to improve real and practical problems in improving the quality of learning, professionalism, and fostering an academic culture in the classroom that is experienced directly in the interaction between lecturers and students who are studying (nana saodih sukmadinata, 2005). meanwhile, the methodology in classroom action research according (wiriatmadja, 2005) is a systematic study of efforts to improve the implementation of educational practices carried out by students by carrying out an act of learning based on existing reflections on the results of research actions. btq learning still seems indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 104 monotonous by using the lecture model only. in this study, there are two subjects that will be subject to classroom action research, and the subjects in the study are as follows: 1) the first subject is stmik eresha student. 2) collaborator or participant, is someone who helps in collecting research data made with researchers. the collaborators in this study were pai teachers, who taught learning at stmik eresha pamulang. this study uses a qualitative data analysis model flowing from (tatag yuli eko siswono, 2004), which includes 3 things, namely: data reduction (data display), drawing conclusions (conclucion drawing). there are two criteria used to determine the success of the implementation of learning carried out by researchers in the study, namely: 1) quantitative indicators, in the form of test scores (values) obtained by students and then compared with the minimum completeness criteria of kkm subjects that have been determined at 75. 2) qualitative indicators, including student activeness in participating in the btq learning process carried out by researchers as well as student attitudes towards learning models developed by researchers comparing the results of interviews and observations.(burgess-allen & owen-smith, 2010) results and discussion results the application of the mind mapping learning model received a good response from the majority of students. students feel happy with the mind mapping learning model. they are more active in learning, more enthusiastic and more cheerful than before. the atmosphere in active mind mapping learning makes students excited about learning. when learning reading and writing the qur'an in class, students are no longer sleepy and can participate in learning well. class atmosphere during mind mapping learning although most students like learning using the mind mapping learning model, there are some students who respond poorly to the mind mapping learning model. the student response to the implementation of learning using a mind map? student responses to the implementation of the mind map use can be seen from the student feedback questionnaire given at the beginning and end of meetings i, ii and iii. the data from the questionnaire results of student responses to learning using the mind map. the first question, whether students can understand the material description given by the lecturer can be seen in figure 1 below. figure 1: student response graph to learning using a mind map can you understand the material description given by the lecturer? based on figure 1, the results showed that at the first meeting the highest percentage of students answered could reach 100%. this is because students feel the initial material explained by the lecturer is classified as easy to understand, namely about the respiratory organs. at the second meeting the highest percentage of students 0 20 40 60 80 100 1 s/d 3 7 s/d 9 10 s/d 12 13 s/d 15 p e rs e n ta se s tu d e n t r e sp o n se macth 1 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 105 answered could reach 82%. this value is smaller than in meeting i. this is because at meeting ii the material is discussed more complicated for students. the data from the questionnaire results of student responses to the second question, whether students can complete the assigned task properly can be seen in. figure 2: student response graph to learning using a mind map question: can you complete the given assignment or activity well? based on figure 2, the results showed that at the first meeting the highest percentage of students answered could reach 81%. whereas at the second meeting the highest percentage of students answered yes, reaching 90%. completion of the task in question is the task of making a mind map. at the first meeting students were still not used to making a mind map and were still confused about the criteria that had to be considered. the data from the questionnaire results of student responses to the implementation of learning using the mind map third question, with the question whether students can understand the work instructions from the lecturer for making a mind map can be seen in: figure 3: graph student response to learning using a mind map can you understand the work instructions from the lecturer when making a mind map? based on figure 3, the results showed that in tests i, ii, and ii the highest percentage of students who answered could reach 91%. based on the similarity of the percentage values, to find out which meeting the percentage is lower, it can be seen the percentage value at other meetings in the meeting. in the first test, the percentage of answers obtained at the initial meeting reached only 73%, while in tests ii and iii it reached 90%. based on these results, it can be seen that the percentage of answers from students on tests ii and iii is higher when compared to the first test.l earning from each other by having discussions with friends can be seen in. figure 4: 0 20 40 60 80 100 1 s/d 3 7 s/d 9 10 s/d 12 13 s/d 15 p e rs e n ta se s tu d e n t r e sp o n se macth 2 0 20 40 60 80 100 1 s/d 3 7 s/d 9 10 s/d 12 13 s/d 15 p e rs e n ta se s tu d e n t r e sp o n se match 3 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 106 graph student response to learning using a mind map can you learn from each other by having discussions with your friends? based on figure 4, the results showed that at the first meeting the highest percentage of students who answered could reach 96%. whereas in tests ii and iii it reached 89%. in the first test the results show a greater percentage value when compared to tests ii and iii. this is because at the first meeting to be precise in the i-iii test, the material discussed was about the respiratory organs which students considered easier. the data from the questionnaire results of student responses to the implementation of learning using the mind map in the fifth question, with the question whether today's learning can motivate students to learn reading and writing the qur'an better can be seen in. figure 5: graph student response to learning using a mind map can today's learning give you motivation to learn reading and writing the qur'an even better? based on figure 5, the results show that in the first test the highest percentage of students who answered could reach 83% at the 7-9th meeting. whereas in the second test, it was 97% at the 13-15 meeting. based on the data, the 13-15 meeting material discussed was the animal excretion system, students felt more difficult with the material than the previous material. discussion at the first meeting, the lecturer explains what is meant by a mind map by telling the functions and uses as well as the advantages if we learn to use a mind map. the lecturer gave an example of how to make a simple mind map. the lecturer explains the material elements of hijaiyah letters and the importance of the environment by using a mind map. the lecturer asks students to try to make a mind map regarding the material that has been explained guided by the lecturer. one student was asked to draw the mind map in front of the class. the lecturer concludes the material at the end of the meeting. in the closing session, the lecturer gave the assignment, namely dividing students into ten groups and each group consisting of four people and distributing two learning texts containing material reading forms. 0 20 40 60 80 100 1 s/d 3 7 s/d 9 10 s/d 12 13 s/d 15 p e rs e n ta se s tu d e n t r e sp o n se match 4 0 20 40 60 80 100 1 s/d 3 7 s/d 9 10 s/d 12 13 s/d 15 p e rs e n ta se s tu d e n t r e sp o n se match 5 indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 107 the group was tasked with making a mind map for the material in text two. this material is discussed at the next meeting. at the second meeting, the implementation of learning using the mind map learning method is as follows. lecturers make apperception to find out the extent of understanding of the previous material. the material taught is the idgham reading form. students position themselves or sit with members of their respective groups. the lecturer checks the assignments that have been made by the students. students discuss for several minutes with their groups. representatives of each group come forward to write in front of the class the mind map that has been made for discussion together. the other groups take turns completing the mind map that has been written in front of the class and so on until the mind map is perfect and can describe and explain all the material available. students are also given the opportunity to ask questions about the mind maps that have been written in advance. students who had written their mind maps in front were also given the opportunity to answer questions about what they had written in front. the lecturer explains sequentially the material by using a mind map that has been made by the student in front of the class and completes it. the lecturer gives assignments to students at the end of the meeting and shares the third learning text which contains material about the nature of sustainable development and the characteristics of sustainable development.(parikh, 2016; spector, 2020) the task is to make a mind map for the next material individually. so students are asked to make a mind map with their own abilities. the meeting of the two students was still taught using mind maps. the lecturer performs apperception to find out the extent of the absorption of the material that has been taught. lecturers check individual assignments assigned to students. the lecturer asks several students to write a mind map to the front of the class. other students are allowed to complete the mind map in front. students are allowed to ask questions about the mind map that has been made in advance. students are allowed to answer the mind maps that they have made.(brinkmann, 2003) the lecturer explains the material using mind maps that have been made by students and completes the mind maps that have been made by students. the lecturer concludes the material that has been explained. the lecturer provides the opportunity to ask questions if it is not clear what the lecturer explains. the lecturer assigns assignments to students individually at the end of the meeting. the task is to make a mind map to understand all the material from beginning to end. the fourth meeting or the last meeting is an evaluation or posttest. the lecturer checks the assignments that students have made and collects them. lecturers invite students to ask questions. after the questions from students are answered, it is immediately carried out. this aims to determine the extent to which students master the material that has been taught. mind mapping also requires courage and high creativity. variations with capital letters, colors, underlines or symbols that illustrate the main point or idea. bringing the mind mapping to life will be even more impressive. the assumptions underlying the theories of the mind mapping model explain (1) the nature of the human memory system, and (2) the way in which knowledge is described and stored in memory. the old conception of human memory is that memory is merely a storage place to store information for a long time, so that memory is defined indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 108 as a collection of small pieces of information that are detached or have nothing to do with each other. the process of information in memory begins with the process of encoding the information (encoding), followed by information storage (stroge) and ends by revealing the information that has been stored in memory (retrival). information processing learning theory describes the act of learning as an internal process that includes several stages. encodingis the process of entering information into memory. the nervous system uses an internal code that represents an external stimulus. in this way the external object/event representation is coded into internal information and ready to be stored. strogeis information taken from short-term memory and then forwarded to be processed and combined into long-term memory. however, not all information from short-term memory can be stored. the key to the storage in long-term memory is sufficient motivation to encourage repeated practice of things from short-term memory. retrievalis the end result of the memory process. refers to the utilization of stored information. in order to be retrieved, the stored information is not only available but also obtainable because although theoretically the stored information is available it is not always easy to use and place it. there are several stages that must be done in the cognitive growth learning model, namely: orientation stage at this stage the lecturer conditions students in a position ready to carry out learning. the orientation stage is carried out by, first, an explanation of the objectives that must be achieved, both goals related to mastery of the subject matter that must be achieved, as well as goals related to the learning process or thinking abilities that students must have. second, an explanation of the learning process that students must do, namely an explanation of what students must do at each stage of the learning process. tracking stage the tracking stage is the exploratory stage to understand the experiences and basic abilities of students according to the theme or subject matter to be discussed. through this stage the lecturer develops dialogue and questions and answers to reveal what experiences students have that are considered relevant to the theme to be studied. the confrontation stage the confrontation stage is the stage of presenting problems that must be solved according to the level of ability and experience of students. to stimulate an increase in student ability at this stage the lecturer can provide dilemma problems that require answers or solutions. at this stage the lecturer must be able to develop a dialogue so that students really understand the problems that must be solved. inquiry stage at this stage, students learn to think in real terms. through the inkuri stage, students are invited to solve the problems they are facing. at this stage the lecturer must provide space and opportunity to develop ideas in problem solving efforts. through various questioning techniques, the lecturer must be able to foster the courage of students so that they can explain, reveal facts according to their experiences, provide convincing arguments, develop ideas and so on. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 109 the accommodation stage the accommodation stage is the stage of forming new knowledge through the inference process. at this stage students are required to be able to find key words according to the topic or theme of learning. at this stage, through dialogue, the lecturer guides students to conclude what they have found and understand about the topic in question. transfer stage the transfer stage is the stage of presenting a new problem that is commensurate with the problem presented. the transfer stage is intended as a stage so that students are able to transfer the thinking skills of each student to solve new problems. at this stage the lecturer can provide assignments that are in accordance with the topic of discussion. mind mapping (mind maps) are a note-taking model that develops a visual learning style. the combination of colors, symbols, shapes and so on makes it easier for the brain to absorb the information it receives. the mind mapping learning model is a learning model based on constructivism theory. the constructivist approach to learning implements cooperative learning intensively, on the basis of the theory that students will find it easier to find and understand difficult concepts if they can discuss these problems with their friends (triantoro, 2019). as when students study in groups to make mind mapping, when there is one student who finds it difficult to understand the concept of the subject matter that will be made by mind mapping, he will ask his friends in one group about what the concept actually means, so that he will there was an exchange of opinion and finally found a solution. so, with the mind mapping learning model, students will find it easier to understand the subject matter because they can work together with their group friends and discuss the difficulties encountered so that they get solutions. the mind mapping learning model, which is a learning model based on constructivist theory, is a learning model that combines ideas, words, symbols, pictures, or other graphics. this learning model can develop students' right and left brain activity. this learning model is very suitable to be applied to pai education subjects, where most of the material is memorization which requires a strong memory and understanding of the subject matter of islamic religious education ( yunus yunus, 2019) one of the benefits of mind mapping is that it makes it easier to learn on subject matter that demands a high level of memorization and also says that mind mapping is a creative note-taking model that makes it easier for us to remember a lot of information. mind mapping is a model for expressing ideas in a visually appealing way and applying the two brain functions synergistically. therefore mind mapping is very suitable for use in islamic eduation subjects specifically for reading and writing the qur'an material. when students make a mind mapping, the student's right and left brain functions in balance, this is because when students read about the citizenship education subject matter, they will think about the citizenship education material and finally understand it, find the key words and put them in writing, at the time that is the student's left brain works. however, when students imagine to determine symbols or pictures related to the subject matter to be made in their mind mapping, then the right brain works at that time. so, it is with the activity of the two halves of the student's brain that the student will finally understand quickly and easily remember the subject matter they are learning. in addition, the mind mapping learning model is a learning model that involves two student activities, namely psychological and physical activities. student psychic indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 110 activity is when students make mind maps, the students' minds will function because they think to find ideas. meanwhile, the physical activity of students is that students make the mind mapping and provide color, image and graphic symbols. if the lecturer class provides opportunities for students to learn through these two activities, students will learn and think optimally. this agrees with ahmad who said that a child thinks as long as he does. without doing, children do not think, so that they think for themselves (actively) they must be given the opportunity to do things themselves. thinking at the verbal level only arises after the individual thinks at the action level, here the principle of learning by doing-learning by experience applies. therefore, with the mind mapping learning model, student activity can increase. the mind mapping learning model is very effective in increasing student involvement in the learning process. the impact of the increased activity causes the growth of individual skills, social skills and emotional abilities of students. this fact is shown by the ability of students to be active in listening to lecturers' explanations and reading subject matter, answering questions from lecturers and friends or other groups, having the courage to defend opinions or refute opinions when discussing and presenting their work, having a sense of responsibility to themselves and to groups. . students are also able to show mutual respect between fellow group members and other group members. the increase in student activity is because in the mind mapping learning model, emotional bonds are established between students and lecturers. when students learn, it does not only involve iq but also emotions, so that it can guide student decisions over time. this is like the opinion of bobbi de porter who said that in living and learning a person does not only involve iq but also involves emotions, atmosphere and thoughts (emotional power). when learning mind mapping, students and lecturers' emotions can be more stable and happy. from this description, it can be concluded that student activities will be maximized if students study in a pleasant learning atmosphere or environment, students can gain direct experience in learning through reading, listening, seeing, and also listening. in addition, student learning outcomes can also improve if students are able to use both hemispheres of the brain (right brain and left brain) synergistically. so that students have high memory in remembering the subject matter. the student response to the application of the mind is very liked by most of the students, this can be seen that the students are very enthusiastic in following the lesson, more happy and excited. learning conditions seem more interesting and fun, students are no longer the object of learning but as the subject of learning. many students feel that the 2 lesson hours available in the learning process are very short because they are busy making mind maps. most students are involved in learning activities and have the same responsibility in the group. although the mind mapping learning model received good responses from the majority of students, there were a few or some students who did not like the mind mapping learning model. this is because they don't like making pictures or symbols so they don't like making mind maps. the use of mind mapping is an activity to represent ideas expressed by a discourse by using all graphic symbols in one map image. graphic symbols are words, images, numbers, distances, colors, symbols etc. the best mind map is a mind map that uses a lot of pictures and symbols, so it takes a lot of creativity in making a mind mapping. however, in practice, there are still some students who are less creative in indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 111 making mind mapping. they still have difficulty in making symbols and pictures that are right for their mind mapping topic. lecturers as much as possible accustom students to think and do creative things so that students can quickly develop their creativity. the time allocation for islamic education subjects which is only two hours of lessons causes the implementation of learning in class to be less than optimal. lack of time allocation for islamic education lecture in delivering learning information and in implementing the mind mapping learning model makes the subject matter less conveyed optimally. the time allocation is not free to carry out more creative, innovative and fun learning, it is feared that the material cannot be delivered completely. therefore, the best use of time must be carried out by lecturer and students alike. conclusion the implementation of the mind mapping learning model in the islamic religious education subject is quite good, the lecturer prepares before carrying out the mind mapping learning model by making a learning implementation plan, the teacher applies the mind mapping learning model by guiding and providing direction to students at the time. students make mind maps and presentations, and accompany students during discussions and questions and answers. mind mapping learning model, namely the increase in student learning activities in expressing opinions, the courage to ask questions, student enthusiasm and student cooperation in completing their learning assignments. in addition, by being able to make mind maps, students can also apply the mind mapping model to help solve problems encountered in students' daily lives. the mind mapping produced by the students is quite good. student responses to the mind mapping learning model were very high. most of the students felt interested and challenged to make mind mapping, even though there were some students who were less happy with the mind mapping learning model. references brinkmann, a. (2003). graphical knowledge display: mind mapping and concept mapping as efficient tools in mathematics education. mathematics education review, (16), 35–48. burgess-allen, j., & owen-smith, v. (2010). using mind mapping techniques for rapid qualitative data analysis in public participation processes. health expectations, 13(4), 406–415. https://doi.org/10.1111/j.1369-7625.2010.00594.x hasibuan dan moedjiono. (2000). proses belajar mengajar. bandung: pt remaja rosdakarya. muflihah, s., & lepith, a. (2019). penerapan pendekatan contextual teaching and learning dalam meningkatkan hasil belajar matematika pada materi luas dan keliling bangun datar. indonesian journal of instructional media and model, 1(1), 35–45. https://doi.org/10.32585/ijimm.v1i1.317 nana saodih sukmadinata. (2005). metode penelitian pendidikan. bandung: remaja rosdakarya. parikh, n. d. (2016). effectiveness of teaching through mind mapping technique. the indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 101-113 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 112 international journal of indian psychology, 3(3), 148–156. porter, m. h. b. de. (2010). quantum learning. bandung: kaifa. ristiasari, t., priyono, b., & sukaesih, s. (2012). model pembelajaran problem solving dengan mind mapping terhadap kemampuan berpikir kritis siswa. journal of biology education, 1(3). rosciano, a. (2015). the effectiveness of mind mapping as an active learning strategy among associate degree nursing students. teaching and learning in nursing, 10(2), 93–99. https://doi.org/10.1016/j.teln.2015.01.003 sari, a. y. (2019). meningkatkan motivasi dan prestasi belajar matematika melalui model pembelajaran think-pair-share. indonesian journal of instructional media and model, 1(1), 1–9. https://doi.org/10.32585/ijimm.v1i1.312 spector, j. m. (2020). learning, design, and technology. learning, design, and technology. https://doi.org/10.1007/978-3-319-17727-4 suharsimi arikunto. (2004). penelitian tindakan kelas. jakarta: bumi aksara. tatag yuli eko siswono. (2004). mengajar & meneliti. surabaya: unesa university press. triantoro, d. a. (2019). praktik politik identitas dalam akun media sosial anies-sandi. jurnal ilmu komunikasi, 16(1), 19. https://doi.org/10.24002/jik.v16i1.1495 wiriatmadja. (2005). metode penelitian tindakan kelas. bandung: remaja rosdakarya,. yunus, yunus. (2019). pengaruh ti media sosial terhadap prestasi belajar pendidikan agama islam peserta didik di smp negeri 3. jurnal teknologi informasi esit, m(1), 16–25. yunus, y. (2020). e-learning: paradigma baru dalam pengajaran pendidikan agama. jurnal teknologi informasi esit, xv(10), 8–12. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 141 abc: how it plays out in a cross-cultural classroom communication liah rosdiani nasution department of religious studies state institute for islamic studies (iain) padangsidimpuan email: liahnasution@gmail.com abstract this article is written as part of the effort to answer the central question on cultivating a better cultural understanding of people from different backgrounds in clasroom settings and how this kind of communication is reflected in the communication of two international students on an american campus. this article uses an autobiography and biography,which respectively stand for a and b, writing as methods to compare and contrast the similarities and differences between one student and another from different cultural backgrounds. these writings are then analyzed by using a cross-cultural analysis. this study is a qualitative study that uses a phenomenological approach to gather the data. the results show that both students find some aspects of their partner in the project surprising and enlightning which further lead to feelings of closer emotional connections due to their differences and similarities of experince as students of color and immigrants in an american campus. the greater implications of the findings in this article are expected to help teachers across the country to establish a culturaly responsive teaching ideas and pay greater attention to inculcating better cross-cultural communication strategies both within the classroom and outside of the classroom setting. keywords: autobiographies, biographies, cross-cultural analysis, cross-cultural communication. introduction to begin with, this paper is mostly based on the article “constructing third space” by finkbeiner. in this article it is said that the abc’s of cultural understanding and communication is a methodological tool that gives teachers and learners an opportunity to play an active and self-determined role in the process of learning the cultural profile of their peers (finkbeiner, 2006). the abc model was first coined by schmidt who later worked collaboratively with finkbeiner (1998) to develop methods for teachers to communicate with their students in a culturally more responsive way. the acronym itself implies the steps taken in the process of writing the paper. a stand for autobiography, b for biography and c for cultural analysis, added with cultural self-analysis of differences, and communication designs for connecting school, home, and community in the future learning processes. mailto:liahnasution@gmail.com indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 142 in an increasingly more diverse classrooms and the ease of joining international forums nowadays, especially now in the middle of a global crisis where the learning and teaching processes are mostly conducted online, teachers are constantly expected to have better sensitivity towards their students funds of knowledge. funds of knowledge is the historically accumulated and culturally developed bodies of knowledge and skills essential for household or individual functioning and well-being (moll et al., 1992). this concept emphasis a new role of the teacher as a learner who try to understand their students and their families so that teachers can see the richness of students’ culture and cognitive sources. considering the fact that as a teacher, it is our job to understand something about everyone in our classroom, this is especially important for teachers because the information about students’ culture at home can be used in their classrooms in order to provide culturally responsive and meaningful lessons that tap students’ prior knowledge. information that teachers learn about their students in this process is considered the student’s funds of knowledge. one of the strategies that can be used to learn students’ homes cultures and cognitive resources in order for teachers to gain this kind of knowledge by establishing a cross-cultural communication. in indonesian settings, mostly teachers and students live side beside, often in the same neighborhood. due to the nature of indonesian society that is very communal, it is normal to expect that teachers know their students religious, economy, and cultural background. however, certain aspects like personal situations, economic situation or historical backgrounds of the students might not be very visible in their daily lives. establishing the so called cross-cultural communication with the students and their families can help both the teachers and the students as well as other students in the classrooms to further promote intercultural sensitivity in the classrooms. a cross-cultural communication is a type of communication that occurs between people of different cultures (ting-toomey, 1999; tubbs & mss, 1996; yakin, 2005). these differences can be in the form of differences in ethnicity, religion, race, and class (sara) which often divide indonesia.a cross-cultural communication often appears in multicultural societies such as indonesia, america, france, germany and others. a multicultural society itself is a society consisting of various kinds of ethnic groups, each of which has a different cultural structure. the emergence of a indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 143 multicultural society in indonesia occurs because of the diversity of ethnicities, races, religions, ethnicities, and others. indonesia is one of the most multicultural countries in the world so that our country also has a high risk of internal conflicts that arise due to the inability of its people to understand other cultures. this is where the importance of understanding cross-cultural communication lies. we need to instill positive values of intercultural communication in our society for the big goal of avoiding the conflict so that this good knowledge does not only concern academics, for example, but also the grassroots circles. the functions of a cross-cultural communication, include, but not limited to, the followings: 1. to declare social identity through one's origin, ethnicity, religion, language, and education level. 2. to declare a social integration process. the essence of the concept of social integration is to accept the unity and unity between individuals or between groups while still recognizing the differences that each element has. in addition, one of the goals of communication is to give the same meaning to the message that is shared between the communicator and the communicant. in the case of intercultural communication involving cultural differences between communicators and communicants. thus, social integration is the main goal of communication. 3. to broaden our horizon and knowledge. with the existence of cultural differences and communication therein, we, either directly or indirectly, participate in learning about each other's culture. 4. as a personal communication tool. a cross-cultural communication can also be a medium to vent for those of us who may have problems, and need a solution from interlocutors who may have different cultures from us. thus, it is not an exaggeration if cross-cultural communication skills are considered very important to be learned by our people who are so easily pitted against each other. this is because an cross-cultural communication can bridge the differences between two or more people who have different cultures (kirkman et al., 2006; rogers & thomas, 1999; tian, 2010). in this case, the function of socialization is then to teach and introduce the cultural values of a society to another society which is absolutely indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 144 necessary so that there is no miss-communication and misperception, for instance (elegbe & nwachukwu, 2017; merkin, 2009; yakin, 2005). literature review this study is a sociocultural research that focuses upon the complexity of developing literacy within cultures of home, school, and community (vygotsky, 1978). research shows that good synergy between home, school and community can not only help students follow the school curriculum, but can also promote better literacy development (erti, 2020; turyanto, 2020). abc activity is one of the options that can help connect these three settings. a great number of research has shown that exposure to and experiences with assignments like the abcs can signicantly help realize this mission in multicultural classrooms, despite the callenges it has in an online settings and both for the teachers and students (finkbeiner & lazar, 2016; he & cooper, 2009; hutchinson, 2013; masterson, 2018; monroe & ruan, 2018). these studies also show that both inservice and preservice teachers can have very limited understanding about their students cultural knowledge which, in turn, can lead to students feeling of being left out or do not belong to the rest of the class. abcs activities which consist of writing an utobiography, biography and conducting a cultural comparison of the students can greatly minimize these feelings. the realization of these three activities can be seen in the following sequence written by the researcher in 2016 as an internasional student at the university of new mexico taking literacy across culture class where she got to meet many international students who, at some points in their academic journey at the same university, had felt that they were strangers and very culturally awkward when it comes to their classroom communication: indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 145 autobiography my name is liah rosdiani nasution. i was born in one of the cities in north sumatra named rantau prapat with my twin, diah. at the time we were born, my mom said that the moon was shining so brightly that they believe that both of us are very special. another thing about our birth is that we were born fused. my umbilical cord was buried in the same hole with my twin’s. according to the custom in my village, if that happens than the twin will be physically and emotionally too-attched to the point that they might get sick together at the same time.. therefore, if the parents don’t want to see their twin get sick together, crying together, they should separate the cords and bury them in different burrow. however, my parents did not really take what they believe as a myth so my father buried them together a week later. a week passed and my grandfather coming from a different village visited us for the first time. when he knew that our umbilical cords were buried together, he insisted my father to dig the them again and separated them in a different burrow. my father then did that with the feeling that nothing is going to be different with our attachement to each other by doing that. however, the upcoming days, months, and years he then realized that he was wrong and my grandfather was right that we are going to be bound deeply each other. i and my twin sister are really unseparated and deeply connected to each other both physically and emotionally. when she got sick, i also got sick not long after. when she was crying for any reason, i knew that something happens to her. and the same goes for her, just like what people in my village believed. because of this, we usually prefer to sit in the same class, wearing the same clothes almost daily, having the same food to eat and things like that. this continued up until we started our university lives where we had to finally separated since we took a different major. although we were still together most of the time, but that was the first time when we had to learn how to take bus alone or with some other people and do other things separately. at the age of 12 months, my father who is a primary school teacher, was transferred to a school which is located twenty minutes away from where my granny lived. angin barat is a very small village with mountains surrounding the village. most of the residents do farming as a livelihood. my father, although he was financially stable at that time as a teacher with two kids, did farming as well because he had to handle indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 146 some pieces of land given by her mother, my granny who passed away not long after we moved to angin barat. because he could not manage to take advantage of all the lands given by my granny due to his responsibilities as a full time teacher, my father then decided to lend some pieces to our neighbors who needed lands to work in for their livings. this made some of my relatives jealous and prepared a cunning plan to my father. when my father got back from the rice field he was working at that day, they hit my father in the head with a piece of block so hard that he fell down from his motor cycle. the hitting was so hard that we fell from his motor bike with blood streaming down his forehead. before falling down, however, my father begged them to not hurt me and my twin sister and to leave us alone. we were crying and screaming, not knowing why our father was beaten so severely. not sure whether they heard him or were in a rush to finish their business, they continue to beat my father until he fell uncosncious. even after he was motionless in the ground, they still tried to kill him who lied unconscious by beating him harder in the head and stomach. the beating only stopped because some lady saw the scene and rushed to my father’s help which stopped them from doing their plans. my father then was rushed to the hospital which was 5 hours away from my village. accompanied by some family members, my mother reported the incident to the police station and the report was processed right away soon after my father was taken care of at the hospital. the rest of this story is that a few months later, the people who plotted to kill my father became suspects and after a long waiting they were sent to jail. this story is one of my life’s turning points because upon hearing the story more a few years later, we made a promise that we will try our best to make our father happy again which also influenced our academic achievements years later until we become university students. i believe that is also the reason why i consider myself as a family-oriented person. when i finished my undergraduate program, i applied to a language training program and passed. in that program, i met friends from all over indonesia who most of them had involved in different kinds of international students exchange program previously. this was the first time i got the idea of studying overseas. while attending the program, i researched american universities and found some that sparked my interest. after completing the program, i submitted an application to fulbright scholarship and passed all the selection processes. my parents were so happy that they indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 147 made a small celebration and invited my neighbors and relatives. although my family supported my decision to study overseas, some of my relatives suggested to reconsider or even more schocking to me, reject the scholarship because it was not normal for a woman in my culture to travel that far without a companion. the concept of studying overseas for women is completely unusual, to say the least since most of the time, it is always men who study overseas. the destination of their studies is mostly mediteranian countries like saudi arabia, yaman, and others. to the us, no one has ever done that from my conservative town before especially by a girl. that is generally because people in my village tend to believe that women do not have to be well-educated because being “averagely-educated” can also give them the life they want as long as they “behave” as good girls and follow their parents’ insights on almost everything. thus, pursuing the highest degree of education is pointless, for that matter. part of it also that people in my village considered that americans are mostly very individualistic, racist, and unwelcoming to foreigners like me. bad things can happen anytime and with no family around, the situation can be worse. they were also concerned that i might be “different” in a negative sense due to the influences from friends or people i hang out with in the us. however, i rejected those ideas by saying that racist people are everywhere, even in indonesia and that we can always be ourselves in any environment since it clearly depends on the individual. if someone is faithful with her tradition, religion, or anything she will still become her old self. moreover, if the influence is good, then why not? another reason why it was controversial is because a girl in my age, 23 years old, was supposed to be married or preparing herself for a marriage instead of continuing her study to a higer level which i completely turned down by saying that education was my priority at that time. i dont mind getting married much later on as long as i can get my education now. in indonesian culture, everyone is related to everyone so it felt like the whole village oppose my ideas of studying abroad. however, my father who was very happy about the scholarship told people that he would support me regardless of what others think about my decision. that was what made me strong at that time until i am finally here. i really thank god for having a very supportive father. my father has always been the greatest supporter in my life. during the time i live in indonesia, i learn that different place has some different sets of culture. that is always true considering that indonesia is an island country with indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 148 more than 700 islands spreading over the archipelago. indonesia is one of the most diverse country in terms of languages spoken, traditions and customs, food, or religion, among many others. however, usa is much more diverse since people from all over the world come and stay in the us which makes it very unique to indonesia. usa with this quality teaches me that it is very important to be adoptable. although i have to say that it is not very easy to adopt to a new culture, but i believe people can learn it gradually. i now try to understand many rich points i encounter in my daily experiences that sometimes make me feel that i am a complete stranger in my own environment. the first time i came here, i found out that people always greeted me with “hi, how are you?” which is weird to me because people in indonesia do not normally say that to people they don’t know. in trying to response that, i awkwardly asked people back “i am sorry, are you talking to me?” with a puzzle look on my face. for those people who greeted me, my question might sound stupid but i genuinely surprised to know that i was the one they greeted. i also had confusions on so many things i did not understand that makes my culture shock experience was even worse at the very beginning of my life here. despite the many difficulties in my academic journey, however, i am now very grateful that i managed to deal with all of them. i learned that no matter how confusing the experiences are, they are still the best way to learn the culture of this country. with this mind, i feel more positive towards all the experiences i found here. another thing i learned is that i now started to constantly compare indonesian culture and american culture which lead me to pick the “good” and “bad” sides of these cultures and began to develop “a new culture’’ which contains the standard and value i selected from both cultures. by doing this, i found that my culture shock is getting better because i can go back and forth to and from my indonesian culture and the american culture i am curently living in. biography andrea enciso was born in one of the largest cities in mexico, gudalajara where she lived with her three siblings, grandparents, and mom who supported them. she was a student in one of the mexican school when her mom moved to us and began working at a restaurant and cleaning houses while also taking care of her cousin afterschool to earn enough money. she was very sad for being away from her mom that she became indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 149 silent and unconfident. this is because her mom loved her so much that she made it clear that her only responsibility at that time is studying, nothing else. not even helping with household tasks. she lost support at that time. fortunately, after her mom was staying awhile in us, her aunt convinced her mom to stay permanently and so at the beginning of the fifth grade, andrea moved to new mexico to stay with her mom. she is the only one who stays with her mom in new mexico. her three other siblings are all in mexico. this is according to her because she is the youngest daughter of her mom. this was happened a few months after her mom got married to a new mexican man. in new mexico, they lived in a small town called white rock which was part of los alamos, new mexico. their house is very large, like the ones she had only before seeing them in movies. after about a month, her mom and her stepdad convinced her to start going to school. she was the only non – english speaker in her class at that time so she received a lot more attention from her teachers, classmates, and the rest of staff at the school. everybody was extremely helpful and supportive towards her but she often felt overwhelmed and was not very cooperative at home or school. at home, she was constantly being checked by her father, she had chores, she had to attend school every day. she was discouraged from speaking spanish and was only allowed to watch tv for a few hours a day. at school, she was given chapter books to read, after school activities to attend and she was expected to talk about herself and her feelings constantly. this new academic culture are different from the one she had before. she met many new and different people in terms of their cultural, educational, or geographical background since then. although it was difficult at first, she realized that all of them were healthy, positive that have taught her a lot throughout the years but at the time, she had to make drastic adjustment to the way she acted. she really appreciates being in such environment that can help her learn about other people better. that improves her confidence both in academic and social settings. soon enough however, she began to integrate to her new community and even started to think of it as her own. the problem, she now realizes, was that she also began to leave her old culture behind. she was in a way, even embarrassed that she came from somewhere that is different from anybody else. it wasn’t until she was in high school when she saw how some of her foreign friends struggled here that she realized how indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 150 important it is not to forget our language and our “old” culture because that is all part of our identity and we should welcome it rather than forget about it. at school, andrea was a member of a group of students that gathered at the club were from different places but somehow felt like they belonged together. the welcome she received regardless of where we came from and our lack of global knowledge was like no other. in that group, they all have the opportunity to share stories about them and learn about others. she fell in love with every single culture that was part of that club and she realized that she was eager to learn all that she could about them. ever since andrea began to appreciate diversity greatly and maintain her own. she can now say that she is just as much mexican as she is american and she is proud to call both of these places her homes. now that she is studying to be a teacher, she hopes she can help her students to be proud of their cultural background by making them feel welcomed as individuals so that they do not have to forget any part of their identities. now that she lived in new mexico for about eight years, she feels that she is a new mexican now. she now has many friends, boyfriend, and relatives from her father family. all these people helped her feeling like home, not in somewhere new anymore. methods based on a review of previous studies, this research aims to develop a conceptual framework on how the cross-cultural communication can be cultivated in multicultural and diverse classroom settings. this study is of qualitative research in nature that uses a pehnomenological approach to describe the participant’s experience. this study tries to answer the following question: how does the abc activity improve students’ understanding about their peers in classroom? the data in this study was collected thorugh interviews with the participant to learn about her experiences and perspectives in greater detail. the following list summarizes the steps and processes taken in this study: 1. planning and formulating the data that include transcribing interviews 2. examining the data for potentially emerging patterns 3. establishing a set of codes that to clasify the data. indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 151 4. designating codes to the data by going through the responses and tagging them with codes in a spreadsheet 5. determining recurring themes and connecting codes together into themes. results and discussion cross-cultural analysis upon investigating the patterns arise from the data, the analysis is set to focus on the differences and similarities of both students as presented on the following cultural venn diagram: in the first part, i found some difficulties in writing the autobiography because i feel that there are so many important things that happened in my life that makes me “me today”. i am fully aware that who i am today is an accumulation of everything happens in my live. thus, it is quite difficult to summarize it in a three or four-page story. however, since the instruction told me to think about specific experiences which contributed to who i am now, i tried to picks some major aspects and link them to my today’s me version. indonesian mandailingnese spicy food muslim large family mexican mexican sweet food christian small family immigrants culture and language shock studying abroad me andrea indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 152 the second part is the biography. when i read the biography written by my buddy andrea enciso, i found that it is also difficult to say that anything she mentioned is false. i personally think that the reason is because when we interview someone, we tend to believe that she is from different culture thus live with that culture. i define this as an ethnographic approach. the ethnographic approach is when we are open to other cultures and communities on their own terms in which we do not apply our own beliefs and values to their system (agar, 2006). the biography written by andrea is not wrong, it is just not complete. furthermore, the biography portrays the perspective of the other on the self. it makes both participants become aware of the different perspectives of the self which have been expressed in the autobiography and in the biography (finkbeiner, 2006). thus, i personally think that there is no such wrong term in biography. however, if it is incomplete, i realize that that is the result of the information i gave her which is maybe incomplete too. it is difficult to tell someone everything about our lives in just a few hours. i also do not see any contrasting or surprising points in the biography written by andrea. this condition also happens to andrea. when asked whether something i mentioned in her biography is untrue, she said nothing except it is incomplete. however, i have to say that i am surprise to know that andrea has a strong bond with both the cultures she lived in, mexico and america. this strong bond can be seen when for example she said that she has no specific plan whether to stay in america or going back to mexico later upon the completion of her study. this is because she said she likes to consider both countries as home. she even wants to have dual citizenship so she does not have to choose one of them. for me personally, this is surprising because although we both are immigrants, but i never had the idea to stay in america. although i like america, but i know that i will go back to my homeland later on. another thing that i like to consider about andrea is that she is the favorite child in her family. this can be seen from the fact that although she has three other siblings, none of them are living with her mom. the three of them are living in mexico on their own and she is the only one who lives with her mom. when asked why, she said that she does not really know the reason. she was just happy to not be away from her mother but never really wonder why the other siblings are not asked to come to live with their indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 153 mom too. when i told her about this, she was very surprised, clearly seen from “really? i don’t know that. but you are probably right” look she gave me. when considering the elements of our biographies, we found the following similarities: we are both immigrants, both are experiencing culture and language shock when first arrived in albuquerque, both are fascinated with studying abroad idea. these similarities make us feel become a real friend instead of classmates. this is very important because the communication between us also become more casual. i can see deeper aspects of her. in terms of differences, we also see that we both are from different cultural background, america and asia. both speak different l1, both like different types of food, both have different religions, and both have different family situation. when considering the table of target and non-target groups, it can be seen that andrea and i are very similar in terms of oppression. we are oppressed in terms of racism, sexism, lookism, and language. furthermore, we are privilege in terms of classism, heterosexism, ableism, ageism, adultism, rankism/ elitism, and transphobia terms. as for the religious part, as a muslim i found myself oppressed and andrea is privileged with her christianity. however, after reviewing the table of target and nontarget group, we realize that the answers can be different if it applies in different country or culture. take for example, in indonesia the privileged religion is islam, but it is oppressed here in usa or in some other countries. the same happens with racism, lookism, rankism, immigrant status, and language. so again, it really depends on the cultural background applied to it although i have to say that there are some type of oppressions that are same everywhere like ageism, or financial condition for example. the steps we undertook during the making of this paper has greatly contributed my insight of creating the third space. it is true that from the interview and review of the biography for example, i found that the abc’s seem to initiate a process which makes participants step out of the dualism of existing worlds and create a new third space (finkbeiner, 2006). i am happy for being able to learn someone in a deeper and personal level by doing this paper. as a future teacher, i am also excited knowing that i can use this abc’s model to build third space in class because the abc’s have become a indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 154 highly appropriate approach for the foreign language classroom, because they allow for independent work with texts generated by the learners themselves. finally, although i realize that the goal of the abc paper is to create a third space and to realize one’s ethnocentricity is not complete yet. but still, it is very good to learn something about other people. i value all the process i took to know andrea enciso better. to conclude all, i would like to personally note that it is true that many people (a) are both “locals” and “foreigners” somewhere in the world, depending on the location and the perspective they are in , (b) continuously meet new people, (c) may encounter intercultural events while they are making other plans, (d) must be prepared for facing differences and similarities as they spontaneously happen in the global village. for teachers who are situated in a culturally diverse classroom and have goals in creating a culturally more sensitive and conducive learning environments, here are some teaching ideas that can be established from the above abc activities: 1. to continusly learn about all the members of the class. 2. to have a personal conversation with students once in a while in an attempt to understand more about their home and community situations. this is especially important since these two settings might provide answers about students’ conducts at school. 3. to bring and discuss real world problems that happen in students’ community or homes. this can be done by connecting the lesson with these problems 4. acknowledging students’ funds of knowledge by integrating their culture with the lesson presented in the classes. 5. to bring in guest speakers who can speak about their experiences in classes. conclusions teachers have the respponsibilities to create a culturally friendly classroom and learning environment and this can be achieved thorugh the use of abc activities as presented by the result of this study. the abcs methods is a proven method that can be used to establish a better cultural competency and sensitivity in the classroom communications both between teachers and the students because both parties can get to know each other better which in turn can help establish maximize the teaching and learning processes indonesian journal of instructional media and model volume 2, issue 2 (2020), pp 141-156 www.journal.univetbantara.ac.id/index.php/ijimm p-issn: 2686-0708 e-issn: 2686-0112 155 and results. this also helps to better connect the school, home and community which in turn can improve students’ appreciation and cultural understanding towards and of 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(2005). pendidikan multikultural: crosd-cultural understanding untuk demokrasi dan keadilan. pilar media. indonesian journal of instructional media and model volume 3, issue 1 (2021), pp. 26-37 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v3i1.1290 | 26 active reconnecting learning strategies to increase student interest and active learning hengki wijaya1, i putu ayub darmawan2, suzana claudia setiana3, helaluddin helaluddin4, ivan th. j. weismann5 1, 3, 5 sekolah tinggi filsafat jaffray makassar, sulawesi selatan, indonesia 2sekolah tinggi teologi simpson ungaran, jawa tengah, indonesia 4universitas islam negeri sultan maulana hasanuddin banten, indonesia email: 1hengkilily1988@gmail.com*, 2putuayub.simpson@gmail.com, 3claudi.setiana@gmail.com, 4helaluddin@uinbanten.ac.id, 5ivanweismann@yahoo.com *coresponding author article history: received pebruary 21, 2021; accepted april 15, 2021; published april 24, 2021 a b s t r a c t in the last few decades, the main issue of education is the efforts and solutions in improving the quality of teaching and learning. in this case, the teacher's steps are to conduct classroom action research, which is a form of a bottom-up approach in improving the quality of education. this action research introduces active reconnecting learning strategies for increasing student interest and learning activities. the results showed that this strategy was proven to improve student learning outcomes, interests, and activeness. student learning interest increased from 59.35 to 65.5 in cycle 1 and 80.5 in cycle 2. likewise, students' learning activeness observations increased with the highest percentage on one indicator from 25% (pre-cycle) to 80% and 90% (cycles 1 and 2). student learning outcomes have also increased from 60 in the pre-cycle phase to 74.25 (cycle 1). furthermore, it rose again to 80 in cycle 2. keywords: active reconnecting; classroom action research; student interest; learning strategy copyright © 2021 the author(s) this is an open-access article under the cc by-sa license. introduction in recent years, the main focus of education throughout the world is how to improve the quality of education. there is a lot of emphasis from power holders/policymakers about the quality, standards, and performance of efficient and effective students at all educational institutions (khan, 2018). the emphasis is increasingly apparent when several world institutions regularly release the level of education ranking of countries, one of which is the pisa (program for international student assessment). this situation causes countries to improve and improve their education quality to be the best at the world level. furthermore, improving teaching and learning quality is one of the most popular agendas in every educational institution. however, it must be realized that it is challenging to identify the determinants of the quality of learning because it deals with various aspects that cannot be separated (helaluddin, 2018; tefbana et al., 2021). many aspects must be involved to improve the quality of learning, including educators, government policies, and students as the main subjects in education (herwandi & kaharuddin, 2020). entering the era of the industrial revolution 4.0 and society 5.0, students, as the main subject of education, need to receive special treatment, especially the z generation and the alpha generation, which have different characteristics from the previous generation (tafonao et al., 2020; helaluddin et al., 2020). http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 mailto:5ivanweismann@yahoo.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 27 nowadays, improving the quality of learning has to start with various approaches, one recommended by experts in the bottom-up approach (kember, 2000). this approach is studentcentered and is focused on developing teacher professionalism. the change in attitude aims to strengthen the responsibility to commit to learning for teachers and student participation in the classroom (day, 1999). one example of the bottom-up approach is classroom action research (car). car is one form of research that is another form of qualitative research (creswell, 2015). this type of analysis provides opportunities and flexibility for teachers to overcome various problems that occur in the classroom. through car, teachers can innovate to use multiple methods and ways to improve their learning (helaluddin & wijaya, 2019). thus, car plays an essential role in helping teachers and students achieve the expected learning goals. on the other hand, one way to improve learning in the classroom is to arouse students’ interest in learning material. an interesting indicator is a driving force for individuals involved in drawing attention to the object they like (bayoe, kouwagam & tanyit, 2019; febriyona, supartini & pangemanan, 2019; sukendar, endroyo & sudarman, 2018). mangal (2007) also stated the same thing, which calls interest the main force that drives the whole machine from the learning process. in other words, someone interested will tend to be more focused and more comfortable understanding the teacher's learning material. with great interest will affect student activities, especially their interest in learning (saswandi, 2014). the interest contains two aspects: cognitive and emotional (meke, jailani, wutsqa & alfi, 2019). cognitive issues include the knowledge and response of information about a particular object or activity as a form of caring for someone. emotional aspects consist of events in participating and one’s experiences that are accompanied by certain feelings. the particular taste in question is a sense of pleasure that leads to contributions with high ability and desire to carry out a learning activity (fathurrohman & sulistirini, 2012). interest will arise based on responses where students are aware of their interest in an object or event. next, students begin to find out and want to be actively involved in certain activities (harackiewicz & hulleman, 2010). in the field of learning, students’ interest in learning can be seen in students’ tendency to pay attention, be interested, and actively participate in the learning (elliot, 2000; ormrod, 2003). interest factor has a vital role in education (asgari, ketabi & amirian, 2019). it is shown by some research on student interests that are focused on two types, namely situational interests and individual interests (hidi & baird, 1988; renninger, 2000; schraw & lehman, 2001). some studies examine the relationship between interest and performance, which states that interest is correlated with student academic performance (hidi & berndorff, 2002; harackiewicz, judith, & hulleman, 2010). furthermore, several studies also identified that interest influences intrinsic motivation (weber, 2003), extrinsic motivation (sahiu & wijaya, 2017), learning level (harackiewicz, barron, taver, carter & elliot, 2000), and academic achievement (rotgans & schmidt, 2011). in addition to students' interests, the aspect that determines learning success is the factor of student activity in class. student activity is an essential indicator that learning has attracted students' attention and feel comfortable during the learning process (turyanto, 2020). in generating interest and activeness, the teacher must be able to choose an appropriate learning strategy. in this situation, a teacher must avoid using conventional learning methods such as the lecture method and taking notes from the beginning to the end of class time. thus, teachers can choose to use active reconnecting learning strategies. active learning with reconnecting strategies is a learning model that makes students active from the start through activities that build group work and make them think about the subject matter. reconnecting is used to return students' attention after not doing these activities (maryanti, 2011). the reconnecting strategy is one type of active learning strategy. this strategy is a learning strategy that aims to help students recall their memory about the subject matter before the learning session ends (dzulfikri & joko 2013). another definition states that active learning http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 28 reconnecting is a learning strategy that utilizes the seconds of learning to remember the material that has been taught (silberman, 2014). in this strategy, the teacher invites students to form groups and try not to forget the material that has been delivered quickly. silbermen (2014) gives many steps for implementing the reconnecting active learning strategy. the teacher 1) provides a list of topics that have been discussed; explains to students that the teacher wants to know what has been forgotten from the material; tries to keep the atmosphere relaxed so that students don’t feel threatened by the activity; 2) asks students to remember things about the topics discussed and things that are still remembered; asks questions such as a) what does this topic refer to?; b) why is this topic important?; c) who can give an example of what is learned in this topic?; d) what values do you get from this topic?; e) what learning experiences did each topic bring?; 3) continues to ask questions chronologically until all the material has been discussed (or done for sufficient time); 4) makes concluding statements desired by the teacher, which can serve as keyword reminders for students when discussing the content. in this strategy, the teacher tries to redirect students’ attention to the subject matter after not doing these activities for a while using various methods or learning media (hanum, 2009; zaini, 2007). hooker (2019) uses stories with images from the internet, which can reconnect students’ memories with previous learning material. this strategy is considered to have advantages as follows: 1) students are easier to remember and understand the material again, 2) hone student intelligence through teacher guidance, and 3) create an active learning atmosphere and arouse enthusiasm for learning (sholikhah, 2017). there are several stages in this strategy, namely: a) conveying learning objectives and providing motivation, b) presenting information, c) organizing students into groups, d) guiding student groups to work and study, e) evaluation, and f) give awards (trianto, 2009; wijaya & arismunandar, 2018). based on this description, the application of active reconnecting learning strategies in the subject of religious education is essential to learn and apply. the lack of references and literature reviews of this strategy's use is the primary basis for researchers to carry out this research. this condition certainly creates a gap between the willingness of teachers to innovate and the limited available references. based on this background, the problem formulation: 1) how can reconnecting learning strategies increase students’ interest and active learning? 2) does the active reconnecting learning strategy support the achievement of maximum learning outcomes for students?. method research design this study adopted phenomenology as a research design. the purpose of research studies based on phenomenology was to depict participants’ experiences regarding a phenomenon (creswell, 2007). this design was chosen as the research aimed at revealing the classroom teachers' problems in classrooms where students are coming from different cultural backgrounds. this research is classroom action research (car). many studies use this design, especially in education and learning (jefferson, 2014; marrow, 1977). this research focuses on existing problems and becomes a challenge for teachers to solve in the classroom (ary, jacobs & sorensen, 2010; fraenkel & wallen, 2009). in other words, the purpose of car is to find solutions to problems in the classroom in the learning process for teachers and students (creswell, 2015; hendricks, 2009). besides, car aims to explore the effects of specific changes in the design of learning activities in the classroom and improve the quality of learning (fernandez, 2017; hine, 2013; udeani, atagana & esiobu, 2016). http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 29 study group this study was conducted at gklb1 elementary school in luwuk, central sulawesi, indonesia. the number of participants in this study was 20 people (12 women and 8 men) who took christianity in class v. the number of participants was not too much because some students at the elementary school were of different faiths. some considerations that became the basis for researchers choosing research locations include student learning outcomes in religious education subjects at the school are still low, lack of interest and student activity in the class, and institutions researchers have a close cooperative relationship in education. data collection this study uses several data collection techniques, namely, observation, questionnaire, and test results. some researchers also widely use these techniques as one of the primary sources of car that they do (kumaraswamy, 2019; supriyadi et al., 2020; supriyadi & julia, 2019; taqi & al-nouh, 2014). researchers and teachers worked together to design learning using the active reconnecting learning strategy based on the pre-cycle stage results. also, the researchers conducted an analysis and concluded the results in this pre-cycle phase. thus, it was decided that the researcher should continue the learning treatment to cycle 1. observation one of the techniques used in this research is the observation technique using an instrument in an observation sheet. observation sheets are used and developed to process data about student participation/activeness in the learning process. observation sheets were designed containing various factors that represent student involvement and interaction (kasa, 2016). there are three aspects observed in this observation sheet: student activities in learning (taking notes or paying attention to lessons), interactions with classmates, and interactions with teachers. this observation sheet was developed from several observation sheets used by several researchers (kasa, 2016; kumaraswamy, 2019; taqi & al-nouh, 2014). this observation sheet consists of four value choices: good, medium, low, and no values. questionnaire at the end of the first and second cycles, researchers and teachers also gave questionnaires to students about their perceptions of the learning process that has taken place. the questionnaire contained 20 questions designed to solicit information about their interest in learning religious education. after being validated, this questionnaire was given to 20 students in the first cycle and second cycles. the questionnaire was used to gather data about students' interest in learning christian religious education subjects. this questionnaire consists of 20 questions with indicators about student interests that include aspects of student attention, feelings of pleasure, and student activities in learning (blanco & garrote, 2007; meke et al., 2019; woolfolk, 2007). test this test aimed to determine student learning outcomes, and researchers used a test technique with multiple-choice questions. the questions were designed by class teachers in collaboration with researchers based on christian religious education subject matter with the theme of learning “the meaning of salvation” and “jesus the savior.” researchers conduct three tests to measure student achievement. test 1 was given to students after completing the precyle stage, test 2 at the end of cycle 1 (posttest 1), and test 3 at the end of cycle 2 (posttest 2). the three tests were carried out for 60 minutes with a similar pattern of questions as many as 20 item questions. before use, this multiple-choice test is tested to determine its reliability http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 30 value. this test's reliability is 0.92, which consists of two parts of the test: ten questions for the material on the meaning of salvation and ten questions for the material on jesus, the savior. data analysis in this research, the data collected was then analyzed quantitatively & qualitatively. quantitative analysis is used to analyze data from questionnaires, learning outcomes tests, and observation sheets of the phases of the pre-cycle, cycle 1, and cycle 2. furthermore, qualitative analysis is used in the pre-cycle step from data collected by direct observation. the observation technique used here is observation using a checklist sheet. for example, if students actively ask questions, a checkmark is given. the total number of checklists is calculated as a percentage using this numeric formula. data from the observations (using a checklist) that have been collected were then analyzed quantitatively using the following formula: percentage = 𝑃𝑟𝑜𝑝𝑜𝑟𝑡𝑖𝑜𝑛 𝑜𝑓 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 𝑊ℎ𝑜 𝑀𝑎𝑘𝑒 𝑆𝑢𝑟𝑒 𝑂𝑝𝑡𝑖𝑜𝑛𝑠 𝑇𝑜𝑡𝑎𝑙 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 x 100% also, the data from the questionnaire that had been collected were analyzed quantitatively. this average score is used to determine the questionnaire results (5 likert scales), whether it is categorized as very low, low, moderate, high, or very high. the details of this formula have been described in the research results section. the following are the formulas used in measuring student learning interest in each research cycle (pasaribu et al., 2017). interval distance (i) = 𝐻𝑖𝑔ℎ𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒−𝐿𝑜𝑤𝑒𝑠𝑡 𝑠𝑐𝑜𝑟𝑒 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝐼𝑛𝑡𝑒𝑟𝑣𝑎𝑙 𝐶𝑙𝑎𝑠𝑠𝑒𝑠 average score = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑐𝑜𝑟𝑒 𝑇𝑜𝑡𝑎𝑙 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 x 100% the level of student interest in learning is then classified into the assessor level from calculating the mean score. with the results obtained, the level of interest in learning can determine whether the entry criteria are high, moderate, low, and very low. these categories are listed in table 1. table 1. result category of students’ interest no score category 1 0%-19.99% very low 2 20%-39.99% low 3 40%-59.99% moderate 4 60%-79.99% high 5 80%-100% very high finally, data on learning outcomes through the pretest in the pre-cycle phase and posttest in the cycle-1 and cycle-2 phase were also analyzed quantitatively using the following formula (sinaga, 2016): average value = 𝑇𝑜𝑡𝑎𝑙 𝑆𝑡𝑢𝑑𝑒𝑛𝑡 𝑇𝑒𝑠𝑡 𝑆𝑐𝑜𝑟𝑒𝑠 𝑇𝑜𝑡𝑎𝑙 𝑁𝑢𝑚𝑏𝑒𝑟 𝑜𝑓 𝑆𝑡𝑢𝑑𝑒𝑛𝑡𝑠 as for the criteria used in determining student learning success, researchers use a range of values listed in table 2 (munandar, 2009). table 2. five-point benchmark reference assessment no percentage criteria 1 91%-100% very high 2 71%-90% high 3 51%-70% moderate 4 31%-50% low 5 10%-30% very low http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 31 research procedure pre-cycle before carrying out classroom action research, researchers first conducted a preliminary study called a pre-cycle study. this stage aims to identify the problems that occur in the learning process in class. the pre-cycle class was held for 180 minutes with two meetings, each meeting held for 90 minutes. researchers and teachers provided two materials on christian religious education subjects using conventional methods. in this phase, researchers used questionnaires to measure perceptions of interest, checklist observation sheets to measure student activity, and test 1 to measure student learning outcomes. the pre-cycle phase is carried out to obtain an overview of the problems that occur in the classroom. in other words, researchers make observations to identify existing problems and then formulate solutions that will be done. cycle 1 like the pre-cycle stage, cycle one is also carried out for 180 minutes in two meetings. at this stage, the teacher implements christian religious education learning by using the reconnecting active learning strategy. during learning activities, the researcher observes (observes) the level of interaction or student participation. cycles 2 the planning stage: at the end of cycle 1, it was seen that there was an increase in students' learning activeness and interest in learning christian religious education subjects. however, there were still some students who were not active and showed their interest in cycle 1. for this reason, researchers and classroom teachers work together to prepare cycle 2. findings presentation of the main findings in this study, which included observations at the precycle stage, measurement of student interest and activity, and analysis of learning outcomes, is presented systematically. pre-cycle stage observation at this stage, the researcher found several facts in class v of luwuk gklb 1 elementary school that did not respond (not active) on christian religious education subjects. these results were obtained through direct observation by researchers during the learning process in the precycle phase. some indications that support this statement are 1) some students look bored and sleepy, 2) some students are more interested in talking/chatting with their friends, 3) students’ attention and focus are more on other objects, 4) no one gives feedback during learning (asking or answering teacher questions) and others, 5) the following are the results of observations using the observation checklist that was done in the pre-cycle phase. it is shown in table 3. table 3. the results of observations of student activity pre-cycle stage no rating indicator activity level (percentage) category 1 students are actively involved in learning (taking notes & paying attention to the material) 20% very low 2 students interact with colleagues (discuss content) 25% very low 3 students interact with the teacher (asking and answering questions) 10% very low http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 32 based on table 3, information is obtained that the level of student learning interest in the three main criteria is still classified as very low. in the first criterion, only 20% or four students are active in learning, such as taking notes and paying attention to the material. likewise, in the second and third criteria, 25% of students (5 students) actively interact with peers, and only 10% (2 students) actively ask teachers about the material delivered in class. the calculations in table 3 are obtained through the number of students divided by the total students. questionnaire another problem found in the pre-cycle phase is the lack of student interest in the subject. based on the questionnaire results distributed to students, the results obtained indicate that their interest was still minimal in classroom learning. the questionnaire analysis results at the pre-cycle stage showed a total of 1.187 with 20 student participants. the total score of 1.187 was based on the formula for calculating the “average score.” thus, the average value for student interest in learning at this stage is 59.35% and belongs to the moderate category. the percentage value is 59.35% based on table 4, "result category of students' interest." table 4. the results of the student interest & activeness questionnaire in the pre-cycle phase fase average score category pre-cycle 59.35% moderate responses to reviewer comments: the percentage in the questionnaire is obtained using the formula that has been included in the research methods section, namely the total score/number of students x 100%. test in addition to giving questionnaires about interests and observing student learning activities, researchers and teachers also provide preliminary tests at the end of pre-cycle learning. of the 20 students, only 4 met the minimum completeness criteria (mcc), while 16 other students scored below the mcc. from the pre-cycle research stage results, it was stated that the majority of students in class v elementary school 1 gklb luwuk were still relatively low with an average grade of 60 (look tab. 5). thus, the average value was still below the minimum completeness criteria (mcc) of 65. table 5. the results of the pre-cycle phase learning test criteria score total students % average didn’t reach mcc 0-64 16 80% 60 reach mcc 65-100 4 20% cycle 1 and 2 observation table 6. results of observations of learning activeness in cycles 1 and 2 rating indicator cycle 1 cycle 2 students are actively involved in learning (taking notes & paying attention to the material) 75% 85% students interact with colleagues (discuss content) 80% 90% students interact with the teacher (asking and answering questions) 70% 80% based on table 6, it can be seen that there is an increase in student activity in learning in cycle 1 towards cycle 2. teacher evaluation in cycle 1 is that the teacher as a facilitator http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 33 motivates active students by providing opportunities for students to discuss in groups and ask questions to the teacher. the teacher also asks students who have never asked questions. the teacher gives positive appreciation to students who ask and answer questions. learning activities are not dominated only by teachers but also directed at the student center learning approach. questionnaire table 7. results of the interest questionnaire in cycles 1 and 2 cycle average score category cycle 1 65.5 high cycle 2 80.5 very high as seen from the questionnaire analysis results in table 7, student interest in learning has increased compared to the questionnaire results in the pre-cycle phase. in cycle 1, the total value on the student questionnaire was 1,310, with the number of students 20 people so that the average value of the survey was 65.5. for the next cycle, the questionnaire's total score is 1,610 and is averaged to 80.5 (very high category). it reflected that learning with an active reconnecting learning strategy has increased student interest and active learning. test at the end of cycles 1 and 2, the teacher also performs learning outcomes using a multiplechoice test type. this test is intended to obtain information about their abilities during the learning process. it is shown in table 8: table 8. learning test results in cycle 1 and cycle 2 cycle criteria score total students % average cycle 1 didn’t reach mcc 0-64 3 15% 74.25 reached mcc 65-100 17 85% cycle 2 didn’t reach mcc 0-64 0% 80 reached mcc 65-100 20 100% in cycle 1 that shown in table 8, it was obtained that three students only achieved scores below 65, and 17 other students managed to achieve grades 65 and above. that is, 15% of students who have not yet completed mcc (minimum completeness criteria) grades and 85% of students should exceed categories above mcc. thus, the class’s average value in cycle 1 is 74.25 and has passed the mcc value set at 65. in conclusion, there has been a significant increase in cycle one from the previous pre-cycle phase, so that it can be said that cycle one has succeeded well. the description of the value of learning outcomes in cycle 2 can be seen in table 10. table 8 shown improved learning outcomes also occurred in the second cycle of research and classroom action. none of the fifth-grade students of elementary school gklb received a grade below the mcc from the learning test results. that is, all students have scored 65 and above. thus, the average value of the class in cycle 2 is 80. compared to the previous cycle, there has been an increase in the average amount of 5.75 points. discussion teachers generally carry out classroom action research as class managers who aim to provide solutions to existing problems in the field. in other words, the teacher offers special treatment using strategies, methods, or learning techniques appropriate to the material being http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 34 taught. this research seeks to increase students’ interest and active learning through active reconnecting learning strategies. there have been several previous studies relating to teacher efforts to increase interest, activity, intrinsic motivation, extrinsic motivation, and academic achievement or influence among these aspects (hidi & baird, 1988; renninger, 2000; rotgans & schmidt, 2011; sahiu & wijaya, 2017; schraw & lehman, 2001). in addition to student learning, activeness, interest, and learning outcomes are still relatively low. the average value of learning interest of 59.35 is already classified into medium but does not meet the desired standard. likewise, with learning outcomes, the grade average grade of 60 is still below the mcc (minimum completeness criteria). it proves that the selection and use of inappropriate learning strategies impact student learning outcomes (helaluddin, 2016). the level of interest and active learning also significantly influence student learning outcomes (lee, chao & chen, 2011). furthermore, in cycles 1 and 2 phases, there have been significant changes in the christian religious education subjects’ learning process. this learning activity has been packaged with actions that can generate reciprocal responses between students and their peers. also, students and their teachers. several researchers have also conducted studies on active reconnecting learning strategies. this strategy can positively influence learning outcomes (dzulfikri & joko, 2013; maryanti, 2011). one of the advantages of actively reconnecting learning strategies is the learning conditions created with fun activities. fun learning is a condition that must be created by the teacher so that students feel comfortable and do not feel burdened during the learning process. fun learning can be applied by inserting interesting stories, educating humor, and providing motivation. fun learning can also be done by presenting the material with the help of attractive visual media. researchers give engaging optical media as one of the learning strategies following the character of the digital natives (students of this age) (bilgic, dogan & seferoglu, 2016; uygarer, uzunboylu & ozdamli, 2016). some of these activities aim to break the learning atmosphere to increase interest and active learning for students (sriprakash, 2009; wei, hug, lee & chen, 2011). this study has limitations in processing data that does not use statistical data analysis. the study sample was limited to two cycles and one research site, the luwuk gklb elementary school. further research can review the application of active reconnecting learning strategies to improve learning achievement in the cognitive, affective, and psychomotor domains or on the effectiveness of learning to see from the other side. conclusion this class action research was carried out to increase students’ interest and active learning in christian religious education subjects by implementing a proactive reconnecting learning strategy. the increase in student interest and learning activity was higher in the second cycle phase based on observations, questionnaires, and student test results. this study indicates that the active reconnecting learning strategy can improve learning outcomes, namely asking, activeness, and student learning outcomes. based on a learning design that prioritizes classroom activities that are more attractive, fun and provide space for students to dialogue and discuss with their peers. this study's results can be recommended to teachers and educators to implement active reconnecting learning strategies in the classroom. http://dx.doi.org/10.32585/ijimm.v3i1.1290 wijaya, h. et al. | active reconnecting learning strategies to increase student interest and active learning 10.32585/ijimm.v3i1.1290 | 35 references ary, d., jacobs, l. c., & sorensen, c. 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(2007). educational psychology. pearson education limited, inc. http://dx.doi.org/10.32585/ijimm.v3i1.1290 http://dx.doi.org/10.32585/ijimm.v3i1.1290 indonesian journal of instructional media and model volume 5, issue 1 (2023), pp. 26-38 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 26 student engagement: the effect of flipped classroom on improving critical thinking skills joni indra wandi1*, nora afnita2, azwar ananda3, erianjoni4, syafri anwar5 , maria montesori6 1,2 department of primary education, institut agama islam sumbar, pariaman, indonesia 3,6department of civic education, universitas negeri padang, padang, indonesia 4department of sociology education, universitas negeri padang, padang, indonesia 5department of geography, universitas negeri padang, padang, indonesia e-mail: 1indrawandij@gmail.com* article history: received: january 24, 2023; accepted: april 10, 2023; published: may 31, 2023 abstract the study focused on the importance of history as a subject in social education, and highlights four essential skills that students should acquire in order to excel in social education: analytical, critical thinking, evaluative, and creative skills. the research aims to examine the impact of the flipped classroom approach and student engagement on the development of critical thinking skills in history classes. a quantitative research approach with a quasi-experimental design was used in this study. various instruments including observation sheets, questionnaires, and critical thinking tests were utilized to collect the data, and two way anova was employed for the data analysis. the findings suggest that the flipped classroom method and student engagement have a positive effect on the critical thinking skills of students. it is recommended that history teachers implement this method by creating a conducive learning environment that promotes student engagement and critical thinking skills. keywords: student engagement, flipped classroom, critical thinking skills copyright © 2023 the author(s) this is an open access article under the cc by-sa license. introduction the primary aim of tertiary education is to guide students towards achieving their maximum learning potential and acquiring necessary skills. this goal is not easily attainable and requires persistent efforts from educators to create a conducive learning environment (leal filho et al., 2019). a favorable learning environment should be encouraging and comfortable for students, while also equipped with adequate resources and infrastructure, such as wireless fidelity, to facilitate easy access to online materials (abdel‐basset et al., 2019) in junior high school, history is a compulsory subject under the social education curriculum. proficiency in history is crucial for students studying social education, and there are four essential skills they must master: analyzing, critical thinking, evaluating, and creating skills. through the study of history, students should gain an understanding of indonesian national history and learn how to interpret historical texts as learning materials (nganga, 2019; mupin et al., 2019). teachers must guide students to analyze historical events and find solutions by utilizing their critical thinking skills to answer questions posed in class (paul & elder, 2019). equally important is to encourage students to comprehend indonesia's history as an independent country since 1945 and to explore various sources of learning material available. http://journal.univetbantara.ac.id/index.php/ijimm mailto:indrawandij@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 27 teaching critical thinking skills to students requires dedication and effort in practice. it is crucial for students to master this skill as they learn about indonesian history and understand the significance of indonesia's independence through both textual and contextual analysis (abid, 2020). in addition to comprehending the literal meanings of historical texts, students should also be capable of interpreting implied meanings. to provide students with ample practice time, teachers often assign homework early, allowing them to complete question-based assignments at home before face-to-face class meetings. during these meetings, students engage in discussions and ask questions about the assigned material. the objective is to establish the truth behind the various interpretations that arise through student opinions, using a teaching method known as the flipped classroom. according to gilboy et al. (2015), this innovative student-centered approach enhances student engagement, learning outcomes, and critical thinking skills. research by guthrie and klauda (2014) has also shown that contextual classroom instruction is more effective than traditional methods in teaching historical texts to adolescents, resulting in increased motivation and engagement. however, connor et al. (2009) found no evidence that research-based learning instruction, assessment, training, or program evaluation had any influence on student engagement or critical thinking skills, with each class exhibiting substantially different levels of critical thinking ability. similarly, mcelhone (2012) investigates the level of engagement between teachers and students in the classroom. the author examines the interaction patterns between teachers and students in facilitating their understanding of the material, and determines that teaching engagement did not have an impact on student engagement. the study focused on understanding indonesian national history, and observed interactions such as the ability to explain and expand on the material. the researcher concluded that there was no correlation between the pattern of teacher-student interactions and student engagement. despite these findings, other studies on student engagement have reported varying results, with not all studies showing a significant and positive relationship. therefore, it is recommended by gilboy et al, (2015) that further research is necessary to understand how to improve students' critical thinking skills through interactions with student engagement and the use of the flipped classroom method. according to several studies mentioned earlier, the flipped classroom approach was found to have a considerably lower impact on critical thinking skills. this was discovered through research conducted by syafitri (2014) and neisi et al. (2019), all of whom concluded that there was no significant difference between the effects of the flipped classroom and traditional methods on students' critical thinking skills. therefore, further experimental research is required. this study aims to address the need for updated teaching methods in the new era of post-covid-19 pandemic by utilizing a new version of the flipped classroom approach that differs from previous research. the study will also explore the potential benefits of hybrid learning in this context. the novelty of this research lies in its investigation of the interaction between the flipped classroom approach, student engagement, and critical thinking skills in the history subject. the research questions that will be addressed are: (1) are there any differences in critical thinking skills between students who receive the flipped classroom treatment and those who receive traditional teaching? (2) are there any differences in critical thinking skills among students with high, medium, and low levels of engagement? (3) is there any interaction between the teaching method and engagement level in terms of improving students' critical thinking skills? https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 28 methods research design the study is an experiment that uses a quantitative methodology and employs a factorial 3 x 2 pre-test-post-test non-equivalent control group design, as described by creswell and poth (2007). its objective is to investigate if the flipped classroom approach and student engagement have an impact on critical thinking abilities in the context of a history class research population and sample the selection of the subject group for this study was based on random assignment to treatment. this involved choosing students from two classes, namely class viia and viib, from smpn 16 padang. initially, there were 68 students in total, with 33 students in the experimental class and 35 students in the control class. however, three students from the experimental class and five students from the control class were excluded from the study because they failed to complete the learning requirements. as a result, the final sample size for the experimental and control classes was 30 students each. both classes had the same initial abilities and were taught by teachers with the same educational background. the facilities used by the two classes were also the same. this study employed a subject group that was selected based on class assignment in a school, as described in creswell (2014) and (setyosari, 2017). instruments, data collection and data analysis observation sheets, student engagement questionnaires, documentation, and critical thinking tests were the tools utilized in this study. the observation sheets were employed to monitor both teachers' and students' actions during the learning process. the student engagement questionnaire was utilized to collect data on student involvement, and the critical thinking tests were administered to assess the students' learning outcomes. to analyze the data, the two-way anova test was employed. results and discussion results student engagement a total of sixty individuals were given a survey to evaluate their views on their involvement in history lessons. the students who were part of these two classes were taught the same subject using distinct teaching techniques. while the experiment group employed the flipped classroom method, the control group employed the traditional method. based on the participants' responses, the assessment outcomes are as stated below: table 1. student engagement in experiment class student engagement category mean level low (1.00-2.33) fair (2.34-3.66) high (3.67-5.0) behavioral 2 (6.7%) 8 (26.7%) 20 (66.7%) 4.01 high emotional 5 (16.7%) 7 (23.3%) 18 (60.0%) 3.82 high cognitive 2 (6.7%) 9 (30.0%) 19 (63.3%) 3.94 high average 3.92 high the results of the data indicate that student engagement in the experimental class can be categorized into three levels. the first level is low behavioral engagement, which accounts for 6.7% of students, followed by medium behavioral engagement at 26.7%, and high behavioral https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 29 engagement at 66.7%. the second level is emotional engagement, with low emotional engagement at 16.7%, medium emotional engagement at 23.3%, and high emotional engagement at 60.0%. the final level is cognitive engagement, with low cognitive engagement at 6.7%, medium cognitive engagement at 30.0%, and high cognitive engagement at 63.3%. on average, the likert-scale score was 3.92, indicating that the flipped classroom method was effective in promoting high levels of student engagement during history lessons. table 2. student engagement in control class student engagement category mean level low (1.00-2.33) fair (2.34-3.66) high (3.67-5.0) behavioral 8 (26.7%) 10 (33.3%) 12 (40.0%) 3.67 high emotional 9 (30.0%) 13 (43.3%) 8 (26.7%) 3.49 fair cognitive 12 (40.0%) 8 (26.7%) 10 (33.3%) 3.53 fair average 3.56 fair based on the given table, there are three factors evaluated: behavior, emotions, and cognition. in the behavior. the average behavior score is 3.67, indicating a high level of behavior. in the emotions factor, the average emotions score is 3.49, indicating a fair level of emotions. in the cognitive factor, the average cognitive score is 3.53, indicating a fair level of cognitive ability. overall, the average score of the three factors is 3.56 a fair level. critical thinking skills to assess the critical thinking abilities of students, a critical thinking test was employed. the scores achieved in the test were then compared to investigate the impact of learning engagement on students' comprehension of critical thinking material using both the flipped classroom method and the traditional approach with the same medium. the level of student engagement was classified into three categories: high, medium, and low. the study yielded results from both the pre-test and post-test critical thinking assessments for the two classes. fig. 1. graphic of pre-test and post-test of students' critical thinking skills in the experiment class the critical thinking skills of students in the experimental class were evaluated through pretest and post-test assessments, and the average value and standard deviation were calculated. https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 30 the analysis of the data revealed a difference between the pre-test and post-test results, with the experimental class scoring an average of 89.8 and a standard deviation of 2,536. meanwhile, the control class' pre-test and post-test values are depicted in the graph below. fig. 2. graphic of pre-test and post-test of students' critical thinking skills in the control class the data from the pre-test and post-test assessments of critical thinking skills in the control class revealed that there was not a significant difference in the students' abilities. specifically, the control class had an average score of 59.23 with a standard deviation of 2.131. in general, the results of a quantitative study analyzing post-test data on critical thinking skills in a history lesson and the level of student engagement indicated the following: table 3. post-test values and student engagement for both learning methods student engagement statistics learning methods experimental class control class high n 8 8 average 85.14 69.35 standard deviation 2,761 2,474 moderate/fair n 12 12 average 82,750 75.583 standard deviation 3,682 3,476 low n 10 10 average 74.50 60.35 standard deviation 2,915 2,894 the table presented above indicates that there is a difference in the quality of critical thinking skills between the experimental and control groups based on high, medium, and low levels of student engagement. the average score of critical thinking skills among students in the experimental group was 85.14, while the control group had an average score of 69.35. the student engagement category in the experimental group was 82.750, and in the control group, it was 75.83. in the low level of student engagement among the experimental group, the average score of critical thinking skills was 74.50, which was different from the control group's score of 60.35. these findings suggest that there is a difference in critical thinking skills between the experimental and control groups only among students with low engagement levels, while the https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 31 high engagement level did not show a significant difference in critical thinking skills between the two groups. hypothesis testing in order to address the research hypothesis, which includes examining whether there are differences in critical thinking skills among students who receive flipped classroom method versus online-based traditional learning using the same media, as well as exploring potential differences in critical thinking skills among students with high, medium, and low levels of engagement, and whether there is an interaction between learning method and engagement on critical thinking skills, a two-way anova test is required. the outcome of this analysis is presented below. table 4. two-way anova test tests of between-subjects effects dependent variable: critical thinking skills source type iii sum of squares df mean square f sig corrected model 4590.530a 5 918.106 27.186 .000 intercept 585.761 1 585.761 17.345 .000 method 20.647 1 20.647 13.611 .038 student engagement 2.039 1 1026.039 12.860 .007 method * engagement 1121.020 3 373.673 11.065 .000 error 1823.654 54 33.771 total 315011.000 60 corrected total 6414.183 59 according to the results of the two-way anova analysis, the f value for student engagement was found to be 12.860 with a significance level (sig) of α = .007. the interaction between method and student engagement was also tested, which yielded an f value of 11.065 with a significance level (sig) of α = .000. additionally, student learning outcomes were measured based on the learning method factor, resulting in an f value of 13.611 with a significant (sig) α = .038. the significance level value reported in the table was lower than the significance value of .05, indicating that the flipped classroom method had a significant impact on student's critical thinking skills. the data presented in the study led to several conclusions. firstly, students who were taught using the flipped classroom method showed varying levels of critical thinking skills compared to those who received the traditional teaching method. secondly, there were differences in critical thinking skills among students with high, medium, and low engagement levels. finally, there was an interaction between the learning method and the level of engagement on critical thinking skills. to assess this interaction, post-hoc follow-up tests using anova were conducted. https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 32 table 5. post-anava follow-up test using scheffe. multiple comparison critical thinking skills (i) student engagement (j) student engagement mean difference (ij) std. error sig. 95% confidence interval lower bound upper bound high moderate 3.29 1,214 .761 -2.45 7.26 low 12.19 * 1,214 .000 4.43 16.44 moderate high -3.29 1,214 .761 -7.12 4.38 low 7.69 * 1,214 .002 3.24 16.72 low high -12.19 * 1,214 .000 -16.46 -4.29 moderate -7.69 * 1,214 .002 -13.21 -3.84 the above table provides an explanation of the relationship between student engagement levels in high, medium, and low learning environments. the results of the study are presented as follows 1) when comparing high student engagement to moderate learning engagement, the sig value was found to be .761. since the sig value is greater than α, the null hypothesis (ho) was accepted. this indicates that there was no significant difference in critical thinking skills between students with high and moderate levels of engagement. 2) when comparing moderate student engagement to low student engagement, the sig value was found to be 0.002. since the sig value is less than α, the null hypothesis (ho) was rejected. this suggests that there is a significant difference in critical thinking skills between students with moderate and low levels of engagement. 3) when comparing high student engagement to low student engagement, the sig value was found to be 0.000. since the sig value is less than α, the null hypothesis (ho) was rejected. this suggests that there is a significant difference in critical thinking skills between students with high and low levels of engagement discussion the objective of the research was to determine whether the flipped classroom teaching method and student engagement had an impact on the critical thinking abilities of college students during a history lesson. the study utilized a 2 x 3 pre-test-post-test non-equivalent control-group factorial research design to analyze the results and determine the degree to which the flipped classroom teaching method and student engagement contributed to students' critical thinking skills. the effect of flipped classroom on students' critical thinking skills during the covid-19 pandemic, a total of 60 history learning research projects were carried out in management classes using the experimental flipped classroom method, while control classes used the traditional lecture method. the results of both methods differed, with the students' critical thinking abilities in the experimental class showing greater improvement compared to the control class. these findings are in line with alsowat (2016) and mupin et al. (2019) study, which found that the implementation of the flipped classroom method enhanced students' critical thinking skills. additionally, huang and hong (2016) conducted a study involving 40 randomly selected tenth graders, which showed a significant improvement in critical thinking after the teacher applied the flipped classroom method. https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 33 on the other hand, shcheglova et al. (2019) found no correlation between learning methods and student engagement or critical thinking skills. similarly, mcelhone (2012) study showed that the interaction patterns between teachers and students did not have an impact on student understanding and engagement. mik (2019) research on flipped classroom note-taking revealed no significant differences in learning outcomes compared to individual writing assignments. additionally, silberman et al. (2021) noted that prior knowledge is a crucial factor in developing critical thinking skills and is a necessary predictor for understanding written text. the utilization of the flipped classroom approach enables students to have an early introduction and take responsibility for adequately preparing themselves for their in-person classes. furthermore, this technique establishes a framework for evaluating student participation in class which emphasizes comprehension and a higher level of understanding of the subject matter (kvashnina & martynko, 2016; aidinopoulou and sampson 2017). in order to encourage practice outside of the classroom, instructors can assign daily homework prior to the in-person class. additionally, instructors can employ diverse questioning strategies to guide student perspectives in answering questions related to text comprehension. this approach may broaden their mindset and enable them to gain a better understanding of the meaning conveyed in the text. teachers should exercise creativity in devising questions for students to motivate them to answer them. these guiding questions will help students focus on the specific sentences in the text being analyzed (sopandi, 2017). one of the benefits of the flipped classroom learning approach is the opportunity for students to practice answering comprehension questions at home, after being given history cases assignments at the beginning of class. teachers must develop their proficiency in implementing this method. according to risnanda (2018), teachers need to ask a minimum of 30 to 120 questions per hour to enhance their effectiveness in class instruction, as suggested by guszak (1967). the questions should be designed to help students understand and analyze the text they read. borich (2016) reports that 80% of class time should be devoted to asking and answering questions. this promotes social-emotional interaction between teachers and students, leading to increased engagement. teachers and students can have discussions about the historical text to deepen their comprehension, as noted by shanahan et al. (2016). the use of the flipped classroom approach and active student participation during history lessons is intended to foster an environment of student engagement during critical thinking assessments. this method not only encourages students to effectively recall and respond to questions, but also helps them to develop their abilities in reasoning, analysis, evaluation, and criticism (fahmi et al., 2019). teachers guide their students in comprehending the meaning of the questions by following up with additional questions. to achieve this, teachers must present diverse and challenging questions that encourage students to understand the historical context of the text (nokes, 2022). junior high school students in padang had a similar experience with regards to learning. teachers primarily utilized whatsapp as their preferred social media platform for teaching activities. this choice was due to its ease of use and popularity among students, as well as its convenience as an instant chat platform for online communication that is accessible to everyone (alamri, 2019). by using whatsapp, students had access to learning materials through multipurpose chat rooms, where they could download, study, and review them at their own pace. the use of whatsapp allowed students to learn in a way that suited their learning style, anytime and anywhere through their smartphones (alkhatnai, 2019; binti mistar & embi, 2016; asmara, 2020). the widespread use of whatsapp as a learning medium made it easily accessible, and the required internet access was not too significant. additionally, whatsapp facilitated distance learning, enabling teachers and students to interact in a virtual space. teachers could share course materials through whatsapp and conduct face-to-face meetings with students https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 34 using the teleconferencing feature available in the application. as we know, whatsapp provides both chat and teleconferencing spaces (bahasoan et al., 2020; asmara, 2020). this feature enabled teachers to communicate with students in chat and telecommunication rooms, accommodating up to eight people for direct communication. the flipped classroom method used in the experimental group proved to be more effective than the lecture method used in the control group, despite the same media being used. in the experimental group, students were tasked with completing their history lesson assignments independently before participating in virtual face-to-face discussions. on the other hand, the traditional lecture method did not involve any independent study. yen (2020) said that the flipped classroom approach encouraged students to take charge of their own learning by working on the history assignments prior to discussions. conversely, the control group relied heavily on the teacher's explanations and guidance during class time. by providing students with the opportunity to study independently, the flipped classroom model facilitated the acquisition of the necessary foundational knowledge needed for productive face-to-face discussions. meanwhile, during the lecture method, teachers tend to provide more explanation. at the beginning of the learning process, teachers primarily focus on explaining the approach to understanding a text to their students. following the explanation, teachers assign the students history lessons to be completed from their textbooks. during this stage, students spend their learning time in face-to-face meetings in the classroom and use social networking applications like whatsapp outside of the classroom, leaving minimal time for discussions and question and answer. consequently, when teachers encourage students to work on history lessons questions in class, it becomes challenging for students to explain because they have had limited practice. this differs from earlier research conducted by brady et al. (2010), hamilton et al. (2019), asmara (2020), and almarzooq et al. (2020). the effect of student engagement on critical thinking skills the impact of student involvement on critical thinking abilities indicates that the average critical thinking scores of the initial students varied between the experimental and control groups. in the experimental group, those categorized with high critical thinking abilities achieved an average score of 82.87, compared to the control group's score of 68.12. similarly, those with medium engagement in the experimental group received an average score of 81.667, while the control group achieved a score of 71.75. finally, students with low engagement in the experimental group had an average score of 74.30, whereas the control group's score was 62.10. overall, these findings suggest that at the beginning of the study, students' critical thinking outcomes were not significantly different across high, medium, and low engagement categories for both the experimental and control groups. the results of verawardina et al. (2020) study were reinforced by this research, which highlights the importance of teachers' ability to facilitate interactive learning experiences and foster students' eagerness to learn. another study by mohd et al. (2016) revealed that students' academic engagement is closely linked to their level of satisfaction with the learning process. similarly, karabiyik (2019) research demonstrated that student engagement has a significant impact on their learning outcomes. according to reflianto (2021), students demonstrate a higher level of engagement when using the flipped classroom online method compared to traditional classroom methods. the use of whatsapp in the flipped classroom online method offers the benefit of increasing student awareness and encouraging active and independent learning in online settings. furthermore, this method promotes critical thinking by stimulating self-regulated learning through highintensity engagement. https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. (2023). student engagement: the effect of flipped classroom on improving critical thinking skills. indonesian journal of instructional media and model, 5(1), 26-38. doi:https://doi.org/10.32585/ijimm.v5i1.3514 35 ineffective control classes result in poor performance from both teachers and students. teachers dominate the class, leaving less time for independent learning and practice by the students. although whatsapp may be used, the traditional teaching method remains dull and focused on the teacher, failing to challenge students. teachers do not provide training or guidance to students on various strategies to understand historical reading texts, leading to difficulties for students who may lack initial knowledge of the material. this lack of knowledge creates obstacles during class discussions and question and answer sessions. the results are in agreement with zen et al. (2019) study. they show that the flipped classroom approach has several benefits, including its simplicity and flexibility, which allow teachers and students to study at their convenience, anywhere and anytime. although social media is still the primary tool for teachers in indonesia to conduct their lessons, this research suggests that using the flipped classroom method can enhance students' critical thinking abilities, even when employing the same media as traditional classroom instruction. moreover, the study found that student engagement was also positively impacted by this teaching method. interaction of flipped classroom method and students engagement on students' critical thinking skills the correlation between the flipped classroom approach, student engagement, and critical thinking skills can be categorized as high, medium, or low. this finding aligns with the research of aidinopoulou and sampson (2017), who also found a positive connection between the flipped classroom method, student engagement, and critical thinking abilities. the findings indicate that there was no correlation between high or medium student engagement and value with a significance level of 0.547. however, there was a significant difference in critical thinking skills between students who had moderate versus low engagement, with a significance level of 0.003. additionally, the study predicted a positive relationship between students' learning engagement and critical thinking skills for those with high and low engagement, with a significance level of 0.000. student engagement is reflected in their behavior during learning. the impact of technology on student engagement in flipped learning is demonstrated through online learning, as stated by santosa (2015). this interaction between technology and flipped learning highlights the influence of both on students' critical thinking skills and overall academic achievement. the intensity of students' learning engagement also plays a significant role in this interaction. students with high and moderate levels of learning engagement show similar outcomes in history learning. however, significant differences were observed between students with low and moderate or high levels of learning engagement. these findings indicate that low learning engagement levels do not contribute to the development of critical thinking skills using the flipped classroom learning method. conclusion the research confirms that the flipped classroom approach has an impact on critical thinking abilities, and there is a connection between student engagement and the learning method used for critical thinking skills. students who are highly engaged in learning do not perform differently from those with moderate engagement in history lessons. however, those with medium and low learning engagement are affected in their history learning outcomes, as are those with high and low student engagement. the flipped classroom method and student learning engagement have been found to influence critical thinking learning outcomes. additionally, the approach can effectively enhance student achievement in history learning material by encouraging active participation and interaction during in-person classroom discussions https://doi.org/10.32585/ijimm.v5i1.3514 wandi, j., afnita, n., ananda, a., erianjoni, e., anwar, s., & montesori, m. 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(2019). influence of flipped classroom and social engagement on vocational students’ speaking performance. 5th international conference on education and technology (icet 2019). https://doi.org/10.2991/icet-19.2019.178 https://doi.org/10.32585/ijimm.v5i1.3514 https://doi.org/10.12973/eu-jer.10.4.1613 https://s.id/1o5d1 https://doi.org/10.3991/ijet.v10i1.4348 https://doi.org/10.17977/um031v1i12014p020 https://doi.org/10.17323/1814-9545-2019-1-264-289 https://doi.org/10.1016/j.cptl.2020.09.008 https://doi.org/10.9734/ajess/2020/v8i330229 https://doi.org/10.2991/icet-19.2019.178 indonesian journal of instructional media and model volume 3, issue 2 (2021), pp. 47-55 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 47 augmented reality for student learning media: a bibliometric analysis and visualization singgih subiyantoro1*, baskoro hadi2, eka budhi santosa3, oka irmade4, fatma sukmawati5 1universitas veteran bangun nusantara 2yayasan insan teknolog dan ahli pendidikan indonesia 3,5 universitas sebelas maret 4universitas slamet riyadi e-mail: singgihsubiyantoro@univetbantara.ac.id *coresponding author article history: received: november 4, 2021; accepted: november 28, 2021; published: november 30, 2021 abstract augmented reality is a study that is now popular. many researches theme have been published in various reputable journals. the purpose of this study is to provide an overview and visualization of augmented reality which is used as a medium of learning. this research is a qualitative research through descriptive analysis with literature review formed in bibliometric analysis which describes and visualizes ongoing phenomena as well as in the past regarding various topics related to augmented reality. through the scopus database source, there are 882 documents related to augmented reality were obtained from 2016 to 2020 and various data related to the number of documents by country, author, subject area, visualization of relationships between topics. topics that are categorized as rare or have not been associated with ar will be an option for us to study more deeply so that it will give knowledge to the scientific of ar as a medium for student learning. keywords: augmented reality, bibliometric analysis, literature review, media. copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction education is the fundamental entity in the development of a nation. the achievement in managing education is determined by the quality of human resources. in an effort to improve the quality of human resources, it is necessary to improve the learning process in every level, one of them is high school level. various forms of learning practices with various paradigms have been carried out, including the constructivism paradigm. constructivism of learning explains that students create their own learning (schunk, 2012). it encourages the teacher's role no longer as a learning center but as a facilitator, mediator and mentor. likewise, students in the learning process do not only rely on the teacher but also must be active and have good learning independence so that the learning process takes place according to the expected goals. similarly, learning independence is seen as one of the main competencies for 21st century students http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2007 https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 48 (wolters, 2010). in order to support independent learning, it needs media that can provide external motivation. technological developments are able to help limitations of learning. digital technology is an open gateway to new alternative learning and options that support the acquisition of selfregulatory skills (schneckenberg, ehlers, & adelsberger, 2011). augmented reality (ar) is one of the uses of computer content technology that is raised in a real world environment (wang, callaghan, bernhardt, & white, 2017). ar technology refers to the inclusion of virtual elements in the view of the actual physical environment, to create mixed reality in real time (miguel, ruizrube, & manuel, 2018). ar can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (miguel, ruiz-rube, & manuel, 2018). ar can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (pedaste, mitt, & jürivete, 2020). ar provides the ability to overlay image, text, video, and audio components onto an existing image or space. ar technology has been able to bridge the gap and bring a more tangible learning approach. student-centered activities can be enhanced by combining virtual and real-world experiences. in an effort to develop ar-based media, a needs analysis in learning is carried out. methods this research is a qualitative research with descriptive analysis techniques with literature studies which is equipped with bibliometric analysis where the study seeks to describe existing phenomena, that happen currently and in the past and it is added with various topics related to ar. this article highlighted the discussion of ar for student learning media with scopus data sources from 2016 to 2020. the article metadata that has been obtained through the publish or perish software is then visualized and analyzed using the vosviewer software. results and discussion results augmented reality (ar) is one of the uses of computer content technology that is raised in a real world environment (wang et al., 2017). ar technology refers to the inclusion of virtual elements in the view of the actual physical environment, to create mixed reality in real time (miguel et al., 2018). here is the concept of the position between ar, vr, and mr environments: figure1. concept of milgram’s in (ternier, klemke, kalz, & specht, 2012) in an ar, where the virtual and physical worlds coexist, users learn while communicating with others in the same space (martín-gutiérrez, fabiani, benesova, dolores, & mora, 2015). ar is a technology that overlays virtual objects (added constituents) into the real world (azuma, behringer, feiner, julier, & macintyre, 2001). ar can be applied to different devices such as smartphones, tablets, laptops, computers or head-mounted monitors (pedaste et al., 2020). ar provides opportunities based on this principle by combining printed text with virtual content (e.g., integrating video into a textbook) or by physically augmenting objects with virtual text (e.g., displaying informative text at the top of a screenshot of a historic building (sommerauer & müller, 2015). http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 49 10 results of research on ar in learning are presented in the following table 1. table 1. ar research results in learning no. authors title result 1 (garzón, pavón, & baldiris, 2019) systematic review and meta‑analysis of augmented reality in educational settings the benefits from ar system in education is “benefit of studying and motivation” 2 (parmaxi & demetriou, 2020) augmented reality in language learning: a state-of-the-art review of 2014–2019 the popularity of ar based on cellular to support vocabulary (23,9%), reading (12,7%), speaking (9,9%) writing (8,5%) or general language ability (9,9%). 3 (fan, antle, & warren, 2020) augmented reality for early language learning: a systematic review of augmented reality application design, instructional strategies, and evaluation outcomes revealing three ar learning activities : spelling word game, activity knowledge word, activity location word. 4 (alzahrani, 2020) augmented reality: a systematic review of its benefits and challenges in elearning contexts ar increasing involvement, motivation, caring / focus, interactivity, verbal participation, consentration, knowledge retension , and spasial ability, also information aksesibility 5 (khan, johnston, & ophoff, 2019) the impact of an augmented reality application on learning motivation of students caring, satisfying and increasing of motivation belief factor, and this result find significantly 6 (arici, yildirim, caliklar, & yilmaz, 2019) research trends in the use of augmented reality in science education: content and bibliometric mapping analysis "motivation" and "manner" have been being the most researched variable in article. 7 (chen, 2019) effect of mobile augmented reality on learning performance, motivation, and math anxiety in a math course ar group work better than non ar group. 8 (ng et al., 2019) effectiveness of virtual and augmented reality-enhanced exercise on physical activity, psychological outcomes, and physical performance: a systematic review and metaanalysis of randomized controlled trials vr training programe proven increasing frequency of physical activity and the power of physical performance effectively 9 (pedaste et al., 2020) what is the e ect of using mobile augmented reality in k12 inquiry-based learning? ar, in inquiry basis learning context, for the most part is applied successfully to achieve cognitif and, it is seldom, motivating dan emotional learning goals http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 50 10 (kaplan et al., 2020) the effects of virtual reality, augmented reality, and mixed reality as training enhancement methods: a meta-analysis in some studies, reality that wider is as effective as general training mechanism through the scopus database source based on search keywords title-abs-key ( augmented and reality ) and ( limit-to ( pubyear , 2020 ) or limit-to ( pubyear , 2019 ) or limit-to ( pubyear , 2018 ) or limit-to ( pubyear , 2017 ) or limit-to ( pubyear , 2016 ) ) and ( limit-to ( doctype , "cp" ) ) and ( limit-to ( subjarea , "soci" ) ) and ( limit-to ( exactkeyword , "augmented reality" ) ) obtained 882 documents related to augmented reality from 2016 to 2020. figure 2. documents by country or territory based on figure 2, we can see that the top 10 countries that produced the most articles are: united states with 133 documents, china with 72 documents, germany with 65 documents, japan with 53 documents, india with 45 documents, italy with 45 documents, taiwan with 44 documents, united kingdom with 42 documents, indonesia with 34 documents, and spain with 32 documents. http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 51 figure 3. documents by author based on figure 3, we can see that the top 10 author positions are: cai, s. with 10 documents, mangina, e. with 7 documents, radu, i. with 7 documents, mitsuhara, h. with 6 documents, murthy, s. with 6 documents, shishibori, m. with 6 documents, birt, j. with 5 documents, bun, p. with 5 documents, gabbard, jl with 5 documents, and liu, c. with 5 documents. figure 4. documents by subject area based on figure 4, the 5 largest categories of articles based on their fields are: social sciences with 35.1%, computer science 29.9%, engineering 14.9%, decision sciences with 5.7%, and mathematics with 3.8%. then the data taken in ris format is visualized with vosviewer as shown below: http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 52 figure 5. overlay visualization figure 6. density visualization based on figure 6, we can see the appearance of research topics related to augmented reality that have a relationship each other, some are close in distance, it means that the relationship is stronger than others. the larger size of circle or writing, the more topic is researched. based on http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 53 figure 7, it can be seen that the color display depends on the density of the items at the point. yellow color means denser or often discussed than green and blue. so that we can map topics that have not been studied much related to ar. discussion various benefits in the application of ar technology in education have been investigated. ar technology can improve students' laboratory skills and help them build positive attitudes towards physics laboratories (akçayır, akçayır, pektas, & ocak, 2016). the use of augmented reality on mobile applications can increase the learning motivation of health science undergraduate students. attention, satisfaction, and motivational belief factors increased, and these results were significant (khan et al., 2019). the application of ar in mathematics learning resulted in better learning performance, motivation and anxiety levels than the group without ar (chen, 2019). based on the various benefits derived from implementing ar in learning, augmented reality technology allows students the freedom to actively experience digital content and integrate new information into their existing knowledge base individually. thus, the ar learning experience is very much in line with the principles of constructivism (wang et al., 2017). the various visualized topics surrounding the currently researched ar that have been published in the journal scopus have provided important information. for us, topics that are categorized as rare or have not been associated with ar will be an option for us to study more deeply so that it will add to the scientific repertoire of ar. conclusion augmented reality is one of the alternative media that is currently being studied in the scope of learning from various disciplines. various benefits of ar media have been researched and published in various journals, especially journals that have been indexed by scopus. writers in asia, namely indonesia, also contributed to the top 10 in the number of publications based on their country. the trend of research on ar will continue to grow with new learning approaches that will also make more use of the virtual environment. however, the utilization of the literature obtained in research and the use of applications in analyzing this data can still be said to be limited. there are still many data sources other than scopus that can be used. for future research, data sources from the web of science or other sources can be added. likewise, to analyze bibliometric data, applications other than vosviewer can be added to complete the visualization. conflict of interest the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper was free of plagiarism. acknowledgements (optional) a big thank you to all itapi management and accounting mgmp at smk central java who have contributed a lot to help in the research process. thanks also to the directorate general of teachers and education personnel of the ministry of education and culture of the republic of indonesia for funding so that this research can be carried out. http://dx.doi.org/10.32585/ijimm.v3i2.2007 subiyantoro, s. et al. | augmented reality for student learning media: a bibliometric analysis and visualization http://dx.doi.org/10.32585/ijimm.v3i2.2007 | 54 references akçayır, m., akçayır, g., pektas, h. m., & ocak, m. 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(2010). self-regulated learning and the 21 st century competencies. http://www.hewlett.org/uploads/self_regulated_learning__21st_century_competencie s.pdf http://dx.doi.org/10.32585/ijimm.v3i2.2007 indonesian journal of instructional media and model volume 4, issue 1 (2022), pp. 1-10 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2053 | 1 the effectiveness of game based learning on student motivation and learning outcomes in camera movement engineering materials chellsy marcella1 , syifa fauziyah2 , and jimad ndaru laksito3 1,2 faculty of teacher training and education, universitas veteran bangun nusantara 3 multimedia skills program for smk veteran 1 sukoharjo e-mail: 1chellsymarcella@gmail.com*, 2syifafauziyah26@gmail.com, 3ndarumktv@gmail.com *coresponding author article history: received december 11, 2021; accepted pebruary 4, 2022; published may 23, 2022 abstract the shift of conventional learning media to modern learning media becomes the obligation of education world to adapt to the development of science and technology. this study was to analyse the effectiveness of the use of game-based learning on motivation and student learning outcomes on the subject of camera movement techniques. data collection used the tests to measure learning outcomes and to measure learning motivation. the data analysis technique used normalized gain (n-gain). the results showed that the average value of the pre-test was 76.41 and increased in the post-test to 90.28. based on the minimum completeness criteria (kkm), as many as 37 people or 94.9% had finished studying. it showed the increase of learning outcome seen from the average value. the average value of normalized gain (n-gain) was 0.60, so the game-based learning quiz method was quite effective in improving learning outcomes. as a teacher, it is necessary to apply game-based learning methods in increasing student motivation and learning outcomes. keywords: effectiveness, game-based learning, motivation, learning outcomes copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction the 21st century is well-known as the century of openness or the century of globalization, it means that human life in the 21st century experiences the fundamental changes that are different from the previous century (wijaya, 2016). information, technology and communication (ict) provide challenges in the education world, students are more interested in learning ict than other learning materials, students are interested to spend hours in front of the computer to access the internet and look for information that cannot be obtained at school. this phenomena becomes a big task and for the world of education to adopt and create learning innovations. formal education is not only as a place to get diploma without contributing to fostering the next generation of the nation struggle who will be the future leaders. the digitalization of communication devices that converge with computers characterizes the 21st century as the 18th century as characterized by the industrial revolution. the aadvances in http://journal.univetbantara.ac.id/index.php/ijimm mailto:chellsymarcella@gmail.com mailto:syifafauziyah26@gmail.com mailto:ndarumktv@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 2 information and communication technology (ict) that penetrated the socio-cultural, political, economic aspects, including education (yusri, 2016). there are various ways that a teacher or instructor can do to increase student learning motivation, one of which is the use of various teaching methods and learning activities. a teacher wants a class full of students with intrinsic motivation. based on observations at smk veteran 1 sukoharjo on 23th november 2021, it was found that students had less motivated in learning as seen from the lack of student response in the learning process, lack of enthusiasm during lessons and lack of attention given by students when the teacher is explaining. there are several problems in learning activity, the learning innovation that can be implemented by teachers integrating knowledge and technology in the learning process is needed, one of which is to motivate students, arouse interest, attract and maintain their attention, through technology-based learning. learning media is an important component used in the learning process because the use of learning media can facilitate interaction between teachers and students in the learning process. one of the functions of the learning media itself is to make student passion for learning, as well as create more direct interaction between students and learning resources (daryanto, 2016). the media used in the learning process is expected to increase the quality of learning and can make students feel unsaturated during learning. according to (joko, 2020), this learning strategy is excellent for creating an atmosphere that encourages the students to be active in learning. game quizizz is a game-based educational application that brings multi play activities to the classroom and makes it interactive and fun to practice in the classroom (purba, 2019). quizizz is one of the educational game media that provides benefits in increasing learning motivation to improve learning outcomes, as well as sharpening the competence of educators in utilizing learning media (ali, 2017). according to (maria, 2019), the change in the teaching and learning process for the success of learning objectives is by implementing a learning system that actively involves students in teaching and learning activities, learning which was originally teacher-cantered has shifted to student-cantered. based on the opinion above, quizizz is one of the online-based learning media that can be used in the learning process. the quizizz application is a quiz maker application that can be downloaded via the play store or appstore for free. quizizz is presented in the form of a game or a fun game in answering the questions given by the teacher in the learning process. quizizz can be a learning medium used by teachers to create a learning atmosphere that stimulates student enthusiasm to learn because quizizz is designed in a "quiz game" concept that encourages students to be able to compete in a healthy manner in getting the best results as first place in this game so that they can compete healthy and increase their learning motivation. based on the documentation data on the learning outcomes of class xii multimedia students, most of the student learning outcomes are still incomplete or still below the minimum completeness criteria (kkm) that is under 70. research conducted by (cahyani and brillian, 2020) concluded that the use of quizzes in the learning process can improve student learning outcomes. meanwhile, (rahmania, 2020) has states that the use of the quizzes application has a positive and significant impact on learning motivation. this study seeks to develop the two studies above through the game-based learning model quiz in increasing student motivation and learning outcomes. chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 3 the research related to the use of games in learning has been carried out by several previous researchers. iayatollah, et.al., (2020) research on the effect of learning games on improving learning outcomes for understanding natural science. winatha and setiawan (2020) research showed that there was a positive effect of game-based learning model towards collegian's motivation and learning achievement in interpersonal skill subject. this study was s to re-examine the use of game-based learning in increasing motivation and learning outcomes. methods this research is experimental research with the treatment. according to (arikunto, 2016) experimental research is research with the purpose to know the effect on the subjects studied. this type of research is quasi-experimental research with one group pre-test post-test design. this research does not use a comparison class but used the initial test so that the magnitude of the effect or influence of using game based learning can be known with certainty. in this research, the subjects were given a pre-test to determine the extent of the students initial abilities before learning of camera movement techniques using game based learning. after being given the initial test, the students were given treatment, namely learning camera movement techniques using game based learning. after completing the camera movement learning techniques using game based learning, then all students were given a final test (post-test) to determine the extent of the influence of learning camera movement techniques using game based learning on learning motivation and to find out the effect of game-based learning on student learning outcomes. the data analysis technique used normalized gain (n-gain). the application of the game-based learning model also improved learning outcomes. results and discussion results the respondents of this study were 39 students of 12th grade of multimedia smk veteran 1 sukoharjo in the 2021/2022 academic year. there were 23 male students and 16 female students. learning outcomes obtained from pre and post tests conducted with multiple choice tests totalling 15 question items and the test results can be seen in table 1. table 1 learning outcomes analysis pretest posttest the highest score 85 100 lowest value 66 72 average value 76.41 90.28 standard deviation 6.44 7.62 kkm 75 75 completeness 24 37 percentage 61.5% 94.9% chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 4 based on the table above, it is known that the pre-test had a range of values between 66 – 85. the average value was 76.41 and the standard deviation was 6.44. based on the kkm score, as many as 24 students or 61.5% had completed learning. meanwhile, the post-test had a range of values between 72-100. the average value was 90.28 and the standard deviation was 7.62. based on the kkm score, 37 students or 94.9% had completed learning.it showed that there was an increase in learning outcomes seen from the average value. the increase indicates that the use of quiz-based learning model games can improve learning outcomes. to measure motivation, use the checklist filled in by the civil servant teacher at smk veteran 1 sukoharjo. the results of student learning motivation can be seen in table 2. table 2 motivation to learn motivation pretest percentage posttest percentage active 4 10.3% 11 28.2% active enough 15 38.5% 19 48.7% less active 20 51.3% 9 23.1% amount 39 100.0% 39 100.0% based on the table above, it showend that there were 4 active students at the pre-test or 10.3%, while the most dominant were 20 students or 51.3% less active students. after using the learning quiz game model, the student learning motivation increased with 11 active students or 28.2%, and 19 students being quite active or 48.7%. it showed that there was an increase in student activity in being motivated through the quiz -based learning model games. testing the analysis requirements was carried out with two tests, namely normality and homogeneity. the results of the normality test can be seen in table 3. table 3 normality test results kolmogorov-smirnov a statistics df sig. postest .155 39 .019 pretest .246 39 .000 based on the results of the normality test, it was found that the significance value for the pre-test was 0.000 and the post-test was 0.019. it showed that the significance value was less than 0.05, so it was decided that the research data were not normally distributed. the next test is homogeneity and the results can be seen in table 4. table 4 homogeneity test results levene statistics df1 df2 sig. .075 1 76 .784 based on the results of the homogeneity test, obtained 0.784 significance value . the significance value was greater than 0.05, so it was decided that the research data chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 5 came from the same or homogeneous population. based on this prerequisite test, the next data analysis used the mann-whitney test because of not normally distributed data, so it is included in non-parametric analysis. the results of the mann-whitney test can be seen in table 5. table 5 results of mann-whitney test learning outcomes mann-whitney u 131.0 wilcoxon w 911.0 z -6,368 asymp. sig. (2-tailed) .000 the table above showend that the z value of the mann-whitney test was 6.368 and the sig value was 0.000. it showed that the value of sig (0.000) was smaller than the value of the research sig of 0.05, it showed that statistically game-based learning was able to provide differences in student learning outcomes in the material of camera movement technique for 12th grade of multimedia smk veteran 1 sukoharjo academic year 2021/2022. to measure the effectiveness level, the normalized gain test (n-gain) was carried out to determine the increase in students cognitive learning outcomes after the treatment. this increase was taken from the pre-test and post-test scores obtained by students. normalized gain or n-gain is a comparison of the actual gain score with the maximum gain score (richard r. hake, 2010). n-gain criteria can be seen in table 6. table 6 n-gain criteria n-gain value category g > 0.7 high 0.3 < g < 0.7 medium g < 0.3 low the results of the normalized gain (n-gain) measurement using microsoft excel , can be seen in table 7. chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 6 table 7 calculation of n-gain post-pre 100-pre n-gain 19 34 0.56 13 21 0.62 5 15 0.33 30 30 1.00 21 21 1.00 13 21 0.62 31 31 1.00 5 15 0.33 11 21 0.52 11 21 0.52 17 32 0.53 16 31 0.52 11 21 0.52 18 28 0.64 13 21 0.62 18 28 0.64 15 15 1.00 6 34 0.18 6 21 0.29 5 15 0.33 15 15 1.00 15 15 1.00 11 21 0.52 7 28 0.25 24 34 0.71 6 21 0.29 6 21 0.29 15 15 1.00 20 20 1.00 23 28 0.82 19 24 0.79 26 34 0.76 2 28 0.07 6 21 0.29 7 28 0.25 15 15 1.00 6 21 0.29 21 21 1.00 chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 7 post-pre 100-pre n-gain 13 34 0.38 average 0.60 maximum 1.00 minimum 0.071 the average value of normalized gain (n-gain) was 0.60. based on the category of interpretation of the effectiveness of n-gain above, it can be said that the game-based learning quiz method is fairly effective in improving learning outcomes. discussion in order to support independent learning, it needs media that can provide external motivation (eka budhi, et.al, 2021). learning media is an effective means in assisting the teachers so the learning activities can run smoothly. the teaching aids used by the teacher are aimed at increasing students motivation and learning outcomes for the material on camera movement techniques for 12th grade of multimedia at smk veteran 1 sukoharjo for the 2021/2022 academic year. the development of technology and science has influenced the use facilities in schools and other educational institutions. this game is an assessment tool, facility and instrument that can support increasing student activity in the learning process. santoso (2019) states that the game is a medium for children to be able to get learning that includes cognitive, social, emotional, and physical development. learning games is needend to be made a challenge and motivation so that the game becomes interesting (samsul, 2016). games have experienced a lot of development from the beginning (wifda, 2015). torrente states the game-based learning is the use of games with a serious purpose (ie educational purposes), as a tool that significantly supports the learning process (pratiwi & musfiroh, 2017). sudjana (2017), states that learning outcomes are abilities owned by the students after they receive their learning experiences. kunandar (2017) states that learning outcomes are certain competencies or abilities both cognitive, affective and psychomotor achieved or mastered by students after participating in the teaching and learning process. there are two factors that affect student learning outcomes, namely internal and external factors. media/learning model is the external factor. a model needs the right method in learning. the relationship or link between the use of the quiz method and learning outcomes is the existence of student-centered learning activities to create a new and more fun learning atmosphere and can make students challenged and compete with other students. the use of the quizzes method is able to encourage students because they compete with other students because students can see directly their rankings or learning outcomes that come out of the application. the results of this study showed that the application of game-based learning models can improve learning outcomes. the results of this study are relevant to hidayatullah, et.al., (2020) research on the effect of learning games on improving learning outcomes for understanding natural science. sardiman states that learning process will be success if students have good learning motivation (emda, 2017). as educators, teachers and lecturers must motivate students to learn in order to achieve chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 8 the goals and desired behaviour. motivated students will be easily directed, given assignments, tend to have great curiosity, be active in seeking information about the material explained by the educator and use higher cognitive processes to learn and absorb the lessons delivered (slavin, 2016). the results of this study showed the effectiveness in increasing students learning motivation through the application of game-based learning models. the results of this study are in line with the research of winatha and setiawan (2020) that the research result showed that there was a positive effect of game-based learning model towards collegian motivation and learning achievement in interpersonal skill subject. there are three types of learning outcomes such as : 1) cognitive domain, that is related to intellectual learning outcomes consisting of six aspects, namely knowledge, memory, understanding, application, analysis, synthesis, and evaluation; 2) affective domain, it is related to attitude that consists of five aspects namely acceptance, response or reaction, research, organization, and internalization; 3) psychomotor domain, that is related to the learning outcomes of skills and the ability to act (sudjana, 2017). learning with the game-based learning model is able to change the learning paradigm that is originally a teacher center to a student center. based on constructivist learning theory, it is stated that learning will be more meaningful when students are involved in constructing their own knowledge. this theory emphasizes to provide opportunities for students to make judgments and interpretations of their situations (hussain, 2012). one of the innovative learning models that involve students in problem solving activities and provide opportunities is to work autonomously to construct their own way of learning by game-based learning. conclusion the application of the game based learning model on camera movement subjects in vocational high schools can increase learning motivation. it can be seen from the results of the pre-test motivation measurement that showed as many as 19 students in the fairly active and active category, while at the post-test time as many as 30 students showed fairly active and active. the application of game based learning improves learning outcomes. the average value of the pre-test was 76.41 and increased at the post-test of 90.28. based on the kkm score, 37 students or 94.9% have completed learning. it shows that there is an increase in learning outcomes seen from the average value. the average value of normalized gain (n-gain) is 0.60, so the game-based learning quizzes method is quite effective in improving learning outcomes. based on the conclusions above, it shows that the use of game based learning quizizz learning model is capable and effective in increasing learning motivation and learning outcomes in camera movement subjects in vocational high school. teachers should reduce the lecture method by increasing the active play method. this research is limited in an effort to find the effectiveness of the use of game-based learning in increasing student motivation and learning outcomes, especially the material on camera movement techniques at smk univet sukoharjo. for further researchers, it can use other methods in increasing student motivation and learning outcomes. the implication of this research is that learning media in the form of game-based learning can be used by educators as an alternative to ict-based learning media to be chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 9 utilized as much as possible to achieve learning objectives. the use of this learning media can overcome the lack of use of similar learning media to support the achievement of learning objectives. the use of this learning media can overcome various problems in the learning process and follow-up is needed with the design of the development for the next learning process. conflict of interest the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper is free of plagiarism. references ali, muhammad, (2017), pendidikan untuk pembangunan nasional. jakarta: pt. grasindo arikunto, s., (2016). prosedur penelitian. jakarta: rineka cipta. daryanto, (2016). media pembelelajaran. yogyakarta: gava media. eka budhi, et.al., (2021)., augmented reality for student learning media: a bibliometric analysis and visualization. indonesian journal of instructional media and model. volume 3, issue 2 (2021), pp. 1-10 | p-issn: 2686-0708, e-issn: 2686-0112. http://journal.univetbantara.ac.id/index.php/ijimm emda, a. (2017). kedudukan motivasi belajar siswa dalam pembelajaran. lantanida journal, 5(2), 93–196 hidayatulloh, etl.al (2020) pengaruh game pembelajaran terhadap peningkatan hasil belajar pemahaman ilmu pengetahuan alam. jktp vol 3 no (2) mei (2020): 199-206. doi: 10.17977/um038v3i22020p199. jktp jurnal kajian teknologi pendidikan. http://journal2.um.ac.id/index.php/jktp/index hussain, i. (2012). use of constructivist approach in higher education: an instructors’ observation. creative education, 03(2), 179–184. https://doi.org/10.4236/ce.2012.32028 joko turyanto, (2020). peningkatan keaktifan dan hasil belajar siswa melalui penerapan strategi pembelajaran guided note taking bervariasi pada mata pelajaran pkn. indonesian journal of instructional media and model volume 2, nomor 1, 2020, pp 59-77. www.journal.univetbantara.ac.id/index.php/ijimm kunandar. (2017). penilaian autentik (penilaian hasil belajar peserta didik berdasarkan kurikulum 2013) suatu pendekatan praktis disertai dengan contoh. edisi revisi. cetakan ketiga. rajawali pers. jakarta. maria laetisia, (2019), meningkatkan hasil belajar ips melalui model pembelajaran problem based instruction di sekolah dasar. indonesian journal of instructional media and model. volume 1, nomor 2, 2019, pp 63-73 www.journal.univetbantara.ac.id/index.php/ijimm pratiwi, a. s., & musfiroh, t. (2017). pengembangan media game digital edukatif untuk pembelajaran menulis laporan perjalanan siswa sekolah menengah pertama. lingtera, 1(2), 123–135. purba, l. s. (2019). peningkatan konsentrasi belajar mahasiswa melalui pemanfaatan evaluasi pembelajaran quizizz pada mata kuliah kimia fisika i. jdp. 12(1) : 29 samsul, a. h. (2016). game edukasi cepat tepat dengan metode finite state machine (fsm) pada smartphone. malang: universitas islam negeri maulana malik ibrahim. steers, m richard. (2016). efektivitas organisasi. jakarta: erlangga. sudjana, nana (2016). dasar-dasar proses belajar dan mengajar, bandung: sinarbaru algensindo. wifda, a. r. (2015). pengembangan game edukasi lingkungan berbasis android. yogyakarta: univesitas negeri yogyakarta. http://journal.univetbantara.ac.id/index.php/ijimm http://journal2.um.ac.id/index.php/jktp/index https://doi.org/10.4236/ce.2012.32028 http://www.journal.univetbantara.ac.id/index.php/ijimm chellsy, et al. | the effectiveness of the use game based learning on student's motivation and learning outcomes in camera movement engineering materials 10.32585/ijimm.v4i1.2053 | 10 wijaya, dkk (2016). transformasi pendidikan abad 21 sebagai tuntutan pengembangan sumber daya manusia di era global. prosiding seminar nasional pendidikan matematika 2016, universitas kanjuruhan malang volume 1 tahun 2016 – issn 2528-259x winatha & setiawan (2020), pengaruh game-based learning terhadap motivasi dan prestasi belajar. scholaria: jurnal pendidikan dan kebudayaan, vol. 10 no. 3, september 2020: 198206 yusri, (2016). pengaruh penggunaan media teknologi informasi dan komunikasi (tik) dengan prestasi belajar bahasa inggris peserta didik di sman i dekai kabupaten yahukimo. jurnal ilmiah ilkom 8 (1),49-56. 10 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pembelajaran berbasis riset sebagai upaya peningkatan minat belajar siswa terhadap materi perubahan fisika kimia erna widyasari smp al azhar syifa budi solo email: supmatahari@yahoo.com abstrak pada revolusi industri 4.0, inovasi merupakan target utama. prinsip pembelajaran berubah menjadi learning by doing atau experiential learning. dalam melakukan inovasi pendidikan, kita bisa mempertimbangkan pembelajaran berbasis riset. inovasi yang dilakukan diharapkan dapat menjadi pembelajaran yang bermanfaat. pembelajaran berbasis riset akan melatih daya nalar, daya mencipta, dan berpikir kritis siswa sehingga melahirkan generasi yang berbudaya ilmiah dan pemberi solusi atas masalah yang ada pada lingkungan sekitar. materi perubahan fisika kimia umumnya hanya diberikan oleh guru melalui metode pencarian literatur maupun pemberian contoh-contoh perubahan yang terjadi dalam bentuk gambar atau benda yang konkret. dengan metode pembelajaran berbasis riset, siswa akan lebih tertarik dan aktif dalam belajar, terlebih jika riset tersebut dapat menanggulangi permasalahan yang ada di sekitar mereka. pembuatan cokelat dilakukan sebagai contoh dari perubahan fisika yang dapat kembali ke bentuk semula. pembuatan bioplastik sebagai contoh dari perubahan kimia yang menghasilkan zat yang jenisnya baru dan tidak dapat kembali ke bentuk semula. dari pembelajaran riset yang telah dilakukan oleh siswa, dilakukan evaluasi efektivitas pembelajaran melalui pengisian lembar evaluasi. hasil evaluasi yang dilakukan pada 26 siswa menunjukkan 25 siswa memahami materi perubahan fisika kimia dengan baik dan 1 siswa belum memahami materi. kata kunci: pembelajaran berbasis riset, minat belajar, perubahan fisika kimia research-based learning as effort to increase student learning interest towards physical chemical changes of matter abstract on the industrial revolution 4.0, innovation is a prime target. principles of learning, learning by doing is transformed into or experiential learning. in innovating education, we can consider the research-based learning. innovation done expected can be a useful learning. research-based learning, will exercise the power of reason, rationality, and the power of critical thinking students thus giving birth to the next generation of scientific and cultural solutions to problems that exist in the surrounding environment. material changes in chemical physics is generally only given by teachers through a literature search methods as well as awarding examples of changes that occur in the form of pictures or concrete objects. research-based learning methods, students will be more interested and active in learning, especially if the research can overcome problems that exist around them. chocolate making is done as an example of a physical change can return to its original shape. manufacturing of bioplastic as examples of chemical changes that result in new types of substances and can not return to its original shape. learning from research that has been done by the students, carried out an evaluation of the effectiveness of learning via the charging sheet evaluation. the results of the evaluation conducted on 26 students show 25 students understand material changes in chemical physics and 1 students have yet to understand the material. keywords: research-based learning, students interest, physical chemical changes of matter mailto:supmatahari@yahoo.com 11 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pendahuluan perubahan terus ada seiring dengan perkembangan zaman. pembelajaran harus menyesuaikan perubahan tersebut, berubah menjadi learning by doing atau experiential learning. dalam pembelajaran guru bisa mempertimbangkan pembelajaran berbasis riset. inovasi yang dilakukan diharapkan dapat menjadi pembelajaran yang bermanfaat. siswa akan aktif melakukan pembelajaran secara mandiri sehingga mampu meningkatkan pemahaman mereka tentang materi yang diajarkan. apabila pembelajaran tersebut mampu menumbuhkan kreativitas, jiwa kewirausahaan, daya mencipta, serta kepedulian terhadap sesama dan lingkungan sekitar akan menambah nilai lebih untuk pembelajaran tersebut. materi perubahan fisika kimia umumnya hanya diberikan oleh guru melalui metode pencarian literatur maupun pemberian contoh-contoh perubahan yang terjadi dalam bentuk gambar atau benda yang konkret. dengan metode pembelajaran berbasis riset, siswa akan lebih tertarik dan aktif dalam belajar, terlebih jika riset tersebut dapat menanggulangi permasalahan yang ada di sekitar mereka. pembuatan cokelat dilakukan sebagai contoh dari perubahan fisika yang dapat kembali ke bentuk semula. pembuatan bioplastik sebagai contoh dari perubahan kimia yang menghasilkan zat yang jenisnya baru dan tidak dapat kembali ke bentuk semula. dari pembelajaran riset yang telah dilakukan oleh siswa, dilakukan evaluasi efektivitas pembelajaran melalui pengisian lembar evaluasi. industri 4.0 sebagai fase revolusi teknologi mengubah cara beraktifitas manusia dalam skala, ruang lingkup, transformasi dari pengalaman hidup sebelumnya. manusia bahkan akan hidup dalam ketidakpastian, oleh karena itu manusia harus memiliki kemampuan untuk memprediksi masa depan yang berubah sangat cepat. pembelajaran yang baik dapat mengatasi permasalahan tersebut di masa yang akan datang (yahya, 2018). perubahan dalam pembelajaran sesuai era 4.0 akan berdampak pada peran pendidikan khususnya peran pendidik. kondisi tersebut harus diatasi dengan menambah kompetensi pendidik yang mendukung eksplorasi dan penciptaan melalui pembelajaran mandiri (triyono, 2017). perubahan kurikulum mengakibatkan perubahan pada metode pembelajaran. kurikulum 2013 menekankan pada keterlibatan siswa untuk lebih aktif dalam proses pembelajaran. pembelajaran aktif dan berpusat pada siswa bertujuan untuk mendorong keterampilan siswa (istighfaroh, 2014). salah satu model pembelajaran yang mengajak siswa untuk berperan aktif selama proses pembelajaran dengan mengembangkan pengalaman-pengalaman siswa adalah experiential learning. model experiential learning ini melibatkan siswa secara langsung dalam masalah dan isu yang dipelajari. belajar menurut model experiential learning merupakan proses penciptaan 12 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pengetahuan melalui perpaduan antara mendapatkan pengalaman dan mentransformasi pengalaman (nurhasanah, et al, 2017). experiential learning dibagi menjadi empat tahapan, yakni: tahapan pengalaman nyata, observasi, konseptualisasi, dan implementasi. tahapan tersebut dimulai dengan percobaan, kemudian mengobservasinya. dalam tahap observasi, siswa berusaha untuk memahami apa yang terjadi di dalamnya. observasi ini menjadi dasar konseptualisasi atau proses pemahaman prinsip-prinsip yang mendasari pengalaman serta perkiraan kemungkinan aplikasinya dalam kehidupan sehari-hari (aprilia, 2015). metode pembelajaran materi perubahan fisika kimia bersifat abstrak bagi siswa. oleh karena itu, penulis membuat ide strategi pembelajaran yang berbasis riset. selain menyenangkan, siswa dapat lebih memahami materi dengan melakukan dan melihat sendiri proses yang terjadi di dalamnya. kegiatan awal yang dilakukan adalah guru melakukan apersepsi dengan salam, berdoa, dan menanyakan kabar siswa, mengabsen dan menjelaskan tujuan dan langkah yang akan dilaksanakan. kegiatan pembelajaran dilakukan selama 7 jp. dua jp pertama digunakan untuk melaksanakan pembuatan cokelat, 2 jp selanjutnya untuk kegiatan pembuatan bioplastik, 2 jp selanjutnya untuk evaluasi pembelajaran dan pembuatan produk dari bioplastik, serta 1 jp terakhir untuk tes tertulis. siswa yang melakukan evaluasi pembelajaran adalah kelas vii imam ibnu majjah smp al azhar syifa budi solo tahun pelajaran 2018/2019 yang berjumlah 27 orang. namun, dalam kegiatan evaluasi 1 siswa tidak masuk karena sakit sehingga siswa yang melaksanakan evaluasi hanya 26 siswa. kelas dibagi menjadi 5 kelompok, setiap kelompok membawa peralatan masing-masing yang diperlukan untuk pembuatan cokelat dan bioplastik. siswa melaksanakan pembelajaran sesuai dengan arahan guru, terutama untuk komposisi bahan dasar pembuatan bioplastik. kegiatan terakhir adalah penutup. guru dan siswa mengevaluasi dan menyimpulkan materi bersama-sama dan menutup pembelajaran. pembelajaran dari awal sampai akhir dilakukan sesuai dengan prosedur dan rencana pelaksanaan pembelajaran. 13 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm hasil dan pembahasan pembelajaran materi perubahan fisika kimia umumnya hanya berupa pencarian literatur atau memperlihatkan gambar maupun contoh dari benda yang mengalami perubahan fisika dan kimia. pembelajaran yang hanya memperlihatkan hasil tanpa menunjukkan proses akan mengakibatkan siswa berpikir abstrak dan cenderung kurang memahami materi secara mendalam. mengajak siswa untuk melakukan kegiatan yang menunjukkan proses perubahan fisika kimia yang terjadi di dalamnya akan membuat siswa lebih memahami materi tersebut. pembuatan cokelat merupakan materi untuk perubahan fisika dan bioplastik untuk perubahan kimia. siswa dapat mengetahui secara langsung proses yang terjadi di dalamnya sehingga siswa dapat menarik kesimpulan tentang perbedaan perubahan fisika kimia dengan tepat. selain siswa dapat terlibat aktif, pembelajaran ini menyenangkan karena setelah cokelat selesai mereka buat, siswa dapat memakannya bersama-sama. selain itu, pembuatan bioplastik merupakan langkah awal pembelajaran siswa untuk dapat mengatasi kerusakan lingkungan dengan menciptakan bioplastik yang ramah lingkungan, dapat terurai di alam, dan tidak menyumbangkan permasalahan lingkungan. hasil evaluasi pembuatan cokelat menunjukkan 8 siswa merasa sangat senang dan 18 siswa merasa senang dengan pembelajaran dengan metode tersebut. alasan mereka bermacam-macam mulai dari seru, lucu, bisa mencoba hal yang baru, dan bisa makan cokelat. untuk kesulitan yang mereka alami seperti panci atau cokelat yang gosong, panci yang bukan teflon, dan kurangnya bahan dapat mereka atasi dengan cara mengulangi kembali pembuatan cokelat, 14 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm menggunakan panci stainless dan di bawahnya diberi air agar tidak terlalu panas, serta meminta bahan pada kelompok yang lain bagi kelompok yang kekurangan bahan. cokelat yang mereka hasilkan jumlahnya bervariasi mulai dari 2 hingga 40 buah cokelat menyesuaikan besarnya cetakan dan bahan yang mereka bawa. untuk melatih jiwa kewirausahaan tergantung pada jumlah cokelat yang dihasilkan. bagi kelompok yang menghasilkan sedikit cokelat, mereka cenderung tidak berminat untuk menjualnya karena lebih memilih dimakan sendiri karena rasanya enak. perubahan fisika yang terjadi pada pembuatan cokelat adalah ketika dipanaskan cokelat akan meleleh dan terjadi perubahan dari wujud padat ke cair, kemudian setelah cokelat dimasukkan ke dalam cetakan dan didinginkan dalam lemari es maka cokelat akan kembali membeku dan terjadi perubahan wujud dari cair menjadi padat. pembuatan cokelat dapat membuktikan bahwa perubahan fisika tidak menghasilkan zat yang jenisnya baru dan dapat kembali ke wujud asal. sebanyak 25 siswa mampu menjelaskan dan menyimpulkan proses perubahan fisika yang terjadi pada pembuatan cokelat, hanya 1 siswa yang belum dapat menjelaskan proses tersebut dengan baik. evaluasi pada pembuatan bioplastik menunjukkan seluruh siswa mampu menyebutkan bahan-bahan yang dipakai untuk pembuatan bioplastik sehingga diharapkan siswa dapat mengembangkan bioplastik di kemudian hari sehingga mampu menjadi problem solver untuk permasalahan lingkungan. dari bahan-bahan yang telah disediakan dan melalui proses pemanasan, siswa dapat mengetahui bahwa ciri-ciri perubahan kimia adalah terjadi reaksi kimia, menghasilkan zat yang jenisnya baru, serta hasilnya tidak dapat kembali ke bentuk semula. seluruh siswa mampu menjelaskan dan menyimpulkan proses perubahan kimia yang terjadi pada pembuatan bioplastik dengan baik. dompet, tas, bunga, kantong plastik, wadah ringan, dan baju merupakan ide siswa yang mereka wujudkan ketika diminta untuk membuat produk dari bioplastik. tujuan dari pembuatan produk dari bioplastik adalah agar siswa mampu mengembangkan bakat, imajinasi, daya cipta, dan kreativitas mereka. alat penilaian tes adalah tes atau soal yang harus diselesaikan oleh siswa secara tertulis. tes tertulis berbentuk pilihan ganda dan uraian. soal bentuk pilihan ganda diberi skor 1 (satu) untuk setiap butir jawaban yang benar dan 0 (nol) untuk jawaban yang salah. soal bentuk uraian diberi skor 4 untuk jawaban yang benar. data hasil analisis pencapaian tes tertulis, dapat ditunjukkan hasilnya pada tabel 1. 15 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 10-15 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm tabel 1. hasil analisis pencapaian tes tertulis no aspek angka pencapaian teknik pengukuran 1 rata-rata 80,44 diukur melalui tes tertulis 2 3 4 ketuntasan nilai tertinggi nilai terendah 70,37 % 100 36 pembelajaran materi perubahan fisika kimia melalui pembuatan cokelat dan bioplastik dapat ditunjukkan dengan hasil sebagai berikut: total keseluruhan siswa adalah 27 siswa, ratarata kelas 80,44, ketuntasan siswa yang mencapai kkm 75 yaitu sebesar 70,37 % atau sejumlah 19 siswa. sedangkan nilai tertinggi yang mampu diraih siswa adalah nilai sempurna 100 dan nilai terendah mendapat nilai 36. kesimpulan dan saran berdasarkan pembelajaran yang telah dilakukan dapat disimpulkan bahwa: pembuatan cokelat dan bioplastik efektif untuk pemahaman materi perubahan fisika kimia. dari 26 siswa yang diuji, hanya 1 siswa yang kurang memahami materi pembelajaran. berdasarkan hasil karya ilmiah dan simpulan di atas maka penulis menyarankan kepada rekan guru diharapkan dapat merancang metode pembelajaran lainnya yang dapat membantu pemahaman siswa dalam materi pelajaran, selain itu juga dalam rangka menciptakan pembelajaran yang aktif, kreatif, efektif, dan menyenangkan. daftar pustaka aprilia, s. (2015). penerapan pembelajaran experiental learning untuk meningkatkan kualitas pembelajaran ipa kelas v sekolah dasar. premiere educandum, volume 5, nomor 1, juni 2015, 20-33. istigfaroh, z. (2014). pelaksanaan model pembelajaran experiental learning di pendidikan dasar sekolah alam anak prima yogyakarta. artikel jurnal. nurhasanah, s., malik. a., mulhayatiah, d. (2017). penerapan model experiential learning untuk meningkatkan keterampilan berpikir kritis siswa. jurnal wahana pendidikan fisika. vol. 2 no. 2: 58-62. triyono, m.b. (2017, oktober). tantangan revolusi industri ke 4 (i4.0) bagi pendidikan vokasi. in seminar nasional vokasi dan teknologi. issn cetak: 2541-2361. yahya, m. (2018). era industri 4.0: tantangan dan peluang perkembangan pendidikan kejuruan indonesia. pidato sidang senat terbuka luar biasa senat universitas negeri makasar. 26 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm perancangan multimedia pembelajaran mesin mobil menggunakan software adobe flash untuk siswa sekolah menengah kejuruan masriadi program studi sistem informasi, universitas putra indonesia “yptk” padang email: masriadi@upiyptk.ac.id abstrak perancangan aplikasi media pembelajaran interaktif pengenalan tentang mesin mobil ini dapat mempermudah setiap kali melakukan proses belajar dan mengajar berlangsung serta dapat menyimpulkan materi tentang mesin mobil secara mudah dan tepat. multimedia pembelajaran ini merupakan suatu sarana komunikasi yang berupa gabungan dari text, gambar, animasi, video dan audio dan kami mengemasnya dalam bentuk multimedia. dengan adanya aplikasi media pembelajaran interaktif pengenalan tentang mesin mobil ini diharapkan dapat meningkatkan pengetahuan siswa terhadap mesin mobil lebih dalam, baik dari segi pemahamannya dan implementasinya, dikalangan dunia pendidikan selalu membutuhkan sistem untuk membantu kinerja guru dalam penyampaian materi saat proses belajar dan mengajar. selain memberikan media pembelajaran, aplikasi ini juga memberikan quis seputar tentang mesin mobil untuk memicu daya ingat dari materi yang ditampilkan aplikasi. kata kunci : adobe flash, mesin mobil, multimedia pembelajaran, designing car engines interactive multimedia using adobe flash for senior high school student abstract the design of interactive learning media applications the introduction of car engines can make it easier every time the process of learning and teaching takes place and can deduce material about the engine of the car easily and precisely. this learning multimedia system is a means of communication in the form of a combination of text, images, animation, video and audio and we package it in multimedia form. with the application of interactive learning media the introduction of this car engine is expected to increase students' knowledge of car engines deeper, both in terms of understanding and implementation, among the world of education always need a system to help the performance of teachers in delivering material during the learning and teaching process. in addition to providing learning media, this application also provides quiz about the car engine to trigger memory of the material displayed on the application. keywords : adobe flash, car engines, multimedia pendahuluan dengan pesatnya perkembangan teknologi komunikasi dan informasi telah mengubah model dan pola pembelajaran pada dunia pendidikan. terutama perkembangan teknologi dalam proses pengajaran dan pembelajaran dengan menggunakan alat bantu komputer. perkembangan teknologi menghasilkan begitu banyak manfaat bagi kehidupan sehari-hari terutama didunia pendidikan. seperti pemanfaat komputer sebagai media alternative pembelajaran. dengan adanya aplikasi media pembelajaran interaktif pengenalan tentang mesin mobil ini diharapkan dapat meningkatkan pengetahuan siswa terhadap mesin mobil lebih dalam, baik dari segi mailto:masriadi@upiyptk.ac.id 27 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pemahamannya dan implementasinya, dikalangan dunia pendidikan selalu membutuhkan sistem untuk membantu kinerja guru dalam penyampaian materi saat proses belajar dan mengajar. perancangan aplikasi media pembelajaran interaktif pengenalan tentang mesin mobil ini dapat mempermudah setiap kali melakukan proses belajar dan mengajar berlangsung serta dapat menyimpulkan materi tentang mesin mobil secara mudah dan tepat. kurangnya minat siswa dan siswi di smkn 2 painan pesisir selatan untuk membaca buku dan mendengarkan dan mmeperhatikan guru dalam penyampaian materi saat proses belajar mengajar berlangsung, karna masih bersifat manual. sistem manual dalam penyampaian materi membuat kejenuhan terhadap siswa dalam proses belajar dan mengajar yang sedang berlangsung. sehingga kami membuat aplikasi multimedia tetang mesin mobil ini agar menjadikannya daya tarik tersendiri bagi siswa dan siswi di smkn 2 painan pesisir selatan dalam proses belajar dan mengajar yang sedang berlangsung. sistem multimedia pembelajaran ini merupakan suatu sarana komunikasi yang berupa gabungan dari text, gambar, animasi, video dan audio dan kami mengemasnya dalam bentuk multimedia.multimedia dimana pengguna/pemakai dapat berinteraksi dengan komponen-komponen dalam multimedia tersebut dinamakan interactive multimedia, contoh : media pembelajaran, dan lain lain. multimedia menggunakan komputer untuk menyajikan gabungan text, gambar, video, dan audio. multimedia banyak dimanfaatkan di berbagai macam bidang seperti : hiburan (animasi), game (trailer game), pendidikan (media pengajaran), dan lainlain. metode metode penelitian yang digunakan adalah 1) penelitian lapangan (field research), 2) penelitian kepustakaan (library research), dan 3) penelitian laboratorium (laboratory research). penelitian lapangan dilakukan dengan cara meninjau langsung objek yang diteliti agar tercapainya tujuan dan hasil yang maksimal. penelitian kepustakaan dilakukan dengan mempelajari buku-buku, literatur-literatur dan sumber bacaan lainya yang erat hubungannya dengan penelitian yang dilakukan. sementara penelitian laboratorium (laboratory research) dilakukan dalam keadaan tidak alamiah (di tempat-tempat khusus yang memungkinkan faktor-faktor tertentu dapat dikendalikan). kajian teoritis konsep multimedia pembelajaran multimedia beragam tergantung pada ruang lingkup aplikasi serta perkembangan teknologi multimedia itu sendiri. multimedia adalah pemanfaatan komputer untuk membuat dan 28 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm menggabungkan teks, grafik, audio, gambar bergerak (video dan animasi) dengan menggabungkan link dan tool yang memungkinkan pemakai melakukan navigasi, berinteraksi, berkreasi, dan berkomunikasi (inung diah kurniawati dan sekreningsih nita, 2018). multimedia terdiri dari dua kata “multi” artinya banyak, dan “media” sesuatu yang dipakai untuk meyampaikan atau membawakan sesuatu.media dalam amerika yaitu alat untuk mendistribusikan dan mempresentasikan informasi. multimedia dapat diartikan sebagai penggunaan beberapa media yang berbeda untuk menggabungkan dan menyampaikan infromasi dalam bentuk teks, audio, animasi, dan video (muhammad iqbal hanafri, dkk, 2017). kata media berasal dari bahasa latin medius yang secara harfiah berarti “tengah”, ”perantara”, atau “pengantar”. dalam bahasa arab, media adalah “perantara atau pengantar pesan dari pengirim kepada penerima pesan”. media pembelajaran adalah hubungan komunikasi interaksi akan berjalan lancar dan tercapainya hasil yang maksimal, apabila menggunakan alat bantu yang disebut media komunikasi. pengertian komunikasi, media adalah alat yang memindahkan informasi (pesan) dari sumber ke penerima. (muhammad iqbal hanafri, dkk. 2017) adobe flash adobe flash adalah software yang dirilis oleh perusahaan amerika serikat, yaitu adobe system incorporated. adobe flash, merupakan salah satu software yang mampu mengerjakan hal-hal yang berkaitan dengan multimedia. kinerja flash dapat juga dikombinasikan dengan program program lain, flash dapat diaplikasikan untuk pembuatan animasi kartun, animasi interaktif, efek-efek animasi, banner iklan, website, game, presentasi, dan sebagainya. adobe flash menawarkan beberapa pembaruan yang lengkap dengan penawaran penggunaan lebih menyenangkan. fasilitas seperti 3d effects atau transformations dapat digunakan untuk membuat efek-efek animasi 3 dimensi yang menarik. adobe flash menyediakan sebuah bahasa scripting untuk menghasilkan aplikasi-aplikasi dari yang sederhana hingga yang rumit. bahasa scripting dalam flash disebut actionscript. dengan actionscript dapat mempermudah pembangunan suatu aplikasi atau sebuah animasi yang memakan banyak frame dan mengontrolnya. actionscript juga dapat digunakan dalam pembuatan game di flash. adobe flash adalah salah satu perangkat lunak komputer yang merupakan produk unggulan adobe system. adobe flash digunakan untuk membuat gambar vector maupun animasi gambar (sri rezeki, 2018). hasil dan pembahasan berdasarkan penelitian yang telah dilakukan, diperoleh gambaran terhadap sistem yang sedang berjalan. adapun sistem pembelajaran pada smk n 2 painan yang sedang berjalan saat 29 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm ini masih menggunakan media pendukung pembelajaran yang lumrah digunakan yaitu berupa buku paket dan lks atau modul dalam kegiatan belajar mengajar. media buku atau lks memang dapat membantu guru dalam menyampaikan materi pembelajaran. namun hal tersebut memiliki kekurangan, yang mana materi yang disampaikan di dalam buku paket dapat dikatakan belum maksimal. pada sistem yang baru ini, dirancang agar dapat mempermudah guru dalam penyampaian materi dan mempermudah siswa dalam memahami materi sehingga dapat meningkatkan minat dan prestasi belajar siswa. aplikasi yang dibuat diharapkan dapat membantu melengkapi sistem yang sedang berjalan atau media pembelajaran yang digunakan sebelumnya. aplikasi ini dirancang menggunakan alat bantu berupa uml (unified modelling language) agar mempermudah memindahkan konsep sistem yang dirancang ke dalam bentuk program, dimana perancangan nya digambarkan dalam bentuk diagram-diagram berikut: use case diagram use case diagram digunakan untuk menggambarkan kegiatan-kegiatan yang terdapat dalam sebuah sistem dalam menghubungkan interaksi antara aktor dengan sebuah sistem. adpun use case digram nya terdapat pada gambar 1. berikut ini : gambar 1. use case diagram activity diagram activity diagram menggambarkan berbagai alur aktivitas dalam system yang sedang dirancang. activity diagram guru activity diagram guru ialah kegiatan guru dalam menggunakan media pembelajaran yang digambarkan seperti pada gambar 2. 30 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm gambar 2. activity diagram guru activity diagram siswa activity diagram siswa menggambarkan segala aktivitas yang bisa dilakukan terhadap sistem yang dimulai dengan beberapa konten terhadap menu pilihan yang ada digambarkan seperti pada gambar 3. gambar 3. activity diagram siswa implementasi dan pengujian implementasi sistem merupakan tahap meletakkan sistem dimana sistem tersebut siap untuk dioperasikan, serta dimana sistem tersebut sudah di analisa dan di rancang secara rinci dengan teknologi yang sudah dipilih dan diseleksi. pada tahap pengujian sistem ini dilakukan 31 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm bertujuan untuk mengetahui sejauh mana sistem yang dirancang dapat mengatasi masalah yang terdapat pada smk n 1 painan. halaman login halaman yang digunakan oleh user untuk dapat mengakses aplikasi media pembelajaran seperti pada gambar 4 berikut ini: gambar 4. halaman login halaman beranda halaman yang akan tampil setelah user melakukan login, seperti pada gambar 5 berikut ini: gambar 5. halaman beranda 32 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm halaman menu utama pada tampilan menu utama ini user akan melihat menu yang tersedia pada aplikasi seperti pada gambar 6. gambar 6. halaman menu utama halaman materi pada tampilan materi ini user akan melihat materi pengenalan tentang komponenkomponen mesin mobil yang akan disajikan oleh aplikasi, seperti pada gambar 7 berikut ini: gambar 7. halaman materi halaman isi materi sistem pendingin pada tampilan isi materi sistem pendingin ini user akan melihat penjelasan tentang sistem pendingin pada mesin mobil, seperti pada gambar 8. 33 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm gambar 8. halaman isi materi sistem pendingin halaman isi materi mesin mobil pada tampilan isi materi mesin mobil ini user akan melihat penjelasan tentang mesin mobil, seperti pada gambar 9. gambar 9. halaman isi materi mesin mobil halaman video pemasangan mesin mobil pada tampilan menu video ini user akan melihat video pemasangan komponen-komponen mesin mobil, seperti pada gambar 10. 34 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm gambar 10. halaman video pemasangan mesin mobil halaman quis pada tampilan ini akan muncul pertanyaan seputar komponen-komponen mesin mobil yang akan dijawab, seperti pada gambar 11. gambar 11. halaman quis kesimpulan dan saran penelitian ini telah berhasil merancang suatu aplikasi atau multimedia pembelajaran tentang mesin mobil berbasis multimedia dengan menggunakan adobe flash. aplikasi ini dapat digunakan sebagai bahan untuk memperkenalkan komponen-komponen yang terdapat pada mesin mobil. guru dimudahkan dalam penyampaian materi secara komputerisasi, karena aplikasi ini diakses secara offline dan tidak memerlukan koneksi internet untuk mengakses konten aplikasi. selain memberikan media pembelajaran, aplikasi ini juga memberikan quis seputar tentang mesin mobil untuk memicu daya ingat dari materi yang ditampilkan aplikasi. 35 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 16-25 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm penggunaan aplikasi ini hanya bisa dilakukan dalam pc dan laptop, untuk kedepannya mungkin harus ada pengembangan yang membuat aplikasi ini berbasis android sehingga mempermudah siswa dalam proses belajar dan mengajar. aplikasi ini agar dapat dikembangkan lebih lanjut dengan tampilan interface yang lebih atraktif dan lebih menarik. daftar pustaka a.s., rossa shalahuddin m. 2015. rekayasa perangkat lunak terstruktur dan berorientasi objek. bandung : informatika andi. 2015. kupas tuntas adobe flash pro. yogyakarta : madiun, madcoms. sarosa, samiaji. 2017. metodologi pengembangan sistem informasi. jakarta : indeks. kristanto, a. 2018. perancangan sistem informasi dan aplikasinya . yogyakarta : gava media. hanafri iqbal, muhammad, dkk. 2017. aplikasi pembelajaran interaktif pengenalan profesi berbasis multimedia menggunakan adobe flash cs6. vol 7, no 2, isssn : 2088 – 1762 hidayah, sofiyatul, dkk. 2017. penggunaan media pembelajaran interaktif dengan aplikasi adobe flash cs6 untuk meningkat motivasi belajar pada kompetensi dasar menganalisis peran, fungsi dan manfaat pajak (studi kasus siswa kelas xi ips 1 man 1 jember semester genap tahunajaran 2016/2017). vol 11, no 1, isssn : 1907-9990 rezeki, sri. 2018. pemanfaatan adobe flash cs6 berbasis problem based learningpada materi fungsi komposisi dan fungsi invers. vol 2, no 4, isssn : 2614-6754 rahmawati, sri. 2016. penerapan game education untuk meningkatkan daya ingat belajar pada anak usia dini. vol 6, no 2, isssn : 2301-4474 sofyan abdul, asep, dkk. 2016. aplikasi media informasi sekolah berbasis sms gateway dengan metode sdlc (system development life cycle). vol 6, no 2, isssn : 2088 – 1762 wibowo hadi, eko . 2015. flashbook tips dan trik. yogyakarta : andi. indonesian journal of instructional media and model volume 5, issue 1 (2023), pp. 39-57 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 39 academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy syamsuar1*, zelhendri zen2, reflianto3 1 department of sport education, universitas negeri padang, padang, indonesia 2 department of educational technology, universitas negeri padang, padang, indonesia 3 department of management, universitas sumatera barat, pariaman, indonesia e-mail: 1syamsuar.unp@fik.unp.ac.id* article history: received: april 2, 2023; accepted: may 27, 2023; published: may 31, 2023 abstract the research aimed to examine the utilization of flipped classrooms employing the teaching game of understanding (tgfu) strategy in sports teaching to enhance both the academic and social engagement of students in improving their physical fitness specifically in volleyball. this study utilized experimental-quantitative research approach with survey methods. the sample consisted of 40 eleventh-grade students from state senior high school of 1 pariaman. data pertaining to students' academic and social engagement were collected through questionnaires utilizing a 5-point likert scale, while physical fitness data were obtained using the indonesian physical fitness test. the data analysis employed multiple linear regression tests. the research findings indicated that the implementation of flipped classrooms with the tgfu strategy significantly influenced students' physical fitness by enhancing their socialization skills, personality traits, self-control, and academic engagement. furthermore, academic engagement demonstrated a significant correlation with physical fitness across the puc, tir, evn, and lmr groups. sports educators can effectively employ the teaching game of understanding model to enhance the physical fitness of volleyball learners. keywords: flipped classroom, cognitive and social engagement, physical fitness, teaching game for understanding copyright © 2023 the author(s) this is an open-access article under the cc by-sa license. introduction the flipped classroom learning model was developed to support athletes in their training endeavors both within and outside of the school environment. this model is utilized to encourage students to engage in physical exercises across various sports activities that have been taught. by implementing the flipped classroom model in conjunction with the teaching games for understanding (tgfu) strategy, students are provided with ample time to practice not only during school hours but also during their leisure time, allowing them to incorporate physical activities into their daily routines (bergmann & sams, 2012). the implementation of the flipped classroom model, guided by a specially designed textbook on physical movement, aims to enhance athletes' physical fitness. based on (scagnoli, 2012), the flipped classroom is described as a pedagogical model in which the learning process initiates by assigning tasks and exercises to students to be completed at home, prior to utilizing various instructional media. these media encompass manual http://journal.univetbantara.ac.id/index.php/ijimm mailto:syamsuar.unp@fik.unp.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 40 resources, handouts, audiovisual materials, videos, and other printed media. it is expected that students actively engage in learning at home or in any location where they can carry out the assigned readings and exercises, as instructed by their teacher, before engaging in classroom discussions. additionally, bariham (2022) revealed that teachers may employ information technology, such as the internet, to deliver course content through online platforms such as online video, whatsapp, youtube, v-class, google classroom, smart class, and other similar mediums. learning materials such as instructional books, handouts, audiovisual resources, printed media, whatsapp, and google classroom serve as tools employed to facilitate students' access to course materials beyond the confines of the classroom. this approach primarily focuses on engaging students in tasks, exercises, and discussions (moorhouse & wong, 2022). in essence, the flipped classroom learning model diverges from the traditional model by encouraging students to learn the material outside of class and engage in problem-solving discussions during class time. conversely, in the traditional classroom setting, students acquire knowledge during class and engage in discussions through assigned homework outside of class. the term "flipped classroom" has subsequently gained widespread acceptance, particularly with the utilization of digital recordings as instructional materials, allowing students to learn irrespective of their physical location (gross et al., 2015). the flipped classroom learning model is an instructional approach that facilitates learnercentered education. it enables students to independently review course content and grasp the material through group discussions, either online via platforms like whatsapp or through faceto-face meetings outside of the classroom. these discussions are held prior to the scheduled classroom session, where the assigned topics are presented and further deliberated upon. this approach ensures that students gain a preliminary understanding of the subject matter before engaging in classroom discussions with their peers. the flipped classroom model provides students with additional opportunities to interact with both their classmates and instructors during in-class learning discussions, fostering collaborative learning experiences. as a result, the classroom environment becomes more dynamic and engaging, with teachers actively participating in the learning process and allocating sufficient time to each student for sharing information pertaining to the previously studied material outside of the classroom (reyna, 2015). the implementation of the flipped classroom model can be conducted by an educator who intends to explore the instructional design element. the efficacy of the flipped classroom model with the tgfu strategy heavily relies on students' inclination to engage in learning activities outside the classroom and their preparedness to actively participate and discuss during class sessions (howey & hewett, 2015). this aspect may be deemed as the foremost factor to contemplate when adopting the flipped classroom model. in the realm of sports education, the active involvemnt of students holds greater significance. the proactive engagement of students in physical exercises necessitates the presence of an instructor who can assume a pivotal role in enhancing the level of active learning and comprehension of theoretical concepts, as well as the direct application of physical movements in sports activities (larson, 2000). consequently, the inquiry arises: how can a sports instructor effectively cultivate and foster the positive advancement of students' academic and social engagement to encourage their heightened participation in sports training, both within the confines of the classroom and beyond? one solution is to apply the flipped classroom method with the tgfu strategy for sport education. sport serves as a means to impart life lessons to children. a practical approach to fostering active student engagement in various activities, enabling active learning in academic pursuits and active participation in social interactions. this methodology aims to establish a self-directed learning model, wherein students enhance their learning capabilities through group or individual https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 41 training. concurrently, students can develop their social cognition and improve the learning environment both inside and outside the classroom, without requiring constant supervision from their teachers (siedentop et al., 2019; reflianto & makki, 2021). the development of the physical education training program is a crucial aspect of the training itself. among the top priorities for the new class of instructors is the creation of a flipped classroom model with the tgfu strategy, aimed at enhancing student learning beyond traditional classroom boundaries through the utilization of diverse instructional media, both online and offline. when constructing this model, it is essential to cultivate students' awareness and active involvement in the learning process and sports practice. encouraging active participation among students can be achieved by boosting their engagement in each academic activity and fostering their interaction with peers in both classroom and extracurricular sports science settings (østerlie, 2018). according to zhu et al. (2020), the development of instructional design plays a crucial role in addressing various challenges encountered during each class session. in the process of designing the exercise, it is necessary to enhance academic engagement and social interaction. teachers should develop a training program comprising various media tools, such as videos, youtube, and accessible moocs, to enable students to learn independently or in groups. in this study's design, exercises were designed to promote the development of both academic skills and social skills. academic engagement is considered a variable in educational psychology. students engage in academic activities within the school setting, and academic engagement is regarded as a learning model developed by behaviorist scholars, namely skinner and wellborn and subsequently expanded upon by connell as academic engagement and achievement (fan, 2023). according to this model, academic engagement is viewed as the outcome of a process in which the school provides a social environment that fosters students' feelings of competence, autonomy, and independent learning abilities (wang, degol, et al., 2019). academic engagement is characterized by behavioral and emotional aspects that motivate individuals to take action. behavioral engagement is assessed through indicators such as effort, intensity, absorption, as well as the emotional interests of students (boekaerts, 2016). the academic engagement of students is perceived as a fundamental aspect of their participation, which is conceptualized as the outcome of a combination of intention and the integration of academic and social success. this concept is based on the educational model employed in schools. perkmann et al. (2021), which has proven to be a significant variable in research on student retention and protective factors against undesirable student behaviors aimed at enhancing their academic engagement (kim et al., 2019). at the individual level, academic engagement encompasses students' involvement in their study-related activities, demonstrated through their effort, motivation, and interest in completing assigned tasks outside of the classroom. consequently, academic engagement is typically evaluated through key indicators that assess students' consistency in learning and their willingness to undertake assigned learning tasks prior to class commencement (konold et al., 2018). the introduction of research on students' academic engagement was pioneered by balwant (2018) in light of their findings regarding student engagement and fatigue in the academic environment. zahoor (2018) view academic engagement as a state characterized by positive jobrelated conditions and mental satisfaction, manifested through vigor, dedication, and absorption. pirrioni (2018) vigor denotes an individual's energy investment in learning, while dedication pertains to their learning-driven orientation. peñalver et al. (2019) presented a study that examined three dimensions of academic engagement proposed by schaufeli, specifically their connection to students' academic and psychological adjustment. these dimensions encompass participatory behavior, enthusiasm, and dedication. https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 42 the research conducted by skinner et al. (2016) focuses on measuring the level of satisfaction among students who participate in academic activities, which is considered as academic engagement. schaufeli's study on peer involvement is a component of measuring academic engagement, examining students' behavior and academic achievements. the relationship between students' passion and their excessive involvement in academic activities can be understood through various factors, including active participation in learning, enthusiasm, dedication, and fatigue considerations, all of which influence students' engagement in the academic learning process. in the flipped classroom learning model with the tgfu strategy, academic engagement serves as an indicator that can be evaluated through the effectiveness of this model in fostering active and participatory learning among students in various academic activities, including their social involvement within learning groups. social engagement refers to the maintenance of social relationships and students' participation in social activities (zhang et al., 2018). recent studies have indicated that parents who are socially involved tend to contribute to higher levels of cognitive functioning in students reynolds and chiu (2016) when compared to learning approaches that exclude parental involvement in students' social engagement. however, the extent to which social engagement can influence cognitive function remains an area that requires further investigation. in the existing body of literature, there have been no specific studies investigating the potential correlation between academic engagement and social engagement in relation to learning outcomes. similarly, there is a lack of research exploring the relationship between these variables and the improvement of students' physical fitness within the context of sports. thus, this study aims to examine the association between academic engagement and social engagement and their impact on the physical fitness achievement of eleventh-grade students at state senior high school 1 pariaman. methods research design this research employs an experimental quantitative methodology utilizing a survey design. as per creswell's assertion, an experimental quantitative study aims to examine the hypothesized relationships among variables (creswell w, 2014). the hypotheses in this study will be subject to empirical verification. the study posits a robust association between the variables, namely academic engagement, social engagement, and physical fitness achievement. academic engagement is measured through the puc, tir, evn, and lmr groups. research samples the sample consisted of 40 eleventh-grade students from state senior high school of 1 pariaman. they are divided into four group of puc, tir, evn, and lmr. puc refers to students in the eleventh grade, aged between 15 and 17 years old. they originate from the kampung baru district, which is in close proximity to the school where they reside. within the classroom setting, puc is categorized as having exceptional academic performance. according to teachers' reports, puc does not stand out in class and tends to display indifference. when visited by teachers, puc becomes reserved and appears shy. in their daily lives, puc is perceived as carefree students, but they do not exhibit diligence in their studies and show less enthusiasm towards their homework. puc is considered enjoyable and cooperative by their peers; however, they dislike being reprimanded by friends. teachers, on the other hand, tend to view puc as less agreeable and receive less attention from them tir is a class of eleven students aged 15 and 17 years old, originating from a village situated approximately 10 km away from the school. tir exhibits average academic performance. in their https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 43 daily activities, the children of tir tend to be reclusive and taciturn. tir is not particularly enthusiastic about the assignments given by the teacher in the classroom, although they enjoy collaborating with their friends. tir appreciates it when their classmates offer admonishment during class. from tir's perspective, the teacher in the classroom should be more attentive, despite frequently exercising control and enforcing disciplinary measures. regarding tasks, tir is not lazy, although they often feel despair when assigned with assignments. as a result, tir feels obligated when no homework is given. evn, a group of eleventh-grade students aged between 15 and 17, hails from the district of padusunan. these students in the evn class can be characterized as somewhat reserved and possess typical achievements. during lessons, evn students prefer to collaborate with their peers. they eagerly engage in tasks that pique their interest, but display less enthusiasm when faced with less appealing assignments. evn students are unperturbed by friendly admonishments while studying. according to evn, the teacher in the classroom is an influential figure, but their teaching style often becomes monotonous, resulting in a lack of motivation to attend class. evn doesn't feel obligated when given homework; however, they occasionally feel frustrated when teachers assign tasks that they struggle to comprehend and are unable to complete. lmr is a student in the eleventh grade, aged 15-17 years, originating from villages located within a 5 km radius of the school. in terms of academic performance, lmr is included in the category of student achievement. during class, lmr tends to be reserved. however, despite being taciturn, lmr enjoys collaborating with classmates. lmr also appreciates having homework but tends to feel lazy when doing it alone. lmr dislikes individual tasks assigned in class, as they are often unpopular. lmr perceives the teacher as someone who lacks empathy for students due to an excessive workload and a reliance on rote learning, leading to students feeling embarrassed and punished. moreover, during lessons, many students experience drowsiness. research instruments the research utilized a questionnaire to measure student engagement and social engagement. the student engagement in schools questionnaire (sesq), developed by hart et al. (2011), was employed to gather data on student engagement, using a likert scale ranging from one to five (e.g., one representing "never" and five representing "always"). the responses from students were categorized into three groups based on the percentage of high, medium, and low engagement levels. the social engagement construct comprised three sub-variables: socialization ability, personal communication ability, and self-control in cooperation with others, as identified by barak et al. (2016). in terms of academic achievement, data pertaining to students' physical fitness was collected through the indonesian physical fitness test (ipft), which encompassed indicators such as the 40-meter sprint, standing long jump, 30-second situps on a gymnastic bench with forward bending, pull-ups on a lower target bar, and a 600-meter run. the analysis of the physical fitness level of the children was classified based on their age, as outlined in the study conducted by aminah et al. (2019). data collection the data collection in the field involved the utilization of questionnaires. the likert scale with a 5-point system was employed to measure academic and social engagement data. the assessment of students' physical fitness achievement was conducted through the indonesia physical fitness test. prior to distribution to the research participants, all questionnaires were required to undergo a validation and reliability process. according to creswell (2014), the validity of the test assesses the degree to which a measuring device accurately measures what https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 44 it intends to measure and demonstrates reliability. the measurement can be accomplished using the product moment, where an item is considered valid if it exceeds 0.30. reliability, on the other hand, is established if all questions posed to respondents are deemed trustworthy based on the cronbach alpha test. inference analysis employed linear multiple regression to ascertain the relationship between academic and social engagement and students' physical fitness achievement. results and discussion result 1. academic engagement the reporting of the implementation of the flipped classroom model with tgfu strategy to enhance students' academic engagement can be presented in the following manner: table 1. socialization proficiency of students within the flipped classroom model utilizing tgfu strategy. elements of socialization ability category mean level low (1.00-2.33) fair (2.34-3.66) high (3.67-5.0) puc 7 (17.5%) 24 (60.0%) 9 (22.5%) 3.61 fair tir 9 (22.5%) 10 (25.0%) 21 (52.5%) 3.75 high evn 11 (27.5%) 12 (30.0%) 17 (42.5%) 3.67 high lmr 12 (30.0%) 6 (15.0%) 22 (55.0%) 3.72 high average 3.69 high table 1 presented the results indicating that the academic engagement of eleventh-grade students is predominantly at a high level, with a score of 3.69. further analysis of the subvariables of academic ability reveals the following: in the first sub-variable (puc group), the score was 3.61, with 9 individuals (22.5%) falling into the high category, 24 individuals (60.0%) falling into the fair category, and 7 individuals (17.5%) falling into the low category. in the second subvariable (tir group), the score was 3.75, with 21 individuals (52.5%) falling into the high category, 10 individuals (25.0%) falling into the fair category, and 9 individuals (22.5%) falling into the low category. the third sub-variable (evn group) scored 3.67 in the high category, with 17 individuals (42.5%) falling into the high category, 12 individuals (30.0%) falling into the fair category, and 11 individuals (27.5%) falling into the low category. finally, the lmr group scored 3.72 in the high category, with 22 individuals (55.0%) falling into the high category, 6 individuals (15.0%) falling into the fair category, and 12 individuals (30.0%) falling into the low category. 2. social engagement strengthening social engagement among eleventh-grade students can be achieved through the implementation of the flipped classroom model combined with the tgfu strategy. the analysis of social engagement can be elucidated by considering four sub-variables, namely cooperation, friendliness, tolerance, and adaptability. the following provides explanations for each of these sub-variables: table 2. learners’ socialization ability in flipped classroom model with tgfu strategy elements of socialization ability category mean level low (1.00-2.33) fair (2.34-3.66) high (3.67-5.0) https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 45 cooperative 2 (5.0%) 21 (52.5%) 17 (42.5%) 3.41 fair friendly 4 (10.0%) 10 (25.0%) 26 (65.0%) 3.83 high tolerance 5 (12.5%) 7 (17.5%) 28 (70.0%) 3.95 high adaptive 8 (20.0%) 9 (22.5%) 23 (57.5%) 3.65 high average 3.7 high based on table 2 presented above, it can be observed that the socialization ability elements of eleventh-grade students are predominantly categorized as high, with a score of 37.0. further analysis of each sub-variable reveals the following: the cooperative skills, obtained a score of 3.41. within this category, 17 individuals (42.5%) fell into the high category, 21 individuals (52.5%) fell into the fair category, and 2 individuals (5.0%) fell into the low category. the friendly attitude achieved a score of 3.83, indicating a high level. among the respondents, 26 individuals (65.0%) were classified in the high category, 10 individuals (25.0%) in the fair category and 4 individuals (10.0%) in the low category. tolerance behavior attained a score of 3.95 at a high level. we observed that 28 individuals (70.0%) belonged to the high category, 7 individuals (17.5%) to the fair category, and 5 individuals (12.5%) to the low category. finally, the adaptive skills scored 3.65, also falling within the high level. within this category, 23 individuals (57.5%) were classified as high, 9 individuals (22.5%) as fair, and 8 individuals (20.0%) as low. regarding the variable of personal communication ability, we can find the detailed analysis results in the table below. table 3. learners’ communication ability in flipped classroom model with tgfu strategy elements of communication ability level mean level low (1.00-2.33) fair (2.34-3.66) high (3.67-5.0) communicative 5 (12.5%) 21 (52.5%) 14 (35,0) 3.21 fair sharing idea 3 (7.5%) 24 (60.0%) 13 (32.5%) 3.59 fair give comments 27 (67.5%) 9 (22.5%) 4 (10.0%) 2.15 law expression of opinion 6 (15.0%) 19 (47.5%) 15 (37.5%) 2.94 fair average 2.97 fair based on the analysis results, table 3 indicates that the communication ability elements of eleventh-grade students are categorized as fair, with a score of 2.97. the first sub-variable, communicative skills, achieved a score of 3.21, falling within the high category for 14 individuals (35.0%), the fair category for 21 individuals (52.5%), and the low category for 5 individuals (12.5%). the second sub-variable, sharing ideas, attained a score of 3.59, indicating a fair level. it consisted of 13 individuals (32.5%) in the high category, 24 individuals (60.0%) in the fair category, and 3 individuals (7.5%) in the low category. the third sub-variable, giving comments, scored 2.15, placing it in the lower level. this sub-variable included 4 individuals (10.0%) in the high category, 9 individuals (22.5%) in the fair category, and 27 individuals (67.5%) in the low category. lastly, the expression of opinion achieved a score of 2.94, falling within the fair level. it comprised 15 individuals (37.5%) in the high category, 19 individuals (47.5%) in the fair category, and 6 individuals (15.0%) in the low category. the self-control ability variable can be explained as follows, based on the analysis results: table 4. learners’ self-control in flipped classroom model with tgfu strategy elements of selfcontrol level mean level low fair high https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 46 (1.00-2.33) (2.34-3.66) (3.67-5.0) satisfaction 7 (17.5%) 19 (47.5%) 14 (35,0) 2.46 fair anxiety 21 (52.5%) 8 (20.0%) 11 (27.5%) 2.17 low emotional stability 7 (17.5%) 24 (60.0%) 9 (22,5%) 3.61 fair emotional intelligence 6 (15.0%) 20 (50.0%) 14 (35.0%) 3.10 fair average 2.84 fair based on the data presented in table 4, it can be observed that the self-control elements category among eleventh-grade students is rated as fair, with a score of 2.84. the breakdown for each sub-variable is as follows: the enjoyable aspect falls within the fair category, scoring 2.46. this comprises 14 individuals or 35.0% in the high category, 19 individuals or 47.5% in the fair category, and 7 individuals or 17.5% in the low category. the anxiety sub-variable, it scores 2.17, indicating a low level. this includes 11 individuals or 27.5% in the high category, 8 individuals or 20.0% in the fair category, and 21 individuals or 52.5% in the low category. regarding the third sub-variable, emotional stability, it is rated as 3.61, falling within the fair level. this consists of 9 individuals or 22.5% in the high category, 24 individuals or 60.0% in the fair category, and 7 individuals or 17.5% in the low category. finally, the emotional intelligence ability is rated at 3.10, indicating a fair level. this includes 14 individuals or 35.0% in the high category, 20 individuals or 50.0% in the fair category, and 6 individuals or 15.0% in the low category. 3. physical fitness the table below displays the final results of students' physical fitness achievement after implementing the flipped classroom model with tgfu strategy, focusing on enhancing academic and social engagement in volleyball learning within the sport education subject. the students' physical fitness achievement was assessed using the indonesian physical fitness test (ipft). table 5: student’s physical fitness after following sport education by using flipped classroom model with tgfu strategy elements of physical fitness stage min sd low (1-2.9) enough (3-3.9) good (4.0-5.0) running 40 meters 3 (7.5%) 7 (17.5%) 30 (75.0%) 3.91 0.77 pull up 9 (22.5%) 31 (77.5%) 3.84 0.71 sit up 30 seconds 4 (10.0%) 36 (90.0%) 4:25 0:57 vertical jump 4 (10.0%) 22 (55.0%) 14 (35.0%) 3:22 0.87 running 600 meters 3 (7.5%) 24 (60.0%) 13 (32.5%) 3:47 0.89 average 3.74 based on the data presented in table 5, it is evident that the physical fitness level of eleventh-grade students in the 40-meter running component was 3.91, with a standard deviation of 0.77. this consisted of 3 individuals (7.5%) classified in the lower stage, 7 individuals (17.5%) in the sufficient stage, and 30 individuals (75.0%) in the good stage. the average score for the pull-up component was 3.84, with a standard deviation of 0.71. out of the students, 9 https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 47 (22.5%) were classified as sufficient, while 31 (77.5%) were in the good stage. similarly, the situp component had an average score of 4.25, with a standard deviation of 0.57. among the participants, 5 individuals (10.0%) were classified as sufficient, while 36 individuals (90.0%) were in the good stage. the following component, the straight jump, had an average score of 3.22 and a standard deviation of 0.87. this study revealed that 4 individuals (10.0%) were in the lower stage, 22 individuals (55.0%) were classified as sufficient, and 14 individuals (35.0%) were in the good stage. lastly, for the 600-meter running component, the average score obtained was 3.47, with a standard deviation of 0.89. among the students, 3 individuals (7.5%) were in the lower stage, 24 individuals (60.0%) were classified as sufficient, and 13 individuals (32.5%) were in the good stage. the indicators of indonesia physical fitness test (ipft) of indonesia which was held on the eleventh-grade students to overall items measured values obtained as follows: table 6. students physical fitness after following sport education by using flipped classroom model with tgfu strategy no. indicators ipft value min tcr stage 1 running 40 meters 3.91 81.2 good 2 pull up 3.84 80.8 good 3 sit up 30 seconds 4:25 83.8 good 4 vertical jump 3:22 79.2 good 5 running 600 meters 3:47 79.5 good average score 3.74 76.9 good based on the data presented in table 6, it is indicated that the mean score of students' physical fitness attainment in the flipped classroom model with tgfu strategy for eleventhgrade students was 3.74, with a total class response (tcr) of 76.9%. this suggests that the physical fitness achievement of students in the flipped classroom, facilitated by an academic and social engagement model, reached a good level. 4. influence of academic and social engagement on physical fitness the relationship between students' academic and social engagement and their physical fitness achievement can be elucidated through the utilization of multiple linear regression tests, as presented in table 7 below. table 7. partial influence of students' academic and social engagement on physical fitness achievement https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 48 the formulation of multiple linear regressions obtained from the table above is as follows: y = -4.476 0.211x1 0.181x2 + 0.077x3 0.212x4 + 4.606x5 + 0.759x6 + 0.175x7. based on the significance level results, it can be concluded that among the seven sub-variables, only academic engagement significantly influences students' physical fitness in the lmr group. however, the puc group, tir group, and evn group do not have a significant influence on students' physical fitness. in contrast, all sub-variables of socialization engagement have a significant influence on students' physical fitness. partially, the two variables of academic and social engagement indicate that academic engagement negatively affects students' physical fitness, while social engagement positively influences students' physical fitness achievement when a flipped classroom mode is applied by the teacher for teaching volleyball in the sport education classroom. table 8. simultaneously influence of students’ academic and social engagement on students’ physical fitness achievement anovab model sum of squares df mean square f sig. 1 regression 185.624 1 165.624 4.108 .048a residual 1935.096 37 40.314 total 2100.720 38 a. predictors: (constant), academic engagement, social engagement, b. dependent variable: physical fitness the strong relationship between students' social engagement and their physical fitness can be observed from table 8 above when the teacher implemented the flipped classroom model with tgfu strategy. this approach simultaneously affects other aspects of physical fitness, as indicated by the f value of 4.108 and a significant level of 0.048 (< 0.05). consequently, it can be concluded that both academic and social engagement significantly influence students' physical fitness achievement. coefficients model unstandardized coefficients standardized coefficients t sig. b std. error beta 1 (constant) -4.476 .851 -5.259 .000 puc -.211 .247 -.129 -.854 .397 tir -.181 .322 -.087 -.563 .576 evn .077 .065 .222 1.181 .243 lmr -212 .076 -.466 -2.787 .007 socialization 4.606 1.429 .376 3.224 .002 communication .759 .276 .432 2.754 .008 self-control .175 .094 3.84 2.090 .042 a. dependent variable: physical fitness https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 49 discussion these findings provide evidence for the strengthening effect of academic engagement on students' passion during digital classroom activities (heidari et al., 2021). furthermore, students' academic engagement demonstrates a distinct correlation with aspects of fatigue. when students experience fatigue, their academic engagement declines, resulting in a decrease in their learning condition. unpleasant learning conditions also contribute to the reduction of students' academic engagement. lower academic engagement naturally leads to diminished learning activities and exercises. consequently, teachers and coaches play a crucial role in fostering students' motivation and passion by implementing a well-designed flipped classroom learning mode (salmela-aro, 2017; reflianto, 2021). through this model, students can actively engage in their sport-related learning activities anytime and anywhere. the spirit of students' participation in learning activities and exercises significantly influences academic engagement, making a substantial contribution to its various aspects (giráldez et al., 2023). in this study, the correlation between the academic engagement of senior high school students and their physical fitness achievements was found to be non-existent. this lack of correlation can be attributed to student fatigue resulting from the excessively long and intense study and practice assignments given by teachers, both within and outside the classroom. this excessive cognitive load directly leads to student fatigue, subsequently impacting their academic engagement negatively. based on olakanmi (2017), the evaluation of teacher performance is based on their ability to cultivate students' passion through an engaging flipped classroom learning model. this model allows for additional study hours and exercises both inside and outside the classroom. however, excessive task load can lead to physical fatigue among students, which significantly diminishes their passion for future academic activities. hence, when designing the learning model, teachers should consider cognitive load and address issues related to the assignment of physical exercises. moreover, carbonneau et al. (2008) argue that obsessive passion is positively correlated with fatigue resulting from excessive workload assigned by teachers (lee & cho, 2021). however, the findings of this study differ from those reported by burić and moe (2020), who claimed that teachers' role in enhancing students' passion is always positively correlated with students' enthusiasm, even when burdened with additional tasks. conversely, hawlitschek and joeckel (2017) and (vallerand et al. (2010) this study discovered a negative correlation, indicating that a heavy cognitive and physical exercise load makes students lose interest in the training, as emphasized by the cognitive load theory contrary to students who already possess an inherent interest in the sport being taught and the materials involved, they will exhibit greater enthusiasm and zeal towards learning and engaging in sporting activities at an elevated level. as the students' passion intensifies, their need for increased involvement in the learning process also rises. however, the findings of this study revealed contrasting results, as the students' passion for learning diminished due to excessive workloads assigned by teachers, combined with the cognitive burdens that hindered their capability and caused fatigue. consequently, when implementing the flipped classroom model with the tgfu strategy, teachers must carefully consider various factors to ensure that students maintain their passion for learning and remain attentive to the materials being taught. the learning media employed should be easily accessible and facilitate repeated access, including both online videos and offline resources. the decline in students' passion makes them more susceptible to fatigue when required to perform and practice sports. these findings demonstrate that academic engagement does not significantly impact students' passion for enhancing their physical fitness. the findings and analysis of the study revealed three sub-variables of social engagement, namely socialization ability, communication ability, and self-control. these sub-variables were https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 50 further divided into 12 themes for observation. this section presents and discusses the 12 themes identified as the study's findings. the twelve themes include cooperation, friendliness, tolerance, adaptability, communication, idea sharing, commenting, expressing opinions, enjoyment, anxiety, emotional stability, and emotional intelligence. based on the analysis of the results, it was determined that eleventh-grade students exhibited a high level of socialization ability, as evidenced by a score of 37.0. this indicates that the students' socialization ability is considered sufficiently good. the socialization ability of students in the four areas of cooperation, friendliness, tolerance, and adaptability, as well as communication, indicates that almost all students are willing to collaborate and demonstrate strong commitment to accomplishing group tasks. they are motivated to invest their time in studying together and make efforts to establish friendly relationships with their peers while working together to solve problems in the group class. they exhibit tolerance towards different ideas and adapt to one another within the study group through the implementation of the flipped classroom model with the tgfu strategy. it is worth noting that this model has a positive impact on improving students' socialization abilities. furthermore, enhancing students' socialization abilities in sports and volleyball exercises leads to improved movement techniques and physical fitness achievements through group discussions and communication within the sports team. the aim of students' social engagement is to enhance their social skills, making them more cooperative, friendly, adaptive, and respectful of others' opinions. this is beneficial for supporting the cooperative learning process within and outside the classroom, using the flipped classroom model with tgfu strategy. from a social construction perspective, social learning is facilitated through active interaction, involvement, and participation of students, with social learning interaction being a general term (koivisto & hamari, 2019). according to this viewpoint, learning is an ongoing transaction between students as individuals and their environment (chang et al., 2019). this implies that the study is based on students' engagement, activity, and participation in their interactions with peers and teachers, considering the context and content. the role of social action in students' cognitive development is grounded in the premise of social construction, as proposed by vygotsky (1978) in his theory of sociocultural development. the concept of the zone of proximal development is crucial for learning, referring to the gap between a student's current level of development and their potential to solve problems collectively, either under the guidance of a teacher or in collaboration with fellow students in study groups vygotsky (1978). this mechanism ultimately influences students' self-regulation, as they learn to regulate their actions through interactions with more capable peers and internalize those actions. the development of socialization skills in students is of utmost importance in determining their success in the classroom, particularly for students learning sport education, as it helps improve their physical fitness and fosters the ability to discuss and argue while finding solutions to given cases. according to abeysekera and dawson (2015) as well as o’flaherty and phillips (2015), the fundamental element of the flipped classroom is engaging students in social learning and active participation, typically through pre-class activities that involve collaboration within their peer groups. from this perspective, it can be inferred that the flipped classroom approach can be effective if students' social skills are effectively developed, leading to increased social engagement and active involvement in the teaching and learning process, both within and outside the classroom. to cultivate students' social skills through the implementation of the flipped classroom model with tgfu strategy is to acquaint students with the process of learning the subject matter within collaborative groups comprising their peers. the formation of learning groups holds significant importance within the context of the flipped classroom. the outcomes https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 51 derived from the learning groups in the flipped classroom setting demonstrate that students' active participation within their study groups facilitates the teaching and learning process, fostering a heightened positive engagement in discussions, as well as interactive question and answer sessions, both online (via social media video platforms) and offline, during in-class sessions. this approach empowers each student to pose inquiries, engage in discourse, and collaborate with their peers within their respective groups. by leveraging the flipped classroom model, greater opportunities arise for the formation of study groups, given the ample time allotted for group discussions during classroom sessions. the implementation of the flipped classroom model combined with the tgfu strategy, which allows students to interact actively with one another, has sparked numerous inquiries within the group. in instances where the exercises prove challenging, each member assists their peers in elucidating their comprehension of the theory and the problems being studied. through the flipped classroom approach, teachers can create opportunities for students to assume additional roles in their learning process, such as contributing to group practice. additionally, according to murphy et al. (2015), fostering strong social engagement among students can yield a positive impact on their cooperative attitude development through social interaction with their peers during sports-related learning and practice. meanwhile, with regard to the variable of communication ability, there are four themes related to it: being communicative, sharing ideas, providing comments, and expressing opinions. it was observed that not all students possess a good communicative style and are willing to engage in sharing ideas and opinions regarding the presented problem (zakaria, 2017). some of them did not offer comments during group study sessions and lacked the ability to express their opinions while thinking aloud to find solutions to the given problem. however, it is worth noting that communication tools serve as effective media for sports education, enabling students to enhance their physical fitness achievements in group sports games. students with strong communication abilities are more likely to actively participate in sports exercises during the study of sports education. furthermore, this aspect adds value by encouraging students to diligently engage in physical activities with their peers, both inside and outside the classroom, across various sports activities. active engagement in communication plays a vital role in facilitating the teaching and learning process, particularly in sport education within the domain of volleyball, aimed at enhancing students' physical fitness. through this approach, students can actively participate in volleyball playing and diligently engage in sports activities and discussions, whether in group settings or individually. the incorporation of the flipped classroom model, at the very least, allows for the effective development of students' communication skills as they exchange knowledge on proper volleyball exercises in a real sports environment, fostering interactive engagement through question-and-answer sessions. the ability of students to establish effective communication is regarded as a key factor in facilitating the sharing of sport education knowledge related to volleyball playing and physical fitness (kahu, 2013b). many scholars posit that it is the responsibility of teachers to cultivate students' communication skills in the classroom, regardless of the intricate and multifaceted nature of this task (fredricks et al., 2004). active participation of students in classroom communication can foster diverse cognitive levels that ultimately impact their learning outcomes; in the domain of physical education, this can be observed through enhancements in students' physical fitness. some researchers argue that student involvement is not only multifaceted but also dynamic, fluctuating depending on the context and the teacher's establishment of an interactive environment (goldin et al., 2011). the close relationship between cognitive behavior engagement and affective behavior, as https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 52 elucidated by fredricks et al. (2004), is widely acknowledged across three key dimensions. this is in line with the theory of social engagement proposed by kahu (2013a) expanding the scope in this term involves considering the social engagement within a broader conceptual framework, taking into account various socio-cultural contexts that influence the impact of structural factors and psychosocial aspects on students' social engagement. consequently, students' involvement in each social engagement, facilitated by the implementation of the flipped classroom learning model, yields positive academic outcomes and fosters social engagement for learner development, such as enhancing students' physical performance and cultivating self-motivation for lifelong learning. in brief, students' social involvement in terms of fostering communication skills among peers and with the teacher should be regarded as a psychosocial process, shaped by institutional and personality factors. additionally, through the development of socio-cultural contexts, students are encouraged to actively participate in learning activities that have been collectively established through the implementation of the flipped classroom model with the tgfu strategy. this ensures the seamless integration of all elements into a cohesive learning process, enhancing students' learning behavior and psychological well-being. the findings of this study are supported by empirical data closely linked to the socio-cultural framework of student engagement in foreign language learning, such as the opportunity for speaking practice among students (kahu, 2013a), as well as the core dimensions influencing students' cognitive and behavioral aspects discussed by wang, fredricks, et al. (2019), which were also acknowledged by (kahu, 2013b). cognition pertains to students' selfregulated learning, developed through social reinforcement, while the dimensions of students' social behavior encompass their investment of time and effort, interactivity, and active participation in learning sessions, both within and outside the classroom. finally, the students' self-control of emotions is comprised of four themes: satisfaction, anxiety, emotional stability, and emotional intelligence. these four aspects are crucial in supporting the enhancement of students' social skills in unfamiliar situations without losing their composure, as well as their emotional self-regulation through the establishment of cooperative learning environments in the classroom. consequently, all students have equal opportunities to receive assistance from their peers within their study groups. students who possess strong emotional stability during interactive communication are more likely to excel in question-andanswer sessions within the flipped classroom setting. additionally, by displaying proficient volleyball skills in physical education classes, these students contribute to their overall physical fitness achievements. a well-developed emotional self-control can influence students' readiness to learn, particularly in sports activities, as it helps reduce anxiety levels and facilitates active participation in discussions and interactive question-and-answer sessions. affective factors, including satisfaction, self-control, and anxiety, are closely linked to the learning experience and play a crucial role in student engagement (kahu, 2013b). the findings of this study reveal that some students demonstrate emotional satisfaction derived from their environment, which positively impacts their learning outcomes. individuals with greater emotional stability exhibit lower levels of anxiety and consequently achieve higher levels of physical fitness. conversely, individuals with lower emotional stability experience increased anxiety, leading to a reluctance to actively participate in volleyball sessions on the field. this situation clearly impedes students' learning progress and diminishes their enthusiasm for playing volleyball. the instability of emotions and students' anxieties significantly correlate with their performance in volleyball games. kahu (2013a), asserted that a strong correlation exists between students' emotional stability and teacher attitudes in teaching. unpleasant classroom situations created by teachers can lead to stress among students, thereby affecting their learning performance. these https://doi.org/10.32585/ijimm.v5i1.4110 syamsuar, s. (2023). academic and social engagement: the effect of flipped classroom on physical fitness by using teaching game for understanding strategy. indonesian journal of instructional media and model, 5(1), 39-57. doi:https://doi.org/10.32585/ijimm.v5i1.4110 53 situations include assigning complex tasks, showing no tolerance for mistakes, and penalizing students for incorrect answers. clearly, such practices greatly influence students' self-control, satisfaction levels, anxiety, emotional stability, and emotional intelligence, consequently negatively impacting their learning performance. kahu (2013b) emphasized the significance of students' self-control in creating optimal learning conditions within the classroom. to achieve this, the flipped classroom model can be employed, enabling increased student engagement and creativity during lessons, particularly in sports education practices such as volleyball. murphy et al. (2015) emphasized the importance of dialogue between teachers and students as an effort to foster a positive and anxiety-free learning environment. when implementing the flipped classroom model with the tgfu strategy, teachers must strive to create a satisfactory learning environment for all students in the class. this approach is expected to enhance students' enthusiasm, encouraging them to be more active and creative in their volleyball game participation during sports education lessons. consequently, it will reduce their anxiety levels and positively contribute to the strengthening of students' emotional stability and intelligence. the establishment of effective social engagement among students through the implementation of the flipped classroom model combined with the tgfu strategy can be achieved by incorporating various online interactive media, alongside traditional face-to-face methods in the classroom. to enhance students' social engagement and foster active and interactive participation in class, recommended online interactive media include utilizing audiovisual resources for group-based learning, utilizing google classroom as an external learning space, and leveraging youtube for supplementary materials to support collaborative learning beyond the classroom setting. generally, students demonstrate increased enthusiasm for learning when utilizing video-based resources in conjunction with online interaction platforms such as google classroom or whatsapp to complete assignments prior to interactive classroom sessions. the majority of students expressed high levels of satisfaction with the utilization of audiovisual and interactive online media like google classroom. by establishing this interactive approach, students' social engagement can be stimulated, and their self-control can be strengthened, which directly correlates with the improvement of their learning outcomes. conlusion based on the above-mentioned research findings and explanations, it can be inferred that students' socialization engagement was categorized as high, with a score of 3.7. additionally, their communication ability and self-control ability were classified as fair, scoring 2.97 and 2.84, respectively. moreover, students' academic engagement in both in-class and out-of-class sports practice was categorized as high, with a score of 3.69. further clarification reveals that the puc group scored 3.61, the tir group scored 3.75, the evn group scored 3.67, and the lmr group scored 3.72. the relationship between academic and social engagement in students' physical fitness achievement was found to have a positive effect when considered simultaneously. however, when examined individually, the relationship between academic and social engagement on students' physical fitness achievement showed positive associations. specifically, the academic and social engagement in studying and participating in sports practice stimulated students' persistence to enhance their physical fitness. conflict of interest hereby the authors declare that we have no conflicts of interest. references abeysekera, l., & dawson, p. 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(2020). a case study of the design practices and judgments of novice instructional designers. contemporary educational technology, 12(2). https://doi.org/10.30935/cedtech/7829 https://doi.org/10.32585/ijimm.v5i1.4110 https://doi.org/10.1016/j.intman.2016.09.002 https://doi.org/10.1177/2333721418778189 https://doi.org/10.30935/cedtech/7829 1 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm meningkatkan motivasi dan prestasi belajar matematika melalui model pembelajaran think-pair-share anisa yustina sari program studi pendidikan matematika, universitas veteran bangun nusantara email: anisayustinasari@gmail.com abstrak penelitian ini bertujuan untuk meningkatkan motivasi dan prestasi belajar matematika siswa kelas viia smp negeri 3 bendosari sukoharjo tahun ajaran 2015/2016 pada pokok bahasan segiempat melalui model pembelajaran kooperatif tipe tps (think-pair-share). subjek dalam penelitian ini adalah seluruh siswa kelas viia smp negeri 3 bendosari sukoharjo, sebanyak 29 siswa. penelitian ini menggunakan penelitian tindakan kelas (ptk). penelitian tindakan ini dilakukan melalui tiga siklus yang menggunakan metode pengumpulan data dengan tes, pengisian angket dan observasi. tiap-tiap siklus terdiri atas perencanaan, tindakan, pengamatan dan refleksi. dari penelitian yang telah dilakukan dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe think-pair-share dapat meningkatkan motivasi dan prestasi belajar matematika pokok bahasan segiempat pada siswa kelas viia smp negeri 3 bendosari kabupaten sukoharjo tahun pelajaran 2015/2016. kata kunci : motivasi, prestasi, think-pair-share increasing student motivation and mathematical learning achievements through think-pair-share learning model abstract this study aims to increase the motivation and achievement of mathematics learning in class viia students of smp negeri 3 bendosari sukoharjo in the 2015/2016 academic year on the subject of quadrilateral through cooperative learning model type tps (think-pair-share). the subjects in this study were all students of class vii a of smp negeri 3 bendosari sukoharjo, as many as 29 students. this study uses classroom action research (car). this action research was carried out through three cycles that used data collection methods with tests, questionnaires and observations. each cycle consists of planning, action, observation and reflection. from the research that has been done it can be concluded that the application of the cooperative learning model think-pair-share can increase the motivation and learning achievement of mathematics on the subject matter of quadrilateral in class viia students of smp negeri 3 bendosari sukoharjo district 2015/2016 academic year. keywords : achievement, motivation, think-pair-share pendahuluan motivasi menurut pendapat dimyati dan mudjiono (2013: 80), dipandang sebagai dorongan mental yang menggerakkan dan mengarahkan perilaku manusia, termasuk perilaku belajar. tinggi rendahnya motivasi belajar siswa dapat dipengaruhi oleh bermacam-macam hal. jika dikelompokkan lagi dapat diklasifikasikan menjadi dua faktor internal dan eksternal. seperti yang diungkap oleh dimyati dan mudjiono (2013: 97-100) motivasi belajar siswa dapat dipengaruhi oleh cita-cita atau aspirasi siswa, kemampuan siswa, kondisi siswa, kondisi 2 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm lingkungan siswa, unsur-unsur dinamis dalam belajar dan pembelajaran dan upaya guru dalam membelajarkan siswa. tinggi rendahnya motivasi belajar siswa berpengaruh terhadap prestasi belajar siswa. hamdani (2011: 139-144) menuturkan bahwa prestasi belajar dapat dipengaruhi oleh beberapa faktor yang berasal dari luar dan dari dalam diri siswa. adapun faktor-faktor tersebut sebagai berikut: a. faktor internal: 1) kecerdasan (inteligensi), 2) jasmani atau fisiologis, 3) sikap, 4) minat, 5) motivasi, 6) kepercayaan pada diri sendiri, b) faktor eksternal: 1) faktor keluarga, 2) faktor sekolah, 3) faktor lingkungan. dalam dunia pendidikan matematika, guru memegang peranan penting dalam mewujudkan tercapainya tujuan pembelajaran. seorang guru matematika disamping menjelaskan konsep, prinsip, teorema, guru juga harus mengajarkan matematika dengan menciptakan kondisi yang baik agar keterlibatan siswa secara aktif dapat berlangsung. unsur penting dalam pembelajaran matematika adalah merangsang siswa serta mengarahkan siswa belajar, dimana belajar dapat dirangsang dan dibimbing dengan berbagai metode atau cara yang mengarah pada tujuannya, dan langkah yang tepat adalah dengan menggunakan metode mengajar yang sesuai dengan pokok bahasan yang diajarkan. melalui observasi pelaksanaan kegiatan pembelajaran di smp negeri 3 bendosari sukoharjo pada siswa kelas viia khususnya mata pelajaran matematika, guru masih menggunakan metode pembelajaran yang bersifat tradisional yaitu metode pembelajaran ceramah dan banyak memberikan tugas yang tidak terstruktur dengan baik, dimana guru jarang membahas tugas yang diberikan. penerapan metode yang demikian menyebabkan siswa merasa jenuh dan bosan. perasaan jenuh dan bosan menyebabkan motivasi belajar matematika siswa menjadi rendah. rendahnya motivasi belajar matematika siswa kelas viia terlihat saat pembelajaran matematika berlangsung. ada 21 atau 72,4% siswa yang tidak mengerjakan tugas matematika di rumah, dan hanya 6 siswa atau 20,7% yang berusaha menjawab pertanyaan yang diajukan oleh guru. rendahnya motivasi belajar matematika dapat mempengaruhi prestasi belajar matematika siswa. motivasi belajar matematika siswa kelas viia yang rendah, menyebabkan prestasi belajar matematika juga rendah. rendahnya prestasi belajar matematika kelas viia dapat dilihat dari nilai murni uts semester ii pada mata pelajaran matematika. siswa hanya memperoleh rata-rata kelas, sebesar 47,44, padahal nilai kriteria ketuntasan minimum (kkm) mata pelajaran matematika adalah 71 dan tidak ada siswa yang mencapai nilai kkm. untuk mengatasi kurangnya motivasi dan prestasi belajar siswa dalam pelajaran matematika, maka perlu usaha untuk meningkatkannya. dalam hal ini penggunaan model 3 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pembelajaran kooperatif merupakan salah satu alternatif untuk menanamkan konsep dasar yang benar, konkrit dan realistis sehingga siswa lebih mudah mencerna/memahami materi pelajaran sesuai taraf berpikir mereka, sekaligus diharapkan dapat meningkatkan motivasi dan prestasi belajar siswa dalam mata pelajaran matematika. hal ini didukung oleh pendapat penggunaan model pembelajaran yang variatif akan menjadikan siswa lebih tertarik untuk mempelajari pelajaran matematika. salah satu model pembelajaran yang dapat digunakan adalah dengan model pembelajaran kooperatif tipe think-pair-share. model pembelajaran kooperatif, khususnya pembelajaran kooperatif tipe think-pairshare merupakan pembelajaran yang dapat diterapkan pada pembelajaran matematika karena dalam proses pembelajarannya siswa tidak hanya belajar menghafal atau menghitung tetapi siswa juga belajar bersosialisasi dengan teman sejawat. dengan menggunakan metode pembelajaran ini diharapkan pada pembelajaran matematika, siswa dapat lebih aktif dalam proses belajar matematika dan nilai belajar siswa dapat mencapai di atas kriteria ketuntasan minimum yang telah ditetapkan yaitu 71. berdasarkan permasalahan di atas, salah satu upaya yang dapat dilakukan untuk mengatasi masalah tersebut adalah menggunakan model pembelajaran kooperatif dalam penyampaian materi pelajaran. penyampaian materi dengan menggunakan model pembelajaran kooperatif bisa digunakan untuk menciptakan suasana kegiatan belajar dan mengajar yang menyenangkan bagi siswa. diharapkan dengan suasana yang menyenangkan siswa dapat memahami materi secara maksimal, sehingga bisa meningkatkan motivasi dan prestasi belajar siswa. atas dasar kejadian tersebut, diduga melalui model pembelajaran kooperatif tipe tps (think-pair-share) pendidik mampu meningkatkan prestasi dan motivasi belajar matematika pada pokok bahasan segiempat siswa kelas viia smp negeri 3 bendosari sukoharjo tahun 2015/2016. metode jenis penelitian ini adalah penelitian tindakan kelas (ptk) atau classroom action research (car) yang dilakukan secara kolaborasi antara kepala sekolah, guru matematika, dan peneliti. penelitian tindakan ditandai dengan adanya perbaikan secara terus menerus sehingga tercapainya sasaran dari penelitian tersebut. perbaikan tersebut dirancang pada setiap siklus yang dirancang oleh peneliti. ptk bercirikan perbaikan terus menerus sehingga kepuasan peneliti menjadi tolak ukur berhasilnya/berhentinya siklus-siklus tersebut. menurut arikunto (2013: 137), secara garis besar terdapat empat tahapan yang lazim dilalui, yaitu: perencanaan, pelaksanaan, pengamatan dan refleksi. 4 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm penelitian ini dilaksanakan pada bulan mei untuk mengetahui seberapa besar pengaruh penggunaan metode pembelajaran kooperatif tipe tps dapat meningkatkan motivasi dan prestasi belajar siswa dalam menyelesaikan soal segiempat. dalam penelitian tindakan kelas ini terdiri lebih dari 1 (satu) siklus dan dalam tiap siklusnya meliputi planning (perencanaan), acting (tindakan), observing (pengamatan), dan reflecting (evaluasi). pra siklus planning pada tahap ini, peneliti membuat rencana pelaksanaan pembelajaran (rpp) yang didalamnya memuat seluruh hal yang akan dilakukan dalam pembelajaran, termasuk pemilihan alat, media dan lembar kerja yang digunakan dalam pelaksanaan pembelajaran dengan menggunakan model konvensional. acting dalam tahap tindakan, peneliti mengajar sesuai dengan rencana yang telah dibuat, dalam tahap ini pula peneliti didampingi oleh guru matematika menjadi observer dalam pembelajaran yang dilakukan peneliti. observing dilakukan oleh guru matematika sesuai dengan poin-poin pengamatan yang telah dipersiapkan oleh peneliti, baik pengamatan tentang proses pembelajaran, motivasi siswa dan juga keaktifan guru. reflecting tahap refleksi adalah tahap untuk menganalisis data yang diperoleh dari hasil tes siswa dan lembar observasi guru matematika. hasil dari menganalisis data pada tahap ini sangat diperlukan untuk melaksanakan pembelajaran pada siklus berikutnya. siklus i planning pada tahap ini, peneliti membuat rencana pelaksanaan pembelajaran (rpp) yang didalamnya memuat seluruh hal yang akan dilakukan dalam pembelajaran, termasuk pemilihan alat, media dan lembar kerja yang digunakan dalam pelaksanaan pembelajaran dengan menggunakan model tps (think-pair-share). acting dalam tahap tindakan, peneliti mengajar sesuai dengan rencana yang telah dibuat, dalam tahap ini pula peneliti didampingi oleh guru matematika menjadi observer dalam pembelajaran yang dilakukan peneliti. 5 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm observing dilakukan oleh guru matematika sesuai dengan poin-poin pengamatan yang telah dipersiapkan oleh peneliti, baik pengamatan tentang proses pembelajaran, motivasi siswa dan juga keaktifan guru. reflecting tahap refleksi adalah tahap untuk menganalisis data yang diperoleh dari hasil tes siswa, lembar kerja siswa dan lembar observasi guru matematika. hasil dari menganalisis data pada tahap ini sangat diperlukan untuk melaksanakan pembelajaran pada siklus berikutnya. siklus ii siklus ii dilaksanakan berdasarkan hasil refleksi siklus i. pada siklus ii ini, tindakan yang dilakukan bertujuan untuk memperbaiki kekurangan pada siklus i. kegiatan pada siklus ii juga melalui tahapan yang sama seperti siklus i yaitu meliputi perencanaan tindakan (planning), pelaksanaan tindakan (acting), pengamatan (observation), refleksi (reflecting). jika pada akhir siklus ii tidak terjadi peningkatan motivasi dan prestasi belajar matematika siswa maka dilaksanakan siklus selanjutnya yang tahapannya sama seperti siklus i dan ii. siklus berhenti ketika sudah terjadi peningkatan motivasi dan prestasi belajar matematika. pembelajaran kooperatif tipe tps (think-pair-share) ini dikatakan berhasil jika: 1) nilai rata-rata kelas minimal 71, 2) banyaknya siswa yang mencapai kkm minimal 70%, 3) banyak siswa yang mempunyai motivasi tinggi minimal 70%. sehingga pembelajaran matematika di kelas viia smp negeri 3 bendosari sukoharjo semester genap tahun ajaran 2015/2016 dikatakan tuntas dan berhasil. analisis data dilakukan dengan membandingkan kondisi akibat suatu siklus dengan akibat siklus sebelumnya dikaitkan pada indikator kinerja. data mengenai prestasi belajar siswa diambil dari kemampuan kognitif siswa dalam memecahkan masalah dianalisis dengan cara menghitung rata-rata nilai ketuntasan belajar secara klasikal. adapun rumus yang digunakan adalah: menghitung nilai rata-rata kelas keterangan: = rata-rata nilai = jumlah seluruh nilai n = banyak siswa 6 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm menghitung prestasi belajar persentase prestasi belajar data mengenai motivasi belajar motivasi belajar individu tabel 1. kategori motivasi siswa rentang skor (x) motivasi siswa x > µ + 0,5σ tinggi µ 0,5σ ≤ x ≤ µ + 0,5σ sedang x < µ 0,5σ rendah keterangan: x = rentang skor µ = rata-rata motivasi belajar individu = σ = standar deviasi = √ = √ n = banyak siswa (budiyono, 2015: 13) motivasi belajar kelas persentase pencapaian (%) keterangan: n = siswa dengan motivasi tinggi n = banyak siswa % = tingkat persentase yang diperoleh/dicapai 7 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm hasil dan pembahasan motivasi belajar siswa berdasarkan penelitian dari pra siklus, siklus i, siklus ii dan siklus iii hasil dari angket untuk mengetahui motivasi belajar dapat dibuat tabel sebagai berikut. tabel 2. persentase motivasi belajar siswa siklus motivasi tinggi motivasi sedang motivasi rendah pra 41% 41% 17% i 52% 17% 31% ii 62% 7% 31% iii 72% 7% 21% berdasarkan tabel 2 di atas menunjukkan motivasi belajar tinggi siswa dengan persentase 41% pada pra siklus meningkat menjadi 52% pada siklus i. dari siklus i 52% meningkat menjadi 52% pada siklus ii dan pada siklus iii naik menjadi 72%. dengan demikian dapat disimpulkan bahwa penerapan metode think-pair-share dapat meningkatkan motivasi belajar matematika siswa kelas viia smp negeri 3 bendosari kabupaten sukoharjo tahun pelajaran 2015/2016. prestasi belajar siswa berdasarkan penelitian dari pra siklus, siklus i, siklus ii dan siklus iii hasil dari tes untuk mengetahui nilai rata-rata kelas dapat dibuat tabel sebagai berikut. tabel 3. nilai rata-rata kelas viia siklus nilai rata-rata kelas viia pra 41 i 55 ii 65 iii 76 8 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm berdasarkan tabel 3 di atas, nilai rata-rata kelas viia 41 pada pra siklus meningkat menjadi 55 pada siklus i, kemudian meningkat menjadi 65 pada siklus ii dan pada siklus iii meningkat lagi menjadi 76. dengan demikian dapat disimpulkan bahwa penerapan metode think-pair-share dapat meningkatkan nilai rata-rata matematika siswa kelas viia smp negeri 3 bendosari kabupaten sukoharjo tahun pelajaran 2015/2016. berdasarkan penelitian dari pra siklus, siklus i, siklus ii dan siklus iii hasil dari tes untuk mengetahui prestasi belajar dapat dibuat tabel sebagai berikut. tabel 4. persentase prestasi belajar siswa siklus banyak siswa mencapai nilai kkm (71) persentase prestasi belajar siswa (%) pra 0 0% i 4 14% ii 11 38% iii 22 76% berdasarkan tabel 4 di atas menunjukkan prestasi belajar siswa dengan persentase 0% pada pra siklus meningkat menjadi 14% pada siklus i , kemudian meningkat lagi menjadi 38% pada siklus ii dan pada siklus iii naik menjadi 76%. dengan demikian dapat disimpulkan bahwa penerapan metode think-pair-share dapat meningkatkan prestasi belajar matematika siswa kelas viia smp negeri 3 bendosari kabupaten sukoharjo tahun pelajaran 2015/2016. kesimpulan dan saran berdasarkan hasil penelitian dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe think-pair-share dapat meningkatkan motivasi dan prestasi belajar matematika pokok bahasan segiempat pada siswa kelas viia smp negeri 3 bendosari kabupaten sukoharjo tahun pelajaran 2015/2016. hal ini dapat dilihat dari persentase hasil angket dan hasil tes siswa. untuk nilai rata-rata kelas dari pra siklus 41 naik menjadi 55 di siklus i, kemudian meningkat pada siklus ii menjadi 65 selanjutnya meningkat lagi pada siklus iii menjadi 76. untuk persentase motivasi belajar tinggi pra siklus sebesar 41% meningkat pada siklus i menjadi 52% kemudian meningkat lagi pada siklus ii menjadi 62% selanjutnya meningkat lagi pada siklus iii menjadi 72%. sedangkan untuk persentase prestasi belajar siswa 9 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 1-9 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm dari pra siklus 0% meningkat pada siklus i menjadi 14% kemudian meningkat lagi pada siklus ii menjadi 38% selanjutnya meningkat lagi pada siklus iii menjadi 76%. daftar pustaka arikunto, suharsimi. 2013. prosedur penelitian. jakarta: rineka cipta. budiyono. 2015. pengantar penilaian hasil belajar. jakarta: rineka cipta. dimyati dan mudjiono. 2013. belajar dan pembelajaran. jakarta: rineka cipta. hamdani. 2011. strategi belajar mengajar. bandung: pustaka setia. indonesian journal of instructional media and model volume 4, issue 1 (2022), pp. 11-19 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2754| 11 analysis of teachers characteristics with high internet self-efficacy levels using the k-means algorithm eka budhi santosa educational technology study program, universitas sebelas maret, surakarta, indonesia e-mail: ekabudhisantosa@staff.uns.ac.id* *coresponding author article history: received may 2, 2022; accepted may 27, 2022; published may 30, 2022 abstract the purpose of this study was to see the readiness of teachers in conducting online learning. the characteristics of the teachers collected in this study were gender, generation, last education, teacher tenure, learning environment and variations of online learning models. this study used the k-means algorithm for clustering. the dataset used in this study were 96 junior high school teachers in central java with high level of internet self-efficacy. the dataset of teachers with high level of internet selfefficacy was obtained from the results of data analysis on 285 junior high school teachers with various levels of internet self-efficacy, both high, medium and low. the results of the k-means analysis obtained 8 clusters with various characteristics of each cluster. the data attributes analyzed were gender, generation, last education, teacher tenure, learning environment and variations of online learning models. the results showed that in all data clusters were dominated by female gender with a bachelor educational background. meanwhile, the relatively more dominant characters in all clusters were generation x data, teacher tenure between 11 and 20 years, supportive learning environment, and data on the use of varied learning models. keywords: k-means, teacher characteristics, online learning. copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction during the covid-19 pandemic, learning is focused on online learning models. there are many advantages and disadvantages of the online learning model in each context. however, online learning is accepted as part of a common learning strategy. so that in post-pandemic conditions the online learning model remains a maintained part. the use of the blended learning model is a realistic choice for teachers to optimize learning (jr, 2011; hung & chou, 2015). however, there are still many teachers who are reluctant or unable to properly organize online learning. it is due to one of the reasons of the low digital skills of teachers. internet self-efficacy (ise) is a belief system in one ability to organize and carry out the activities using the internet to produce certain achievement targets (santosa & sarwanta, 2021). it is a potential factor to explain the success of teachers in conducting online classes. based on its characteristics, ise is divided into two types, namely general internet self-efficacy and website-specific internet self-efficacy (hsu & chiu, 2004). the level of internet self-efficacy of a teacher is determined by the attitude and psychological factors of each teacher (moos & http://journal.univetbantara.ac.id/index.php/ijimm mailto:ekabudhisantosa@staff.uns.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754| 12 azevedo, 2009). it means that teachers who receive attitude modeling treatment in the form of habituation to computer use will tend to have higher internet self-efficacy than those who do not receive modeling treatment (cassidy & eachus, 2002). the level of teacher self-efficacy will determine the success rate of information and communication technology-assisted learning design (jaber & moore, 1999). there are many factors involved in the teacher in determining the use of information and communication technology in learning. these factors are access to existing learning resources, quality of computers both software and hardware, school environment and government policies (mumtaz, 2000). while the internal factors from the teacher include self-efficacy, teaching experience, teacher commitment to quality learning and teacher educational background. these factors are considered by teachers in creating digital-based learning strategies (santosa & sarwanta, 2021). one experience has an impact on decreasing the level of computer anxiety in an online learning environment (sam et al., 2005). it is due to the low level of computer use anxiety that has an impact on positive attitudes towards the online learning environment. with a positive attitude, the learning process will be more optimal. research showed that the higher personil level of anxiety about computer use will decrease the performance. it is caused by the influence of physiological factors and a person weakened thinking power (heinssen et al., 1987). the experienced teachers will be able to overcome various external obstacles as a form of professionalism of a teacher (wahlstrom & louis, 2008). some scholars classify humans based on their attitude towards information technology namely digital native and digital immigrant (prensky, 2001; wang, myers, & sundaram, 2013). there are two commonly used characteristics to define the difference namely age and accessibility. the criteria are based on the date of birth, some experts have varying opinions, namely between the late 1970s and late 1990s (q. wang et al., 2013). the characteristic of the digital native generation is that they are very familiar with digital related things, such as computers, video games, digital music players, videos, cellular phones and so on. meanwhile, digital immigrants are people who need the ability to adapt the information technology (hills, 2010; wang et al., 2013). however, this theory is challenged by many experts (brown & czerniewicz, 2010; jones & czerniewicz, 2010). based on his study, wang et al., (2013) said that the division of digital natives and digital immigrants was not appropriate. he prefers to describe it as a continuum between the two groups and this continuum is best conceptualized as the digital fluency continuum. it because it will be too simplistic to state digital nativity or digital fluency solely from age and accessibility factors. because digital fluency has other factors namely psychological, organizational and social factors. teachers are the key to the successful implementation of online learning. if teachers fail to prepare online learning then government policies related to online learning during this pandemic will fail. mumtaz (2000) stated that the results of previous research related to the reasons of teachers who do not want to use computers in their learning, namely because teachers have lack teaching experience with information technology; lack of support for the school environment; lack of assistants to supervise students while using computers; less computer skilled students; not adequate computers for learning tools ; not integrating technology into the curriculum; and lack of financial support. there are three levels that prevent teachers from using information technology in their teaching tasks, namely barriers at the teacher level, school level and system level (buabengandoh, 2012). barriers at the teacher level include a lack of teacher skills in information and communication technology; teachers have lack of confidence in using computers; lack of pedagogical training from teachers; lack of follow-up of training programs and lack of variety of training programs organized. school-level barriers consist of the absence of information and santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754 | 13 communication technology infrastructure; unsupported hardware; not suitable software for the learning program; limited access to information and communication technology; limited experience; school strategies related to unsupported information and communication technology. meanwhile, the barriers at the system level are the normative traditional education system; both for the assessment system, school organizational structure and curriculum that limits the use of information and communication technology. it needs to be minimized if the teacher wants to optimally utilize information and communication technology in learning. internet self-efficacy teachers determine the success of an online learning environment (hung, 2016; kim & glassman, 2013; sam, othman, & nordin, 2005; wang & lin, 2007). it is because a person self-efficacy will determine his attitude towards technology and the computeraided learning process (yeşilyurt, ulaş, & akan, 2016; joo, bong, & choi, 2000). hsu & chiu, (2004) describe internet self-efficacy as general internet self-efficacy and web-specific selfefficacy. internet self-efficacy is a belief in a person ability to organize and carry out various programs that use the internet to produce certain achievements (eastin & larose, 2000); hsu & chiu, 2004). it is a determining factor to explain people decision to use internet-based applications, as well as related to internet stress and self-disparagement. in the online learning environment, hung (2016) states that male teachers have better learning-transfer self-efficacy than female teachers and teachers with more teaching experience and have master degrees will have higher communication self-efficacy. it strengthens the notion that the level of internet self-efficacy of teachers is a predictor of teacher readiness in conducting online learning (yeşilyurt, ulaş, & akan, 2016; wang & lin, 2007).furthermore, the teachers experience in using computer equipment is also an important factor that influences. the results of research by cassidy & eachus, (2002) showed a significant positive correlation between computer self-efficacy and computer experience, software use habits and teacher training. it is the experience of using a computer, the habit of using software and computer training will be able to increase computer self-efficacy, where the habit of using computer software is a significant predictor. another surprising thing from the research of cassidy & eachus, (2002) is that the male gender showed significantly higher computer selfefficacy than women. based on the explanation above, it states that the role of the teacher in the online learning process is very important. during the study, it was found that there were many cases where teachers complained about the poor quality of online learning, the occurrence of learning loss, and even frustration from students, parents and teachers. this problem requires an analysis of the characteristics of teachers and online learning methods held. this condition encourages the importance of research the characteristics of teachers with high level of internet self-efficacy in their readiness to organize online learning using the k-means algorithm. methods this study used the phyton programming language with orange software with several clustering methods, namely k-means, louvain and hierarchy. the reason for using this software is because the open source software. the k-means algorithm method is widely used to group data based on certain variables (mccool et al., 2012; auliasari & kertaningtyas, 2019). the kmeans technique is also widely used in educational research (islam & haque, 2012; aldino & darwis, 2018; abadi et al., 2018). the use of k-means algorithm is to see the readiness of teachers in conducting the online learning needs to be done. in this study, it is necessary to classify the data to further analyze the characteristics of the teachers suspected of influencing the quality of online learning. data retrieval was carried out by circulating a google form questionnaire link to mgmp ips teachers , but who were willing to fill in 285 data. then the data were tested for validity and santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754| 14 reliability with valid results. the final step was that all data were analyzed using the k-means algorithm. k-means algorithm is a group analysis method that leads to the partitioning of n (objects of observation) into k (clusters) with each object of observation belongs to a group with the closest mean (mccool et al., 2012). k-means algorithm is a non-hierarchical data grouping method that partitions existing data into two or more groups. this method partitions data into groups so that data with the same characteristics were included in the same group. the dataset used in this study were 96 junior high school teachers in central java with a high level of internet self-efficacy. the dataset of teachers with a high level of internet selfefficacy is obtained from the results of data analysis on 285 junior high school teachers with varying levels of internet self-efficacy, both high, medium and low. the data attributes used in this study were gender, generation, education, teacher tenure, learning environment and variations of online-based learning models. the detailed explanation of the six columns is shown in table 1 below. table 1. data attributes and data description table attributes no attribute name type description 1 gender nominal man or woman 2 generation nominal generasi baby boomer, gen. x, gen.y, gen z 3 last education nominal bachelor or postgraduate 4 teacher tenure interval the number of years the teacher has worked from starting to date. 5 learning environment nominal support the learning environment in schools. 6 variations of online learning models nominal various online learning models are applied. results and discussion results the results of the analysis using the k-means algorithm on 96 junior high school teachers with a high level of internet self-efficacy obtained 8 clusters with certain characteristics. the data variables were gender, generation, education, teacher tenure, learning environment and variations of online-based learning models. the characteristics of each cluster can be recognized in the following figure: santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754 | 15 figure 1. gender character figure 2. character generation figure 3. teacher education character santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754| 16 figure 4. teacher tenure characters figure 5. learning environment characters figure 6. variations of online-based learning models characters discussion figure 1. illustrated the results of the character analysis of each cluster for conditions of high internet self-efficacy and the data were dominated by women. even in cluster 5, the deviation between men and women was the highest and then followed by cluster 7. thus it can be seen that the group with high internet self-efficacy levels were dominated by women. figure 2. illustrates the results of the character analysis of each cluster for high internet self-efficacy conditions, it showed that generation x was dominant in clusters 2, 4, 5 and 7. santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754 | 17 generation y was dominant in clusters 1, 6 and cluster 8. while the baby boomer generation was dominant in cluster 3 and cluster 2. figure 2. illustrated the results of the character analysis of each cluster for high internet self-efficacy conditions, it showed that generation x was dominant in clusters 2, 4, 5 and 7. generation y was dominant in clusters 1, 6 and cluster 8. while the baby boomer generation was dominant in cluster 3 and cluster 2. thus, it can be seen that in conditions of high internet self-efficacy, the data showed a balance between generation x and generation y. the results of the character analysis of each cluster for the high internet self-efficacy condition shown in figure 3 were the data on the level of teacher education in all clusters dominated by the educational background of bachelor (s1). while the dominant level of masters education (s2) was in cluster 7. the most striking data disparity was in cluster 1 where the data with s1 education were 14 teachers and 1 teacher with masters education. thus, the variation of educational background data for the condition of the high internet self-efficacy group was dominant with a bachelor education background. the results of the character analysis of each cluster for high internet self-efficacy conditions shown in figure 4 describe that the dominant teacher tenure was 11 to 20 years of service. this condition was shown to be in clusters 1, 2, 3, 5, and 6. while the tenure of over 20 years was dominant in clusters 3, 4 and 7. highly regulated learning is a teacher who has a working period of more than 10 years. the results of the character analysis of each cluster for high internet self-efficacy conditions depicted in figure 5 showed the learning environment, both in the form of digital learning infrastructure, school coaching programs, peers have an important role in creating quality online learning (santosa & sarwanta, 2021). so this part is important. the results of the analysis showed that the supportive environment was in clusters 1, 3, 4, 5, and 7. while the unsupportive environment dominates clusters 2 and 6. it means that most of the data characters of each cluster for high internet self-efficacy conditions showed support for the learning environment. the results of the character analysis of each cluster for high internet self-efficacy conditions depicted in figure 6 showed that the implementation of learning has been carried out by applying variations of online learning models, especially in clusters 1, 2, 3, 5, and 7. the implementation of online learning was shown by clusters 4 and 6. in cluster 7, the data showed that the number of various online learning strategies with those that do not vary. however, there is a unique character of the data, where there is a balance of data on the use of varied learning models especially in cluster 8. conclusion the conclusion from the results of the character analysis of each cluster for high internet self-efficacy conditions that the data are dominated by the female with a bachelor educational background. as for the characters on average more dominant in all clusters arethe data of generation x, with tenure as a teacher between 11 to 20 years. furthermore, it was found that a supportive learning environment would be accompanied by the use of various online learning models. in addition to the above results, it can also be added that the readiness of teachers to conduct online learning requires supporting characteristics, namely the high level of internet self-efficacy of teachers by providing a supportive learning environment to teachers. this support includes improving the quality of online learning infrastructure, relevant training and regulations that are in line with the improvement of quality of online learning models. conflict of interest the authors declare that there is no conflict of interest regarding the publication of this article. authors confirmed that the paper is free of plagiarism. santosa | analysis of the characteristics of teachers with high internet self-efficacy levels using the k-means algorithm 10.32585/ijimm.v4i1.2754| 18 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(2016). teacher self-efficacy, academic self-efficacy, and computer self-efficacy as predictors of attitude toward applying computer-supported education. computers in human behavior. https://doi.org/10.1016/j.chb.2016.07.038 indonesian journal of instructional media and model volume 4, issue 1 (2022), pp. 36-46| p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2022 | 36 child's personality and family upbringing methods mohammad omar al-momani1, elham mahmoud rababa2 1 educational sciences department, ajloun university college, al-balqa applied university 2 ph.d in psychological and educational counseling e-mail: 1m.o.e.m@bau.edu.jo* *coresponding author article history: received: march 16, 2022; accepted: may 10, 2022; published: may 30, 2022 abstract psychologists point out the critical and highly sensitive periods in the children development during which learning of their behavior patterns becomes possible. there are certain environmental interactions during this period in order to progress naturally and at the beginning of his interaction he can issue a greater number of responses with the environment , but whatever the remaining of it and it proves the consolidation , and what fades and is deleted from the responses, it is the one that does not support and the child in the characteristics of the first life of suffers from what befalls others and suffers from psychological disorders and emotional and behavioral deviations as adults suffer. the psychological, emotional and physical development of the child is a continuous and escalating process in its growth and gradation, it is influenced by the physical environment and the social family factors. (alazmawi , 1988, p. 251). since the family becomes the first social institution and it becomes the first builder of the child personality and the formation of the behavior in society and it becomes the research problem keywords: child’s personality, family upbringing methods, education copyright © 2022 the author(s) .license sa-cc byder the this is an open access article un introduction psychologists point out the critical and highly sensitive periods in the children development during which learning of their behavior patterns becomes possible. there are certain environmental interactions during this period in order to progress naturally and at the beginning of his interaction he can issue a greater number of responses with the environment , but whatever the remaining of it and it proves the consolidation , and what fades and is deleted from the responses, it is the one that does not support and the child in the characteristics of the first life of suffers from what befalls others and suffers from psychological disorders and emotional and behavioral deviations as adults suffer. the psychological, emotional and physical development of the child is a continuous and escalating process in its growth and gradation, it is influenced by the physical environment and the social family factors. (alazmawi , 1988, p. 251). http://journal.univetbantara.ac.id/index.php/ijimm https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 37 since the family becomes the first social institution and it becomes the first builder of the child personality and the formation of the behavior in society and it becomes the research problem. the importance of the research is: become a study that dealt with a critical age stage that is difficult to deal with. in this stage, it crystallizes and forms the personality. it is a study that presents sound educational methods in dealing with children. bring the atten tion of researchers to such studies. the current research aimed to identify the family education method for the child and the formation of his personality through the following questions: what is the importance of the phenomenon of breastfeeding attachment to the child in the personality? what is the importance of the psychological safety of the child in the personality? what is the importance of family upbringing patterns in personality? the researcher used the descriptive analytical approach to the information related to the subject of the research and concluded that the phenomenon of breastfeeding and attachment, the psychological safety of the child, and the patterns of socialization with the significant impact on the formation of the child personality. study problem contemporary human life is characterized by many diverse features, perhaps the most important and most notable of which is the rapid development and the inevitability of change. everything in the life of a person of this age changes and revolves with an amazing speed, until people started calling our current age the age of speed, and speed in the scientific-physical concept is either decreasing or non-existent. constant, or increasing in most aspects of life, whether within man or in the environment surrounding him, and despite the strength of the current of change or development, a greater contradiction has appeared in the life of the person of this age, and an inevitable struggle between two opposing forces, the first with a driving force towards the imam calling for acceleration and the acceleration, and the second is a pulling force back, pulling it in the direction of regression, deceleration, and possibly stopping (alazmawi , 1988, p.7). according to psychologists, there are key or sensitive phases in children's development during which learning their behavior patterns becomes feasible, i.e., specific environmental interactions occur during this period. the time it takes for things to proceed normally it can issue a huge number of replies with the environment at the start of its interaction, but what stays and demonstrates is what is followed by consolidation, and what is deleted vanishes from the responses that are not followed by consolidation. alternatively, this is followed by unfavorable outcomes, such as pain or the elimination of something sought by the youngster, which lessens the frequency of the reaction. (alawalam , 203, p. 44). childhood stage is the most important stage and most dangerous periods of human life, because it is the period in which the first seeds of the child’s personality are laid. in which the child writes the basic concepts that help him to develop and succeed in life (al-azzawi, 207, p. 73), the first years of the child’s life are also characterized by the stage of nursery and care, taking care of the newborn’s physical and health needs, and going through a series of important steps that may have a clear impact on the personality formation, as he initially seeks to imitate the important people in the environment around him, that he may imitate the father in certain matters, and the mother in other matters, and he may imitate his brother or sister, and he may imitate all of them at the same time. this behavior makes his personality disjointed and does not help to give him a distinctive character (uday, 2007, p. 330). so, in the first pages of his life, a person suffers al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 38 from what befalls others and suffers from psychological disorders and emotional and behavioral deviations as adults suffer. the psychological, emotional and physical development of the child is a continuous process. and rising, and in its growth and gradation it is affected by the physical surroundings, environment and social factors (alazmawi , 1988, p. 251. the research problem arises because the family is the first social institution and the first builder of the child's personality and the formation of his behavior in society. research importance the nature of early interactions plays a major role in the personality development and follow-up studies that have revealed the patterns of early life development stay mostly constant as the kid develops, so if the newborn, for example, is reared in total human social isolation, it has a major social and psychological influence on his future. (hormuz, 1988, p. 152) the results of various research showed that the childhood years especially the first six years of life as the crucial years in learning and advancement. if the children needs met in these years, they can employ their potentials to the degree of ability. if their needs are not met, their advancement is hindered and their potentials diminished (abdel-al, 2007, p. 162 ). family education methods affect the development and frustration of the child abilities and the mother becomes experience source for the child, rather she is the most important repository of experience in early childhood. at this stage, mother is primarily responsible for caring for the child physically, psychologically and socially, and she is the first giver in that care and then the most important influence. (abdel-al, 2007, p. 172). as indicated by a study (turki 1980) that there was a link between the rigidity of children and the psychological control of the mother. (turkish, 1980, p. 198). the absence of the father role in the family leads to the impact of their roles, positions and relationships, and as a result the mother plays two roles, and it leads the sons to insecure attachment to their mothers, and it was found in the study (bubley 1988) that the sons who show manifestations of insecure attachment security are more prone to depression (haddad, 2000, p. 290). either education methods in islam are different from all the educational systems in terms of their sources and objectives, and some founded by the principles and institutions, methods and characteristics, that started raising the messenger of allah peace be upon him and his companions esteemed and prepare them and nachathm care aspects of their development, and examining their preparations and directing their abilities and organize their energies saluted become the best generations throughout human history, it is an education emanating from the texts of the noble qur’an and the sunnah of the prophet aimed at upbringing and directing the muslim and nurturing aspects of his growth to build his behavior and physical preparation in the world and the hereafter (hariz, 2007, p. 15). thus, family education begins since the child birth, and after years he has acquired different elements through his contact and interaction with members of his family and society, and upbringing includes all the processes of formation, change and acquisition that the child learns about during his interaction with individuals and groups and stands at the head of these processes are the processes of controlling behavior satisfaction of needs, self-affirmation and personality acquisition, meaning that family education is a process of social formation of a person’s raw materials (al-awama, 2003, p. 191). psychologists believe that the human being strives to achieve independence from the parents, and this occurs during the first three years of life and then with the beginning of adolescence again, and that what the parents provide, al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 39 especially mothers, in satisfying the needs of the child, achieving the demands of growth and supporting his help in independence in the first time contributes to achieving independence the second time. (abd al-rahman, 1988, p. 322).the study ( mahler et al., 1995)demonstrated that the process of independence (individuation) throughout childhood is typically achieved during the first three years of life, given that the kid has a feeling of an emotional contact with a mother..mahaler.ms, eat 1995).among the studies with the study of children, including those that dealt with psychological independence, as in the study (paul stein et al., 1991) with the purpose to know the relationship between psychological independence and parental communication (bluesteen, d, l, eat. 1991, p39).and a study ( kasden et al., 1991) aimed to select the differences between normal and psychologically distressed children in emotional skills (kazdin, a, eat, 1991, p145).and study (longo, harvey, 1982) that aimed to find out the responses caused by frustration. since the family is the first social institution and becomes the first builder of the child's personality and shapes his behavior in society, hence the importance of the research. research aims this research aimed to identify the methods of family education for the child and the formation of his personality through the following questions:what is the importance of the child attachment phenomenon in personality? what is the importance of the psychological safety of the child in the personality. what is the importance of family upbringing patterns in personality? search limits the current research is limited to describe and analyze information about the child personality and family upbringing methods. define terms definition of personality: (personality is a dynamic organization that is internal movement of psychological and physiological factors that achieve the individual adaptation to the environment) (rajah, 1970, p. 460). definition of massad (2005): (personality is that integrated organization of physical, mental, emotional and social qualities and structures that appear in the different relationship of the individual and distinguish him from others) (masad, 2005, p. 19). definition of adas (2007): (the structure of an individual's traits and patterns of behavior, that would define for us his unique way to adapt with the environment around him.(adas, 2007, p. 326). either the definition of a researcher that personality: definition of the theory of psychoanalysis is adopted in describing and analyzing information for the child 's personality. definition of muhammad (1986):(it is providing that the child with the necessary human culture, nourishing him with the food needed, taking care of him during his growth, and cultivating morals and his soul to have a sound upbringing, and to grow fully and integrated in the physical, spiritual, mental, social, and moral aspects so his stature rises and his status and be honorable among his people) (muhammad, 1986, p. 19)sweden's definition (1993):(it is the process of building the child little by little to the point of completeness and perfection). (sweden, 1993, p. 20)the researcher defined the education of family:(it is the way in which parents deal with the child during the periods of his life from birth to adulthood. al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 40 theoretical framework first, personality theories: theories that explain personality. among the theories that explain the formation of the personality of the individual and that pertain to our research: psychoanalytic theory this theory stresses the importance of continuity in growth, since from the first moments of an individual life his personality begins to form, as the results in a somewhat stable structure, and it is fixed structure that gives an individual personality its distinctive character at any moment of his life. it considers the personality as a sexual-psychological development with the growth passes through the following stages: oral personality, anal personality, phallic personality , latent personality, sexual personality (adas, 2007, p. 342) orakson, identified the socio-psychological development and that personality is based on a reasonable balance between positive and negative, between trust and distrust and between proving identity and losing identity, and what the child acquires at a certain stage is a certain ratio between positive and negative that if the balance is in a positive direction will help him to form a positive personality. social learning theory according to bandura , one of the main issues in individual learning is to learn a new response in a social situation. the individual can learn the new response by observing the behavior of the model and it refers to the selectivity in learning as children learn different aspects of the behavior of the model and they develop behaviors in their personality similar to the behavior of the model and thus he sees that the personality is affected by other people (yahya, 2000, p. 43. children acquire many behavior and attitude patterns by observing their parents, teachers, friends, and other patterns in their environment, and the adult produces learned responses. by observing the behaviors shown by other individuals, and thus he sees that the personality of the individual is affected in the social situations they live. suande, sundel, 1975, p55) behavioral theory the behavioral model is an environmental model, that sees the behavior of the organism is determined primarily as responses to stimuli in the environment, these responses remain to be a part of the individual' personality if these responses are reinforced , followed by a good effect or something desirable after the response occurs. (alawalameh , 203, p. 42). thus, personal behavioral theory sees the behaviors or conclusions learnt after they have been reinforced. al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 41 previous studies one of the studies that dealt with childhood was the link between childhood and personality in general. kazden et al. 1981 study : the study aimed to choose the differences between normal and psychologically disturbed children in social skills and the study consisted of 60 children and the sample consisted of 30 normal children and 30 psychologically disturbed children, distributed in the following disorders, communication disorder (7 children), depression disorder (5 children) and anxiety (5 children) impulsiveness and recklessness (7 children) and acute rejection (7 children). the results showed the significant differences between the two groups in both social skills and self-efficacy, and in favor of the normal group. the study also proved that social support is an essential factor in the development of social skills in children, where half received the disturbed children received feedback and performance stimulation, while the second half did not receive any stimulation. the results showed that the children with the stimulation and feedback had an increased level of social skills. (kazadin, a, e, eat.at, 1981, p145). carngo and denny study 1982 : a study to find out the effect of frustration in the responses resulting from the surrounding situation on a sample of (7 males) and (5 females) of infants aged (22 months) to (26 months) that included the surrounding situation from two sessions, the first leaving the subjects to play in games ( certain dolls), and in the second session creating frustration by keeping toys out of the infant reach, and they were recorded (video). the results showed that the responses resulting from the surrounding situation included screaming, escape features , and sounds that are not crying, as well as crying, and looking to seek help .(conga, harvey.w .& deni 1982, p239-242) the study of the two workshops 1987: a large number of variables related to psychological independence from the family were mentioned by 10-year follow-up of (16 children), and the study found that independence from the family and the transition to early adulthood is affected by the failure in emotional relationships and a sense of helplessness as it is affected by factors such as care, performance school, psychological and social affection, memories about the rupture of the relationship between parents, independence, orientation towards the past, present and future, the need for the father, especially males, as the study showed that separated families may give the child the ability to absorb shocks and protection if the father helps the child (whether the father or mother). it is characterized by kindness, stability and nonvibration. the ability to take responsibilitywallersteing, js . 1987, p199-211 ). the study of muhammadawi (1999): the study was to verify two guiding methods modeling and role playing) in the introverted behavior of children in the role of the state, and the study found the effectiveness of the two methods in the introverted behavior of children in the role of the state. ( al-muhammadawi , 1999, p. 57) discuss previous studies through the presentation of previous studies, the kazden study showed that emotional disorders negatively affected the social skills of troubled children, and since emotional responses are part of the components of the emotional personality, then the personality of troubled children is a non-social personality that does not have the proper social skills, so it needs the attention to a sound family upbringing that is free from the disturbances that will al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 42 affect the personalities.a study showed the process of frustrating the child will affect responses in the frustrating situation and be turbulent responses and the process of frustration is related to the family education style , that is, when raising the child, it does not increase the frustrating situation for him, and we provide him with all his needs in order to grow up with a healthy personality away from disturbances. as for the alrashthen study, it showed that psychological independence is also connected to family education and the family's support and self-confidence, as well as the quality of the connection between parents, all of which impact the individual's independence and uniqueness in his personality. as for al-muhammadawi’s study, it showed that the process of imitating the model had an impact on introverted behavior, and since the parents were the first model of the child, the method of family education will reflect negatively or positively on the personality. study approach the researcher used the descriptive analytical method of information on the subject of the child 's personality and methods of family education through the review of sources and literature on the subject. in order to achieve the first question about the importance of the phenomenon of the child's attachment to the personality the researcher addressed the following: breastfeeding and attachment: the relationship of the child with the mother is the first link in the chain of relationships that the child should build, and there is no doubt that the distance between the child and mother is zero at first, i.e. during pregnancy. human relationship characterized by mutual baltjazb between the child and the creature other and have a specific magnetic field kalmjal, the more away thing about the power of attraction was less affected by, if we started to measure that distance during pregnancy , embryo part of the mother, after the birth phenomenon remains the adhesion of the child the mother and the mother the child, the phenomenon familiar, desirable behavior and a loving view of the soul, and at the same time, the mother is in direct contact with the child. she breastfeeds him, carries him, caress him, sleeps next to him, responds to everything that comes from him, takes care of him and takes care of him and manage his needs. this proximity or presence to a mother is the material basis required to build the first relationship in its natural form and mzmznha . any separation or separation between the child and the mother during the first year produces disintegration and alteration in the human interaction between them, and may lead to its sabotage and distortion, affecting the aspects of the kid's psychological personality formation the child looks at the life around him through a telescope and his relationship with his mother. if it is a calm, beautiful and peaceful relationship, he sees the world and people and the ties with them as well. and if his relationship with his mother is troubled, miserable and harmful, then he sees people relationships with him with unparalleled hardship. al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 43 the success and stability of the relationship between mother and child is paramount importance in the process of psychological formation and the development of the ability for social interaction and building the child’s personality (alazmawi , 1988, pp. 63-64). the second question: what is the importance of the psychological safety of the child in the personality the researcher addressed that : the need for security means freedom from fear from all sources, and this need appears clearly in children to avoid the exposure to danger situations of all kinds, which give rise to responses to feelings of danger and psychological anxiety. we notice this need in adults and children in a sense of danger. (al-kinani et al., 2000, p. 127).freud goes to the psychological anxiety caused by frustrations and psychological conflicts in the subconscious mind and the unconscious in the early stages of childhood, and most importantly the fear of separation from the mother and emotional deprivation that leads in turn to the disorder in personal growth and arise personal neuroticism ( agadira , 1990, p 66)when a child faces a situation in which he feels that his parents or one of them are preventing him from expressing his needs, he becomes angry with them, and the child feels his anger at his parents develops in him a sense of sin. the family relationship and family upbringing have effects on the child’s personality. when imposed or neglected by the child, the effects are generated on his personality, including insecurity and loneliness, and the inability to exchange emotions, and when the parents are angry, it will generate a tendency in the child to fear and insecurity. as well as excessive protection, imposition of rigid systems, parental disagreements, and jealousy of brothers, all of these circumstances affect the child personality (abdul ghaffar, 1969, pp. 282288). the child feels very anxious when he thinks that he behaved badly, and the problem increases when the child has a general feeling that he is not behaving in the right way, and at the age of two to six years, the child imagination is strong, but his distinction between reality and imagination is weak, and at this stage he feels lack of security when he expects punishment for misbehaving. breastfeeding has an important role in the psychological safety of the child, as the process of breastfeeding is not just following biological needs, but rather it is a social position that consists between the infant and mother in which the infant is affected by his mother psychological state during breastfeeding and her mood. (rajah, 1970. p. 168). attachment axis: attachment begins clearly between the sixth month and until the ninth month of life and increases in the intensity in the following months and the attachment is accompanied by strong and violent feelings and it is evident in the feelings of pleasure and joy when meeting the custodian child. they carry him, and he follows them in their going and coming and they cry when he leaves them, and it is how the behavioral growth is called attachment. (alawalamah , 2003, p. 157) the direct contact between the mother and her child generates in the child a feeling of safety and a sense of the mother tenderness, as well as the hormone that stimulates the secretion of milk that supports the elements of motherhood by feeling the taste and the ability to provide him with care. (hariz, 2007, p. 47). al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 44 in the theory of interaction analysis, ( burn ) sees that the parental ego teaches children is to perceive the world realistically and to exchange love with others, and to interact spontaneously with others without falsification, evasion or deception, and teaches young people to live in this world (alazza , 2000, p. 165 ). breastfeeding and attachment to the child is not only beneficial for the child, but also for the mother, as breastfeeding protects the mother from certain types of breast cancer, as well as preventing pelvic fracture in the advanced stages of life, and also helps the uterus return to its normal size before birth. (hariz, 2007, p. 55). to verify the question: what is the importance of family upbringing patterns in personality? the researcher addressed: the focus of family upbringing styles:treating children is an art that is difficult for many fathers and mothers in a life period , and parents often wonder about the most effective ways to deal with their children, and in general, there are different types of family upbringing namely ,:-cruelty and authoritarianism, that is, cruelty in treating children and carrying them to tasks beyond their capabilities, determining the ways they eat, sleep and play, and preventing the child from doing what he desires. excessive protection, parents interfere in the affairs of the child, and perform duties on his behalf, which means robbing the child's desire for liberation and independence, and thus the difficulty of holding him responsible alone. neglect, and one of the most important forms of it, is the lack of attention to the hygiene of the child, and following the biological and psychological needs . oscillation, that is, the father or mother’s instability in using the methods of reward and punishment, and it means confusion about the child’s behavior and also included distancing in the direction of both the father and mother in the upbringing processes, and all this makes the child confused and emotionally unstable, which affects the growth of his personality. segregation, where there is a deliberate inequality between children and preference among them because of the birth order, age and gender, and a child with a jealous personality may be selfish. pampering, that is, encouraging the child to achieve his desires as he wants, that is, not directing the child to take responsibility or encouraging him to engage in undesirable behaviors and defending him in all situations regardless of their health, and the personality of the spoiled child is rapidly collapsing. provoking psychological pain by the child notice guilt whenever came behavior is undesirable, or prepared or underestimated , whatever his behavior and the search for his mistakes and his criticism is prey, and this is a child unconscious confidence of ac inclosed confounded. ( awalmeh , 203, s194-195). research discussion this chapter discusses the questions raised in this research, and researcher concluded that. in the axis of breastfeeding and attachment of the child, and when analyzing the information collected in this axis, we note that mother has a major role in the upbringing of the child, as well as the impact of the pregnancy period on the process of attachment and closeness and the effect of breastfeeding in terms of the attachment of the child to his mother breast and its consequences from providing the biological needs (milk) or food, as well as psychological needs that are psychological safety and tenderness, and thus we conclude that the process of attachment is a psychological process. if we achieve this need for the child, the child grows up as a child together far from personality disorders, such as isolation, anxiety, and lack of independence. achieving this need requires the mother to be near the child during the al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 45 breastfeeding period and not to leave him, but what we notice in our current society is that a woman or mother goes out to the field of work and leaves her child at home with his grandmother or leaves him with neighbors or a relative, or put him in nurseries. the characteristics and keep unique of the child's relationship with his mother are of the content of a bilateral mutual amphidiarthrodial relationship and a common lasting effect, and the nature of full of real emotions and sophisticated to suit the stages of psychological, emotional, and social growth, stem from that relationship intrinsic the most prominent emotions coming and perceptions of the child and tnsql through which many personal aspects are derived.we also infer that a mother's need for connection for her kid is not being met at this time; we find youngsters of this age are worried and agitated, and they do not exhibit a balance in their personality via street and school actions. in the psychological safety of the child axis, and after analyzing the information contained in this researcher concluded throats that follows : psychological safety is a need that exists in the child and the adult, as explained in maslow’s hierarchy of needs, where the need for safety is in the second place in his hierarchy, but this need for the child is not considered the second need after the physiological need , because it is related to the first need and is fulfilled when following the first need, when the mother breastfeeds her child, she satisfies the physiological need (food) and at the same time also satisfies the need for psychological safety. we also conclude that the father has a great role in achieving psychological safety, as the absence of the father from the family has an impact on children, especially males, as it generates weak social skills, low self-confidence and lack of independence, as indicated by a study (altamimi, 2000) and a study (1987,wallersteing). on the axis of family upbringing of the child the researcher concluded that due to the multiplicity of patterns of family upbringing, as well as the variation and contradiction in its patterns, patterns of cruelty and domination vary with excess need, and neglect and incitement of psychological pain, discrimination and fluctuation in treatment vary with pampering, and in addition to the varying patterns of family upbringing, it is also a wasteful upbringing that is not permissible excessive cruelty, excessive neediness, pampering or neglect. we conclude that belittling, belittling, criticizing the child behavior and injuring him, constitutes a child who lacks confidence in himself and cannot be independent and bear responsibility, as indicated by a study (congo, harvey –wilson anddni, 1982) it is noticeable in the patterns of family upbringing that all the wrong patterns are practiced in our society that indicates the error of our methods of upbringing, and these errors will be reflected on the personality of the children in their future. recommendations and suggestions based on the results and discussion, the researchers recommend that. the mother of breast-feeding the baby does not leave the child with others.the child (hatna) was organized by the mother and father in order to feel psychologically safe. no hesitation in dealing with the child.providing the child with a family atmosphere, free of problems and quarrels between spouses.if the parents are a good role model, provide guidance, advice and reduce scolding for al-momani.m. o et al. | child's personality and family upbringing methods 10.32585/ijimm.v4i1.2022 | 46 the child, instilling confidence in the child in the positive actions he makes equality in dealing with family children. conducting a comparative study between the phenomenon of attachment among orphaned and normal children.conducting a comparative study between orphaned and normal children in social behaviour.conducting a study on the needs of children according to the variables of age and gender.conducting a study on the patterns of family upbringing among the layers of iraqi society. references al-alusi, jamal hussein and others, educational guidance, ministry of education, baghdad. abu jadu, saleh muhammad ali, 1998, the psychology of socialization, dar al-masira, amman. abu aita, siham darwish, 1988, the role of the mentor in achieving academic, professional and psychological goals. abu el-nile, mahmoud el-sayed, 2001, studies in mental health, university college, alexandria hattab, hassan & yassin awni, 1982, foundations of scientific research, ministry of education, baghdad. hamad, laith karim, 2009, islamic educational thought, printing arts, diyala. al-khatib, 1977, editing of the kings, al-watan, jordan. dragon & jan, 1974, educational and vocational guidance, anglo, cairo. al-dulaimi, ahmed khalaf, 1988, educational counselors’ attitudes towards their work, a master’s 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educational studies, ministry of education, no. 9. morsi, said abdel hamid, 1976, psychological counseling and educational guidance, anglo , egypt. muslim, sami muhammad, 2000, research curriculum in education and psychology, dar alhikma, baghdad. watson met, (1959) the career development of black and white south african ietemational for the advance want counseling.vol.8.vol.10 indonesian journal of instructional media and model volume 4, issue 1 (2022), pp. 20-27 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2754 | 20 the use of youtube to increase student participation in distance learning mode asrinaldi nasution 1, riska riska 2, camelia3 1 sekolah menengah atas negeri 6 tualang, siak, indonesia 2,3 english education, universitas lancang kuning, pekanbaru, indonesia e-mail: 1asrinaldi9393@gmail.com*, 2riskasyaputri789@gmail.com, 3manaluchamelya@gmail.com *corresponding author article history: received may 3, 2022; accepted may 27, 2022; published may 30, 2022 abstract increasing student participation becomes the main concern in distance learning mode during the pandemic. a teacher must be able to give the maximum effort in teaching the classroom, for instance by using ict. this study aimed to find out the use of youtube in increasing student participation in distance learning. the design of this research was classroom action research (car) with the subject of the research was 21 students of social science 12th grade at sman 6 tualang. this research was conducted in one cycle consisting of 5 online class meetings using youtube. the findings showed the increase of student participation and activeness by using youtube that can be seen from actively asking questions, being enthusiastic in answering questions, and enjoying the learning process. keywords: distance learning, students’ participation, youtube copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction along with who categorizing the status of covid -19 as a pandemic in mid-march 2020, the government of indonesia took a policy to carry out distance learning (wiryawan, 2020). this action is as an effort to ensure the continuity of education after the physical closure of schools and universities. the current status of education in indonesia is set by the ministry of education and culture circular letter no. 4 of 2020 concerning the implementation of education in corona virus 2019 (covid-19) disease emergency conditions (kemendikbud-ristek 2020). therefore, distance learning has become the new learning pattern for teachers and students from kindergarten level to higher education (madya & abdurahman, 2020). the immediate restrictions on face-to-face activities to total online learning have made educators and students unprepared to implement online learning (siregar, 2020). it became an issue in various topics of public discussion where students and educators are forced to switch from the physical classroom to online learning. hence, it is certainly not uncommon to make educators and students to feel shocked by the new learning model (atmojo & nugroho, 2020). the rapid development of information and communication technology can be used to support the implementation of remote teaching and learning process (adisel, gawdy, 2020 ; salsabila et al., 2020). therefore, teachers can take advantage of information and http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v4i1.2754 mailto:asrinaldi9393@gmail.com mailto:riskasyaputri789@gmail.com mailto:manaluchamelya@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ nasution, et al. | the use of youtube to increase student participation in distance learning mode 10.32585/ijimm.v4i1.2754 | 21 communication technology in the learning process (surandika et al., 2020). for instance, the use of digital platforms that are widely available with various features in accordance with the interaction goals to be achieved. digital platforms widely used in online learning are whatsapp groups, youtube, google facilities (google classroom, google meet, and google forms), zoom cloud meetings, and so that the learning can continue (assidiqi & sumarni, 2020). although teachers are increasingly facilitated with ict, the implementation of online learning certainly has other challenges, both from the aspect of human resources and infrastructure (al hakim, 2020; tanggur & nahak, 2021). these challenges consist the network limitations, lack of student discipline, lack of awareness, and lack of student interest and participation in learning (donham et al., 2022; rasidi et al., 2021). from the student side, the obligation to learn online is an obstacle for students who are not familiar with online learning patterns with lack of interaction during the learning process. these obstacles are increasingly felt by economically disadvantaged students with the have the facilities and infrastructure to participate in online learning (sauri et al., 2020). it makes the lack of student participation in online learning. wester et al. (2021) conducted research to determine the changes in the learning environment for students affect student engagement then discovered that student engagement drastically dropped when students were exposed to online learning. the lack of student participation in online learning is a challenge for teachers to make students active (noviyanti & setyaningtyas, 2017). furthermore, the challenges faced by teachers in teaching during online learning are the lack of interaction between the educators and students or even between students themselves. learning activities are an interactive process that involves students and educators. a learning activity will be meaningful when it benefits from that activity. then students who do not have high learning motivation tend to fail. there are also many possibilities of learning disorders that will derail the learning process because distance learning requires students to study independently (putri & amelia, 2021). if the learner is not disciplined to study independently, then there is a possibility that interference will occur during learning (kahfi, 2020). it happens because of students decreased motivation or enthusiasm for online learning that is less effective because the teacher does not meet faceto-face with students (cahyani et al., 2020). therefore, teachers must choose the attractive teaching strategies to increase student participation and achieve learning objectives (magdalena et al., 2020). in order to achieve learning objectives, every teacher is required to understand the learning strategies that will be applied properly (mansur & utama, 2021). related with this, a teacher must consider the learning strategies used. the selection of the right learning strategy has an impact on the level of student achievement (muawanah & muhid, 2021). fatimah & kartikasari (2018) argue that learning strategies are not only limited to activity procedures but also include material. the learning strategy consists of all components of the subject matter, procedures, and media that will be used to help students to achieve particular learning objectives. teaching english courses may be complex and learners need a method to simplify and better understand the lesson. moreover, students may feel uninterested in the class since there is no enjoyment. additionally, the students are likely to struggle with the lectures or instruction that adheres to the traditional teaching routine; they may prefer an alternative method of learning english. however, by using youtube videos, students can improve a considerable number of advantages and motivations that make the learning process active (haryadi, 2019; lestari, 2013). furthermore, it may offer teachers a chance to overcome several negative concerns and involve learners in a new teaching method. furthermore, it can be a helpful tool for teachers to use their lessons. during the pandemic, the average teacher at sman 6 tualang only used whatsapp media in online learning. the media certainly causes boredom and numerous disruptions to the learning process. therefore, teachers must incorporate engaging learning media into the english http://dx.doi.org/10.32585/ijimm.v4i1.2754 nasution.a, et al. | the use of youtube to increase student participation in distance learning mode 10.32585/ijimm.v4i1.2754 | 22 subject so that students are motivated to learn english and the perception the difficulty of english is eliminated. based on observations during the application of english language teaching using youtube in 12th grade of social science in sman 6 tualang revealed that it affected student participation as evidenced by student activity in learning and also piqued student interest in what they did not know previously, such as new vocabulary. the purpose of this study was to increase students participation in learning english through the use of youtube. from the ideas above, the researcher is interested to conduct research to improve student participation through the use of youtube. in this study, the researcher aimed to answer research question: can the use of youtube increase student participation in the process of teaching english through distance learning? methods this research used classroom action research (car) to analyze problems appears in the classroom and as a tool that provides an alternative to problems in the classroom. this research was carried out at sman 6 tualang for english subjects (khasinah, 2013). the subject of this research consisted of students of 12th grade of social science at sman 6 tualang in the academic year 2020/2021 with a total of 21 students consisting of 8 female students and 13 male students. this study was conducted in odd semesters from july to october 2021. data were collected by conducting the observations. the researchers also made a checklist observation for teacher and student observations filled in by the research partner during data collection. the teacher observation table contained some steps of the teaching process carried out by researchers to comply the lesson plan guidelines and guidelines in applying learning methods with youtube. at the same time, the student observation sheet contains several criteria as the indicators of students participation in the class. s. this research was conducted in one cycle consisting of 5 meetings. the classroom action research model used was the kemmis and mctaggar model in which each cycle had four stages namely planning, acting, observing, and reflecting. figure 1 car cycles planning at this process, the researcher planned and prepared the lesson and searched the relevant youtube videos to the subject matter that will be taught. furthermore, the researcher devised an observation checklist to serve as a guide for researchers engaged in the process of instructing and to evaluate the degree to which students participated in the learning process. acting after making a lesson plan and the instruments needed during observation, the researchers carried out the learning process by following the lesson plan. during the learning process, the http://dx.doi.org/10.32585/ijimm.v4i1.2754 nasution, et al. | the use of youtube to increase student participation in distance learning mode 10.32585/ijimm.v4i1.2754 | 23 researcher tried to increase student participation such as asking some questions to students, asking students to respond to the videos watched, asking students to draw conclusions from the youtubes watched, and asking students to link the material being studied with the youtubes given. during the pandemic, learning was carried out online and adapted to the conditions with the difficulty to assess the internet network, so researchers did not teach using zoom media but through whatsapp groups. in this study, the teacher provided a youtube video link through the whatsapp group and then students can access it by clicking on the shared link. in the youtube video, the teacher tried to share easy-to-understand videos there is a creative video editor in the video so the students will not be bored watching the learning video and can provide the effectiveness during online learning without a teacher. the more active andeasy for students to understand the material, the more success of these students in understanding the material (indriyati, 2021). observing using youtube and teaching-related observations were made. at this stage, a research partner assists the researchers in assessing the compatibility between the application and the observation sheet, as well as observing the enthusiastically students participate in their studies while watching youtube. furthermore, there are field notes that contain some events occurred outside of the observation checklist sheet to describe in detail the class’s situation and condition. the results of these observations will be interpreted and described as an explanation of the question about student participation increase because of youtube. reflecting the final step is to reflect or review the entire series of actions taken. the purpose of reflection is to identify and address the researcher teaching deficiencies. the observation checklist and field notes reveal these deficiencies when carrying out the learning process. to determine the limitations of youtube use in english classes. results and discussion the researchers assessed the active role development of students based on the number of criteria identified on the observation sheet as indicated in the table below. table 1. table of the students participating in each meeting student participation indicators meeting 1 meeting 2 meeting 3 meeting 4 meeting 5 students ask questions 1 2 2 3 students answer the questions given by the teacher 1 1 2 3 5 students who respond or answer every question from the teacher after watching the video or discussing with the teacher 4 7 10 13 20 students who are willing to express their own opinions or conclusions about the lessons that have been given through youtube videos 1 2 3 http://dx.doi.org/10.32585/ijimm.v4i1.2754 nasution.a, et al. | the use of youtube to increase student participation in distance learning mode 10.32585/ijimm.v4i1.2754 | 24 based on the table above, it can be seen that youtube as a media for learning english in 12th grade of social science at sman 6 tualang can increase student participation and motivation in learning english. it can be seen from the results of the researchers observations in each implementation in two meetings of each material taught and in the first research conducted on july 26 and august 04, 2021. at the first meeting, the material presented was about ‘suggestions’, and the second meeting was about ‘offers’. in the implementation of the first observations, the students were less enthusiastic about participating in english lessons. there was a slight increase compared to just using a whatsapp group. using youtube media made it easier to understand the material. furthermore, at the first meeting using youtube media in the ‘suggestions’ material, there was already one student who answered the questions given by the teacher, four students had started responding after watching the youtube video, but there was no student willing to give an opinion or conclusion from the youtube video watched. at the second meeting on the ‘offers’ learning material, it was seen that the participation of students increased slightly that was indicated by the presence of one student who was willing to ask questions about the material and one student who responded the questions given by the teacher, but there were no students who participated in giving conclusions and opinions about the material. the subsequent observation was carried out on august 18th , 2021, and august 25th , 2021 in third meeting. the material presented was about ‘opinions’, and the fourth meeting was about ‘thoughts’. in the observations of the two meetings, they have almost followed the lesson well. although some students had obstacles such as low internet connection, the obstacle did not make them fall behind in understanding the material because they have started to be active and can motivate their colleagues to learn using youtube media because youtube is a teaching media that provides many kinds of material in the video that is precisely the same as the material delivered. at the fourth meeting, students became more actively marked by two students asking questions related to learning materials, three students answering questions given by the teacher. furthermore, thirteen students had also responded to learning from youtube and two students begun to provide opinions and conclusions regarding the material taught using youtube. further observation was conducted on september 1st, 2021, with ‘party time’ material, the researchers observed that students could understand the material well. furthermore, they were able to pour and apply vocabulary into the party time material learned while learning to use youtube media. furthermore, at the fifth meeting, students had actively participated, marked by three students asking about the ‘party time’ material, five students answered the questions given by the teacher, twenty students responded to videos watched and there were already three students who wanted to give opinions and conclusions from youtube videos watched. it means that youtube media was suitable to be used as a learning media during the pandemic because by watching the video on youtube, students can better understand the material. based on the observation sheet in this study, using youtube media to learn english during the pandemic at sman 6 tualang of 12th grade of social science can increase participation and motivation of students to learn english more than before using youtube media. the more active and easy to understand the material, the more success of students in understanding the material (indriyati, 2021). the results of this study had similarities with previous study conducted by almurashi (2016). some similarities regarding the use of youtube play an important role in helping students understand their english lessons. furthermore, the results of this study also had similarities with the research conducted by kabooha & elyas (2015) namely that the use of youtube as a learning media makes the students to be actively involved in their learning process and makes them more involved in the learning process. http://dx.doi.org/10.32585/ijimm.v4i1.2754 nasution, et al. | the use of youtube to increase student participation in distance learning mode 10.32585/ijimm.v4i1.2754 | 25 in the distance learning mode view, the use of youtube is as significant as other ict based learning platforms. despite the limitation found, such as insecure networks (syahdan et al., 2021), teachers need to ensure the learning process works continuously. this effort can be done by integrating ict in learning during the pandemic. in this sense, teachers need to use learning media that can attract attention and feedback from students. because now, learning media becomes a fundamental need for a teacher in carrying out the learning process. therefore, youtube can be one of the media selected by teachers, considering that youtube has an attractive appearance, multimodal, and easy to use. however, it is necessary if it is to be supported by the readiness and proficiency of teachers in using it (syafryadin et al., 2022; syahdan et al., 2022); tafonao et al., 2020). in integrating ict tools in classroom activities, teachers should monitor students’ engagement. to this point, classroom action research facilitates teacher to conduct series of activities with the support from collaborators (kurniawan et al., 2017; (syahdan et al., 2022). this is done with the aim of analyzing the problems experienced by students in the learning process and improving the quality of learning (wijaya et al., 2021). in the context of class xi social studies at sman 6 tualang, researchers used youtube to increase student participation in learning english. conclusion based on the results and discussion, it can be concluded that students have almost followed the lesson well. although some students experience problems such as low internet connection but it does not prevent them from understanding the material because they have started to be active and can encourage their classmates to learn using youtube as a teaching media that provides various types of content in identical videos to the material delivered. furthermore, youtube can be used as a learning media during distance learning because students can better understand the subject matter if they watch youtube videos. in addition, using youtube media in learning english can increase student participation and motivation in learning english compared to before using youtube media. therefore, the researcher suggests that teachers can use youtube as a media in learning english. acknowledgement we would like to thank syahdan, the 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(2020). kebijakan pemerintah dalam penanganan pandemi virus corona disease 2019 (covid-19) di indonesia. prosiding seminar nasional webinar nasional universitas mahasaraswati denpasar, 179–188. https://ejournal.unmas.ac.id/index.php/webinaradat/article/view/1180/1012 http://dx.doi.org/10.32585/ijimm.v4i1.2754 indonesian journal of instructional media and model volume 4, issue 1 (2022), pp. 28-35 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm 10.32585/ijimm.v4i1.2022 | 28 development of e-supplement teaching materials physics based on flipbook in balogo traditional games afifah khansa nadhiroh 1, trapsilo prihandono 2, dan singgih bektiarso 3 1,2,3pendidikan fisika, fakultas keguruan dan ilmu pendidikan, universitas jember, indonesia e-mail: 1afifahkhansa6@gmail.com*, 2 trapsilo.fkip@unej.ac.id , 3singgih.fkip@unej.ac.id article history: received may 5, 2022; accepted may 28, 2022; published may 30, 2022 abstract indonesia is a country with high cultural diversity that is spread in every region, one of which is traditional games. the existence of traditional game begins to be eroded and forgotten by the children. along with the development of the era, educators have to follow the development of recent technology without leaving the cultural values . the existence of traditional games can be maintained by introducing and integrating them into learning through the teaching materials. therefore, this research is focused on the development of e-supplement teaching materials physics based on flipbook in balogo traditional games. this research aimed to determine the validity and feasibility of e-suplement teaching materials physics based on flipbook in balogo traditional games. this research used the research and development method od 3d models (define, design and develop) modified thiagarajan 4d models. the results of research showed that e-suplement teaching materials physics based on flipbook in balogo traditional games was very good with validity 91.36%. the concluson is the e-supplement teaching materials physics based on flipbook in balogo traditional games is valid and very feasible for use in learning. keywords: example: feasibility, suplemen teaching materials, traditional game, validity copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction indonesia is a country with high cultural diversity, ethnicity, and customs . one of the cultural diversity heritages in indonesia is traditional games. the existence of traditional games from time to time starts to erode and be forgotten. traditional games are fading away due to the development of the digital technology era and the influence of globalization (suryawan, 2020). balogo is a popular traditional game in banjar tribal area especially in south kalimantan. balogo games have a process of inculcating cultural values, namely honesty, cooperation, hard work and deliberation (azahari, 2018). based on an interview with dra. hj. siti nursiah se.ak., the tradition of local wisdom in the balogo game was eroded and revived by holding a socialization of balogo to reintroduce it to the younger generation. the attempt ion to preserve local culture to keep it intact and awake are by introducing and implementing the balogo game in the education field. the integration of local culture in learning can motivate students to develop knowledge, build understanding and perceive the relevance of the material taught by educators during the learning process (kristin, 2015). educators still have not integrated the culture in learning so that educational goals are lacking in achieving educational goal (shufa, 2018). learning that does not collaborate scientific literacy into real environmental knowledge may cause lower students scientific http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v4i1.2022 mailto:1afifahkhansa6@gmail.com mailto:trapsilo.fkip@unej.ac.id mailto:3singgih.fkip@unej.ac.id https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ nadhiroh. a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 29 knowledge and tend to be rote. learning by integrating indigenous science processes (culture) into scientific science can create meaningful learning atmosphere (meaningfull learning) and students become more active in analyzing and exploring problems in the local area. culture-based learning is more meaningful because it relates learning materials to everyday life (sumalong et al., 2021). local culture-based learning can be implemented on science concepts, namely physics. physics is a science that is closely related to human life and natural phenomena (harefa, 2019). quality learning can be realized by packaging physics teaching materials that integrate culture. the efforts to incorporate cultural values into education are designing, creating, and developing teaching materials (ferdianto & setiyani, 2018). teaching materials are media to achieve learning objectives so students can understand the material presented by educators. the teaching material developed in this research is an electronic supplement book or usually called e-supplement. supplementary books are learning support books that contain facts, information, and various things with the purpose to help the main textbooks according to the material and needs of educators (pranata et al., 2021). along with the era development, educators must keep up with technological advance by using online teaching materials . flipbook-based teaching materials can be an alternative in supporting student learning in the 4.0 industrial revolution era following the increase of rapid technological developments. the use of flipbook-based teaching materials can improve understanding of student achievement (kodi et al., 2019). flipbook-based physics teaching material of e-supplements do not only provide the text readings but also animations, videos, illustrations, audio with the tools that allow users to interact so that the learning atmosphere becomes more interesting and not boring. e-supplements for flipbook-based teaching materials are designed to overcome boredom and make it easier for students to understand the material taught by educators so that learning can run effectively (adrian & laila agustina, 2020). similar studies were carried out by other researchers namely by (nugroho et al., 2021) that resulted in the development of supplementary teaching materials based on local wisdom that were proven to be very valid, interesting, good and practical so that teaching materials were suitable for use in learning. furthermore, similar research was conducted by (marditha et al., 2022) that resulted in the development of supplementary teaching materials based on local wisdom of the pasti jaya village community which proved to be very suitable for use in terms of material, language and graphics. the novelty of this research is that the supplement of physics teaching materials is packaged in electronic form using a flipbook that contains local wisdom of the traditional balogo game culture. based on the facts above, researchers need to develop an e-supplement to flipbook-based physics teaching materials in the balogo traditional game. this research aimed to determine the validity or feasibility of an e-supplement to flipbook-based physics teaching materials in the balogo traditional game. methods this research used research and development (r&d) method with an ethnographic approach. ethnography is a systematic description and analysis of the culture of the local community to understand a view of life through the point of view of the culture (siddiq & salama, 2019). product development model the product development model is a descriptive procedural model. the product development model is an e-supplement to flipbook teaching materials based on the traditional balogo game that can be accessed online and supported by computer technology http://dx.doi.org/10.32585/ijimm.v4i1.2022 nadhiroh.a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 30 or mobile devices. the e-supplement for flipbook teaching materials was made with the assistance of flip html 5 software. product development method the method of developing an e-supplement for flipbook teaching materials based on the traditional balogo game used was the research and development (r & d) method with a 3d model. this research and development method consisted of define, design and develop a modified thiagarajan 4d model. the research and development (r&d) method is a process used to develop and validate educational products (sriwahyuni et al., 2019). data analysis techniques the data analysis techniques to determine the validity of the e-supplement flipbook teaching materials through 3 stages, namely material experts, media experts and users. determine the value of expert validation from the average indicator with the equation: 𝑉𝑎 = 𝑇𝑠𝑒 𝑇𝑠𝑚 𝑥 100% information : 𝑉𝑎 is expert validation (material, media dan users) 𝑇𝑠𝑒 is the total score obtained from the validator 𝑇𝑠𝑚 is the maximum expected total score the combination of the validation results from the assessments of media experts, material experts and users can be determined by the average equation as follows : 𝑉�̅� = 𝑉𝑎1 + 𝑉𝑎2 + 𝑉𝑎3 3 information : 𝑉�̅� is the value of the validation result 𝑉𝑎1 is the material expert validation value 𝑉𝑎1 is the media expert validation value 𝑉𝑎1 is the user validation value the qualification for the feasibility of flipbook teaching material e-supplements to change the quantitative value from the validation results into qualitative values based on 5 categories of assessmentas seen in table 1. table 1. eligibility qualifications for flipbook e-supplements nilai score range category a 81% ≤ x < 100% very feasible b 61% ≤ x < 80% feasible c 41% ≤ x < 60% fairly feasible d 21% ≤ x < 40% not feasible e 0% ≤ x < 20% very unfeasible (taufiqy et al., 2016) results and discussion the resulting research and development product is an e-supplement to flipbook-based physics teaching materials in the traditional balogo game. the research aimed to produce an e-supplement for flipbook-based teaching materials that were valid and suitable to be used as additional teaching materials in physics learning. the limitation of this research is the third stage of the borg & gall research procedure by the validation and revision stages of the experts. http://dx.doi.org/10.32585/ijimm.v4i1.2022 nadhiroh. a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 31 developed product analysis field observation about potential problem and student need are needed before designing teaching material products. the observation phase was carried out in one of the public high schools (sma) in the jember city. based on fefield observations , students were very interested in the development of increasingly sophisticated digital technology because it eases the students to find various information according to their needs. in increasing students interest in learning and creating new situations , educators must prepare teaching materials that are favored by students. some physics teachers also have never applied flipbook-based physics teaching materials in learning because they are still guided by printed teaching materials in high school and also do not integrate culture (original science) into scientific science. flipbook-based physics teaching materials are very effective and practical, they can be carried anywhere without having to burden students with carrying printed books. effective teaching materials can improve the quality of learning so that it can achieve better student learning outcomes (reizal et al., 2020). the development of teaching materials must consider the curriculum that applies in learning, the characteristics of students and can guide students in solving problems while keeping abreast of technological developments (sari et al., 2021). therefore, in supporting learning with limited digital teaching materials, researchers are interested to develop an e-supplement for flipbook-based physics teaching materials that integrates the balogo traditional game . teaching material design at this stage, the process of compiling teaching materials is carried out by collecting various information about the balogo traditional game (original cultural science) that is integrated into physics (scientific science) as the main material for e-supplement to flipbookbased teaching materials. e-supplements for flipbook-based teaching materials that integrate local wisdom of the balogo game provide new information to students in teaching and learning. the design of this teaching material consists of several components including cover, identity of teaching material supplements, introduction, table of contents and pictures, achievement indicators, instructions for using supplementary teaching materials, concept maps, material descriptions, practice questions and bibliography. the development of good teaching materials consists of title components, learning materials, competency standards, basic competencies and indicators, learning objectives, instructions for using teaching materials for students and teachers, supporting information, worksheets and assessments (febrina et al., 2020). figure 1. cover of flipbook-based physics teaching material supplement http://dx.doi.org/10.32585/ijimm.v4i1.2022 nadhiroh.a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 32 the cover section of the teaching material supplement in figure 1 shows the title of the teaching material supplement with several color combinations. the cover color of this teaching material supplement is designed to give an impression related to the balogo game made from coconut shells. the brown color is very appropriate to be the basic color of the teaching material supplement. the supplementary cover of teaching materials can be more interesting with animated depictions related to the balogo game. one of the criteria for good teaching materials includes learning outcomes that is relevant to competency standards, with the attractiveness and motivation, includes knowledge aspects based on facts, concepts, principles and procedures, is systematic, and practical (magdalena et al., 2020). the display of the teaching materials can be shown in figure 2 that is arranged based on the achievement of learning physics according to content competencies and basic competencies. figure 2. display of achievement indicators for teaching material supplements, instructions for teaching materials, concept maps and material descriptions expert validation the validation of teaching materials is an assessment with the purpose to measure the truth of the data, validity, and feasibility of teaching material products based on the the material content and the display design of the developed product. the validation of the flipbook-based physics teaching material e-supplement was carried out to determine the level of product feasibility. the validation of teaching materials was carried out by 9 validators consisting of 6 physics education lecturers, fkip jember university and 3 user validators, namely high school physics teachers. the assessment was carried out on three aspects, namely the material, media, and user aspects. table 2. results of material aspect validation test (source: research data) validator score max score strength expert 1 50 56 89,29 % expert 2 50 56 89,29 % expert 3 50 56 89,29% averange 89,29 % http://dx.doi.org/10.32585/ijimm.v4i1.2022 nadhiroh. a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 33 based on table 2, the first stage regarding the material aspect obtained a percentage of validity of 89.29% that showed the very valid criteria. the components of the assessment in the material aspect were the feasibility of the content and the feasibility of presentation. first, the feasibility of the content consisted of 3 indicators, namely 1) the scope of the material, 2) the accuracy of the material, and 3) the latest material. second, the assessment of the feasibility of the presentation, namely the technique of presenting the material and supporting the presentation of the material. the flipbook-based physics teaching material e-supplement was categorized as very valid with several suggestions for improvement that need to be followed up. one of the suggestions given by the material validator was , “ the writing of physics symbols is more clarified, the presentation of sentences that generate motivation is less, material depth must be detailed”. the completeness and correctness of the content related to the material must be adjusted based on core competencies (ki) and basic competencies (kd) so that the expected learning objectives can be achieved. furthermore, the components of the presentation of the material are arranged systematically and the teaching materials contain scientific literacy. the use of language is clear, logical, communicative and adapted to good and correct indonesian rules (kapitan et al., 2018). the use of language can provide a stimulus so that the level of readability of teaching materials can be understood by students. teaching materials designed by adding illustrations, pictures, and animations can be a motivational generator for readers so as to increase the interest and interest of students (rahmayantis & nurlailiyah, 2020). table 3. results of media aspect validation test (source: research data) validator score max score strength expert 1 101 108 93,52 % expert 2 97 108 89,81 % expert 3 97 108 89,81 % averange 91,05 % based on table 3, the second stage regarding the media aspect obtained a percentage of validity of 91.05% that showed the very valid criteria the assessment component in the media aspect consists of two components, namely the feasibility of the content and the feasibility of presenting the media for teaching materials. first, the content feasibility component consists of 5 indicators such as : 1) artistic and aesthetic, 2) the ability of informative teaching materials and fosters the curiosity of readers, 3) systematic presentation, coherence, logicalness, and conceptual confusion, 4) supporting material presentation, and 5) linguistic eligibility. second, the presentation feasibility component is divided into 2 indicators, namely 1) presentation technique, and 2) presentation accuracy and suitability. there are some suggestions for improvement related to the presentation of e-supplement media for flipbook-based teaching materials regarding the alignment of background color with writing, typography improvements, and cover design improvements. the manufacture of teaching materials needs to consider the graphics, the completeness of layout elements, color combinations and the use of proportional fonts (agustin et al., 2019). the design principles in the design of teaching materials that must be considered include illustrations, colors, typography, shapes, and messages (badri, 2020). the selection of typography plays an important role in adding the curiosity of the reader so that the presentation of e-supplement teaching materials that does not only contain reading texts. table 4. results of user validation of teaching materials (source: research data) validator score max score strength expert 1 62 64 96,88 % expert 2 57 64 89,06 % expert 3 61 64 95,31 % averange 93,75 % http://dx.doi.org/10.32585/ijimm.v4i1.2022 nadhiroh.a.k et al. | development of e-supplement teaching materials physics based on flipbook in balogo traditional games 10.32585/ijimm.v4i1.2022 | 34 the third stage is regarding the user aspect with several components that are assessed including the accuracy of information based on facts, presentation of the illustrations regarding the material in teaching materials, linkage of teaching material sources with scientific works, components of teaching materials, linkage of materials with actual conditions, updating of teaching materials, presentation of language . teaching materials must have high innovation and novelty so it attracts students' interest in learning the material being taught. table 3 shows the results of the assessment based on the user validation aspect that was 95.31% and was categorized as very valid. there are suggestions for improvement from users regarding the e-supplement of flipbook-based teaching materials, namely teaching materials must separate between the teacher's handbook and the student's handbook. teacher and student handbooks have an important role in supporting the implementation of the 2013 curriculum (susilana & alinawati, 2016). the teacher book includes methods, learning activities and instructions for the use of books aimed at achieving smooth learning competencies. the student book is to eases the students to master each competency (ilmi et al., 2018). based on the validation test of material experts, media and users, the total results of the validity and feasibility test of flipbook-based e-supplements can be shown in table 5. table 5. total results of teaching material validation test (source: research data) no aspect strength criteria 1 material 89,29 % so worth it 2 media 91,05 % so worth it 3 user 93,75 % so worth it averange 91,36 % so worth it table 5 shows the overall test results from the validation of the e-supplement of flipbookbased teaching materials in the balogo traditional game carried out by several expert validators and practitioners of 91.36% that were declared very valid so that they were suitable for use as teaching materials for physics learning conclusion based on the results of the research and discussion, it is obtained that the validity value of teaching materials from each aspect is material validation of 89.29%, media validation of 91.05%, and users of 93.75%. it can be concluded that the flipbook-based physics teaching material e-supplement in the traditional balogo game has an average value of 91.36%. thus, the average value of the validation of flipbook-based physics teaching materials is very valid and feasible to use. conflict of interest the author would like to thank several expert validators from physics education lecturers at the university of jember, as well as high school teachers who have assisted in researching the development of flipbook-based e-supplements for physics teaching materials in the balogo traditional game. references adrian, y., & laila agustina, r. 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(2016). pengembangan bahan ajar digital berlandaskan model guided-project based learning. jurnal pendidikan teori, penelitian, dan pengembangan, 1(4), 705–711. http://dx.doi.org/10.32585/ijimm.v4i1.2022 indonesian journal of instructional media and model volume 3, issue 2 (2021), pp. 75-85 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 75 improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools mahsun alwa'id madrasah aliyah negeri 1 semarang email: mahsunalwaid@rocketmail.com abstract an important problem that is often faced by teachers in learning activities is choosing or determining appropriate learning materials or teaching materials in order to help students achieve competence. this is due to the fact that in the curriculum or syllabus, teaching materials are only written in outline in the form of "subject material". it is the teacher's job to describe the subject matter so that it becomes a complete teaching material. in addition, how to use teaching materials is also a problem. the intended use is how to teach it from the teacher's point of view, and how to learn it from the student's point of view. the purpose of this school action research (pts) is to find out the extent to which the coaching of the madrasah principal improves the performance of teachers in choosing teaching materials. in this school action research (pts), it was carried out in 3 cycles, from the results of the actions taken it was proven to be able to improve teacher performance by achieving ideal standards. from 64.47% in the first cycle, it could increase to 74.59% in the second cycle, and the second cycle. to iii 83.29%. the results of this action research indicate that coaching through the academic supervision of the madrasah head can improve teacher performance in choosing teaching materials at man 1 semarang, semarang regency. keywords: teacher performance, teaching materials, academic supervision, quality achievement copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction an important problem that teachers often face in learning activities is choosing or determining the right learning materials or teaching materials in order to help students achieve competence. this is due to the fact that in the curriculum or syllabus, teaching material is only written in outline in the form of "subject matter". it is the teacher's job to describe the subject matter so that it becomes a complete teaching material. in addition, how to use teaching materials is also a problem. utilization is how to teach it reviewed from the teacher's side, and how to learn it on the part of students. with regard to the selection of this teaching material, in general the problem in question includes the way of determining the type of material, depth, scope, order of presentation, treatment (treatment) of learning materials, etc. another problem related to teaching materials is choosing the source where the teaching material is obtained. there is a tendency for the source of teaching materials to be focused on books. there are many sources of teaching materials other than books that can be used. books do not have to be one of a kind and do not http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2126 mailto:mahsunalwaid@rocketmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 76 have to change as often as happened during this time. various books can be selected as a source of teaching materials. including the problems that teachers often face with regard to teaching materials are teachers giving teaching materials or learning materials too broad or too little, too deep or too shallow, the order of improper presentation, and the type of teaching material material that does not match the competence that the student wants to achieve. with regard to source books often occur every semester change or change of year book change. in connection with that, it is necessary to prepare signs of selection and utilization of teaching materials to help teachers to be able to choose learning materials or teaching materials and utilize them appropriately. the signs in question include the concepts and principles of learning material selection, determination of scope, order, criteria and steps of selection, treatment / utilization, and source of learning materials. when is the learning material or teaching material determined or selected? in the framework of the implementation of learning, including competency-based learning, teaching materials are selected after the identity of the subjects, competency standards, and basic competencies are determined. as is known, learning development measures in accordance with ktsp, among others, first determine the identity of the subject. after that determine the core competencies,basic competencies, learning materials, learning strategies / learning experiences, achievement indicators, etc. after the points of learning material are determined, the material is then outlined. the description of the learning material can contain key concepts that must be studied by students or in the form of a complete description as contained in textbooks. as outlined above, learning materials (teaching materials) are one component of the learning system that plays an important role in helping students achieve basic competency and competency standards. broadly speaking, teaching materials or learning materials contain knowledge, skills, and attitudes or values that students must learn. learning materials need to be selected appropriately so that they can help students in achieving basic competency and competency standards. problems that arise with regard to the selection of learning materials regarding the type, scope, sequence, treatment (treatment) of learning materials and the source of teaching materials. the type of learning material needs to be identified or determined appropriately because each type of learning material requires different strategies, media, and ways of evaluating. the scope or scope and depth of learning materials need to be considered so that it is not less and no more. sequence (sequence) needs to be considered so that learning becomes runtut. treatment (how to teach / convey and learn) needs to be selected precisely so as not to teach or learn it (e.g. it needs clarity whether a material should be memorized, understood, or applied). the term performance can be translated into perfomance or performance, meaning the ability that a person displays to his work at the place where he works. teacher performance is an essential performance of the success of a job. therefore a consistent performance for each individual needs to be created so that the institution's goals can be achieved optimally. instructional materials broadly consist of knowledge, skills, and attitudes that must be learned by students in order to achieve predetermined competency standards. in detail, these types of learning materials consist of knowledge (facts, concepts, principles, procedures), skills, and attitudes or values. there are several principles that need to be considered in the preparation of teaching materials or learning materials. the principles in the selection of learning materials include the principles of relevance, consistency, and adequacy. the principle of relevance means interconnectedness. learning materials should be relevant or have something to do or have to do with the achievement of basic competency and competency standards. for example, if the expected competence is mastered by students in the http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 77 form of memorizing facts, then the learning material taught must be in the form of facts or rote memorization. the principle of consistency means keajegan. if the basic competencies that must be mastered by students of four kinds, then the teaching materials that must be taught must also include four kinds. for example, the basic competence that must be mastered by students is the operation of numbers that include addition, subtraction, multiplication, and division, then the material taught must also include addition techniques, subtraction, multiplication, and division. the principle of adequacy means that the material taught should be adequate enough in helping students master the basic competencies taught. the material should not be too little, and it should not be too much. if too little will be less helpful to achieve basic standards of competence and competence. conversely, if too much will be a waste of unnecessary time and energy to learn it. before carrying out the selection of teaching materials, first it is necessary to know the criteria for selection of teaching materials. the main criteria for the selection of teaching materials or learning materials are basic competency and competency standards. this means that the learning materials chosen to be taught by teachers on the one hand and must be studied by students on the other should contain materials or teaching materials that really support the achievement of basic competency and competency standards. in other words, the selection of teaching materials should refer to or refer to competency standards. broadly speaking, the steps of teaching material selection include first identifying the aspects contained in the basic competency and competency standards that are references or references to the selection of teaching materials. the next step is to identify the types of teaching materials. the third step is to choose teaching materials that are appropriate or relevant to the basic competency and competency standards that have been identified earlier. the last is to choose the source of the teaching material. method this research uses classroom action research (car). car is an observation of learning activities in the form of an action that is deliberately raised and occurs in a large class together. the action is given by the teacher or with direction from the teacher carried out by students (arikunto, 2008: 3). so according to the type of research used, namely action research, research begins with planning action (planning), applying action (action), observing and evaluating the process and achievement of action (observation and evaluation), and reflecting (reflective) (supardi, 2008: 104). subjek in this study is guru man 1 semarang regency 2019/2020. the number of teachers who are the objects in the study is presented in the following table: table 1 list of research respondents no. teacher's name teaching classes 1 dra. hj. isni alfiyah fiqh 2 dra. sumaryani biology 3 dra. siti rahayu english 4 dra. hj. istiqomah moral creed 5. dra. hj. elmufida jurisprudence 6. dra. tutik hijaiyah mathematics 7. yuli afifah, s.pd. indonesian 8. helina pancawardhani, s.pd. chemistry http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 78 9. taufikurahman, s.ag. arabic 10. hj. rosidah, s.pd, m.pd.i geophysics 11. prapti kusuma dewi, s.pd. pkn 12. eka nurmaya, s.pd. physics 13. ani ma'rifah, s.pd. history 14. siti hasanah, s.ag. ski 15. nina triyanawati, s.pd. economics 16. budiyanto, s.pd. sociology 17. laela musdzalifah, spd. cultural arts data source: man 1 semarang semarang regency year of study 2019/2020. school action research plan (pts) according to arikunto, suharsimi, 2007;74 is like the following image: in theform of a plan in the form of a draft of actions that explain what, why, when, where, by whom, and how the action is carried out. in pts where researchers and teachers are different people, in the stage of drafting there must be an agreement between the two. the design must be done jointly between the teacher who will take action with the researcher who will observe the process of the course of action. this is to reduce the element of observer subjectivity and the quality of careful observations made. at the action stage, the draft action has of course previously been trained to the executor of the action (teacher) to be applicable in the classroom in accordance with the scenario. the scenario of the action must be properly executed and appear reasonable. problems new problems with reflection if the problem has not been resolved action planning i implementation of action i reflection reflection ii continue to the next cycle. observation/data collection i implementati on of action ii observation/ data collection ii action planning ii http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 79 at the observation or observation stage actually goes along with the time of implementation. observations are made at the time the action is progressing, so, both take place at the same time. at this stage the researcher (or teacher if he acts as a researcher) makes observations and records all the things that are necessary and occur during the implementation of the action. this data collection is carried out using a form of observation / assessment that has been arranged, including careful embedding of the implementation of action scenarios over time and their impact on student learning processes and outcomes. the last stage is reflection, it is intended to thoroughly review the actions that have been done, based on the data that has been collected, then evaluated to improve the next action. reflection in pts includes analysis, synthesis, and assessment of the results of observations of actions taken. if there is a problem from the reflection process then the process of review through the next cycle which includes activities: re-planning, re-action, and re-observation of the problem can be resolved (hopkins, 1993). in this school action research, the variable that will be studied is the improvement of teacher performance in the development of teaching materials through the academic supervision of madrasah heads in an effort to improve the achievement of madrasah quality. the data sources in this study come from two sources, namely teachers (diper obtained data on improving teacher performance in the development of teaching materials)and madrasah heads (diper obtained data on the application of academic supervision of madrasah heads). data collection techniques using observation and tests. school action research conducted in three cycles is considered successful if there is an increase in teacher performance in the development of teaching materials reaching 85% (schools studied) has achieved completion with an average score of 75.means that it has met ideal expectations as required in school-based management (mbs) with an ideal standard of at least 75. in data analysis the techniques used uantitative and qualitative. quantitative techniques are used to calculate the magnitude of the improvement in teacher performance in the development of teaching materials by using percentage (%). qualitative techniques are used to provide an overview of research results in a way; data reduction, descriptive presentation, and withdrawal of conclusions. research results cycle 1 in the planning stage, researchers prepare coaching tools in the form of learning planning, standardized learning implementation and other supporting teaching tools. the implementation of coaching activities for cycle i was held on january 22 to 29, 2020, at man 1 semarang semarang regency in the 2019/2020 school year with a teacher count of 17 people. in this case the researcher acts as the head of the madrassa. the coaching process refers to the coaching plan that has been prepared, and implemented at the time of the teaching and learning process. observation (observation) is carried out in conjunction with the implementation of teaching and learning. at the end of coaching is given an assessment test i with the aim to find out the improvement of teacher performance in the development of teaching materials that have been done. the data of research results in cycle i. is as in the following table: http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 80 table 2 table distribution of values of teacher performance improvement in the development of teaching materials through academic supervision of madrasah heads in cycle i no. name score information done not complete 1 dra. hj. isni alfiyah 70 √ 2 dra. sumaryani 56 √ 3 dra. siti rahayu 56 √ 4 dra. hj. istiqomah 58 √ 5. dra. hj. elmufida 74 √ 6. dra. tutik hijaiyah 58 √ 7. yuli afifah, s.pd. 70 √ 8. helina pancawardhani, s.pd. 60 √ 9. taufikurahman, s.ag. 70 √ 10. hj. rosidah, s.pd, m.pd.i 70 √ 11. prapti kusuma dewi, s.pd. 58 √ 12. eka nurmaya, s.pd. 62 √ 13. ani ma'rifah, s.pd. 64 √ 14. siti hasanah, s.ag. 66 √ 15. nina triyanawati, s.pd. 70 √ 16. budiyanto, s.pd. 62 √ 17. laela musdzalifah, spd. 72 √ total number 1096 individual maximum score 100 group maximum score 1700 from the table above it can be explained that with coaching through academic supervision the head obtained the average score is 64.47% or there are 7 people out of 17 teachers have been completed. the results showed that in the first cycle as a whole was not completed, because teachers who obtained a score of ≥ 70 only 41.18% less than the desired completion percentage of 85%. this is because teachers still feel new and do not understand what teachers mean and use by applying coaching through academic supervision. in the implementation of coaching activities obtained information from observations are the head of madrasah is less good in motivating teachers and in conveying the purpose of coaching, madrassa heads are less good in managing time and teachers are less enthusiastic during coaching. the implementation of construction activities in cycle i is still lacking, so there needs to be revisions to be done in the next cycle. cycle ii in this planning, researchers prepare a coaching tool consisting of a coaching plan 2, formative test questions ii and other supporting coaching tools. the implementation of coaching activities for cycle ii was held on february 5 to 12, 2020 at man 1 semarang semarang regency in the 2019/2020 school year. in this case the researcher acts as the head of the madrassa. the http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 81 coaching process refers to the coaching plan by paying attention to revisions to cycle i, so that errors or deficiencies in cycle i are not repeated in cycle ii. research of the school's actions is carried out in accordance with the procedures of the coaching plan and the implementation of coaching is carried out during the teaching and learning process. at the end of the coaching process the teacher is given a formative test ii with the aim to find out the success rate in doing coaching. the instrument used is the formative test ii. the data of research results in cycle ii is as follows: table 3: table distribution of teacher performance improvement values in the development of teaching materials through academic supervision of madrasah heads in cycle ii no. name score information done not complete 1 dra. hj. isni alfiyah 80 √ 2 dra. sumaryani 68 √ 3 dra. siti rahayu 74 √ 4 dra. hj. istiqomah 68 √ 5. dra. hj. elmufida 80 √ 6. dra. tutik hijaiyah 68 √ 7. yuli afifah, s.pd. 80 √ 8. helina pancawardhani, s.pd. 74 √ 9. taufikurahman, s.ag. 80 √ 10. hj. rosidah, s.pd, m.pd.i 78 √ 11. prapti kusuma dewi, s.pd. 76 √ 12. eka nurmaya, s.pd. 68 √ 13. ani ma'rifah, s.pd. 68 √ 14. siti hasanah, s.ag. 70 √ 15. nina triyanawati, s.pd. 80 √ 16. budiyanto, s.pd. 74 √ 17. laela musdzalifah, spd. 82 √ total number 1268 individual maximum score 100 group maximum score 1700 from the table above obtained the average score obtained by teachers is 74.59% and teacher performance improvement is 70.59% or there are 12 people out of 17 teachers who have completed. these results show that in cycle ii this coaching results through academic supervision have improved slightly better than cycle i. the improvement in teacher performance is because the head of the madrassa has informed that each end of coaching will be held an assessment so that at the next meeting the teacher is more motivated to improve his performance. in addition, teachers have also begun to understand what is meant and desired by the head of madrasah in conducting coaching through academic supervision. in the implementation of coaching obtained information from observations are motivating the head of madrasah, guiding teachers in developing teaching materials, formulating conclusions / finding concepts and managing time. http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 82 cycle iii in planning, researchers should prepare coaching tools related to learning planning in school 3, formative test questions 3 and other supporting coaching tools. the implementation of coaching activities for cycle iii was held on february 19 to 26, 2020 at man 1 semarang semarang regency 2019/2020 with a total of 17 teachers. in this case the researcher acts as the head of the madrassa. the process of annihilation refers to the construction plan by paying attention to revisions to cycle ii, so that errors or deficiencies in cycle ii are not repeated in cycle iii. observation (observation) is carried out in conjunction with the teaching and learning process in schools. at the end of the coaching process is given a formative test iii with the aim to find out the success rate of the teacher in improving his performance to develop teaching materials that have been done. the instrument used is formative test iii. the data on the results of research in cycle iii are as follows: table 4 table distribution of values of improving teacher performance in the development of teaching materials through academic supervision of madrasah heads in cycle iii no. name score information done not complete 1 dra. hj. isni alfiyah 90 √ 2 dra. sumaryani 74 √ 3 dra. siti rahayu 80 √ 4 dra. hj. istiqomah 72 √ 5. dra. hj. elmufida 90 √ 6. dra. tutik hijaiyah 76 √ 7. yuli afifah, s.pd. 90 √ 8. helina pancawardhani, s.pd. 86 √ 9. taufikurahman, s.ag. 90 √ 10. hj. rosidah, s.pd, m.pd.i 88 √ 11. prapti kusuma dewi, s.pd. 84 √ 12. eka nurmaya, s.pd. 74 √ 13. ani ma'rifah, s.pd. 76 √ 14. siti hasanah, s.ag. 80 √ 15. nina triyanawati, s.pd. 90 √ 16. budiyanto, s.pd. 86 √ 17. laela musdzalifah, spd. 90 √ total number 1416 individual maximum score 100 group maximum score 1700 based on the table above obtained a formative test average score of 83.29% and from 17 teachers have achieved completion in improving teacher performance to develop teaching materials. so in the completion group has reached 100% (including the complete category). the results in cycle iii are improved better than cycle ii. the improvement of coaching results in cycle iii is influenced by the improvement of the ability of madrassa heads in implementing academic supervision so that teachers become more understanding of their respective duties and can improve their performance in developing teaching materials. in addition, this completion is also http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 83 influenced by the cooperation of the head of the madrassa, and teachers in planning and improving theirperformance. at the stage of reflection will be studied what has been done well and still not good in the process of construction through academic supervision. from the data that has been obtained can beexplained, among others, during theprocess of building the head of themadrasah has carried out all the construction well. although there are some aspects that are not perfect, but the percentage of implementation for each aspect is quite large, based on observational data it is known that the teacher is active during the coaching process, the deficiencies in the previous cycles have improved and improved so that it becomes better and the results of madrasah head coaching through academic supervision in cycle iii reach completion. from the results of the analysis obtained data on the improvement of teacher performance after being given coaching through academic supervision, namely improving teacher performance in the development of teaching materials; 64.47% to 74.59% there was an increase of = 10.12%, from before coaching (cycle 1) and after coaching by madrasah heads up to (cycle 3) 64.47% to 74.59%, and from (cycle 2) to (cycle 3) there was also an increase of 83.29% 74.59% = 8.71%, so that the average increase in teacher performance in the development of teaching materials before being given coaching 41.18% rose to 100%. discussion through the results of this research shows that coaching through academic supervision having a positive impact in improving teacher performance, this can be seen from the steadier understanding of teachers to the coaching delivered by madrasah heads (the development of teaching materials increased from cycles i, ii, and iii) which is 64.47% each; 74,59 % ; 83.29% in cycle iii the improvement of teacher performance in the development of teaching materials in groups is said to be complete / improved. athe teacher's ktivitas in improving his performance in each cycle has increased. this has a positive impact on the achievement of madrasah quality, which can be shown by increasing the average value of teachers in each cycle that continues to increase. athe most dominant madrassa heads and teachers in coaching activities are working using tools / media, listening / paying attention to the explanation of madrasah heads, and discussions between teachers and madrasah heads. so it can be said that the teacher's activities can be categorized as active. as for the activities of the head of madrasah during coaching has carried out the steps of the coaching method through academic supervision well. this is seen from the activities of teachers that arise including the activity of creating and planning learning programs, implementing, providing feedback / evaluation / q&a where the percentage for the above activities is quite large. based on the results of the above research, the improvement of teacher performance in the development of teaching materials through academic supervision results are very good. it was seen at the first meeting of 17 teachers who were there at the time of the study was conducted the average score reached; 64.47%increased to 74.59% and in cycle 3 increased to 83.29%. from the analysis of the above data that the coaching of madrasah heads through academic supervision is effectively applied in an effort to improve teacher performance in the development of teaching materials, which means that the process of coaching madrasah heads is more successful and can improve the achievement of madrasah quality, especially in man 1 semarang regency, therefore it is expected that madrasah heads can carry out coaching through academic supervision on an ongoing basis. http://dx.doi.org/10.32585/ijimm.v3i2.2126 alwa’id. | improving teacher performance in developing teaching materials through academic supervision as an effort to improve academic quality in schools http://dx.doi.org/10.32585/ijimm.v3i2.2126 | 84 conclusion based on the analysis of research results and discussions can be concluded that pthe use of madrasah heads in an effort to improve teacher performance in the development of teaching materials through academic supervision shows improvement in each round (cycle)., aktivitas in coaching activities shows that all teachers can improve their performance well in every aspect., pimprovement of the quality of the school by the head of the madrasah through through academic supervision this shows an increase in each round. and ateacher activity shows that academic supervision training activities are useful and can help teachers to younger understand the concept of teacher roles and functions so that the improvement of madrasah quality achievement can run well, and thus improve the achievement of madrasah quality can be improved. reference arif, syamsul,"academic supervision in improving teacher skills in designing it-based teaching materials through guided training,"jurnal an-nahdhah 11 (2017). coimbra, maria de nazaré castro trigo, "supervision and evaluation:teachers‟ perspectives", international journal of humanities and social science vol. 3 no. 5 (2013). ahmad, la ode ismail,"the concept 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rineka cipta. dedi herawan, 2005. development of academic supervision model of ipa-biology subjects: effectiveness of academic supervision innovation model of biological ipa subjects in an effort to improve the performance of ipa biology teachers in smu. unpublished thesis upi bandung. depdiknas ri,2003. law no. 20 on the national educationsystem. jakarta : depdiknas. _________,2005 law no. 14 on teachers and lecturers. jakarta: depdiknas. director general of pmptk, 2007. ministerial regulation no. 13 on competency standards of madrassa heads. jakarata: director general of pmptk depdiknas ____________,2009. independent learning materials of madrasah head working group on dimensions of managerial competence. jakarta :d irjen pmptk depdiknas. directorate of plp depdiknas. 2005. school-based quality improvement management. jakarta: depdiknas. http://dx.doi.org/10.32585/ijimm.v3i2.2126 36 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm keefektifan media audio visual dalam meningkatkan kompetensi siswa sekolah menengah pertama dalam menulis puisi nurfaedah manajemen informatika, stmik handayani makassar email: nurfaedahkimya@gmail.com abstract penelitian ini bertujuan mendeskripsikan keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. variabel penelitian ini adalah keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. desain atau model penelitian adalah desain penelitian eksperimen. populasi penelitian ini, yaitu keseluruhan siswa kelas viii smp negeri 8 makassar yang berjumlah 270 orang yang terbagi dalam sembilan kelas. sampel penelitian sebanyak 30 dari jumlah populasi. penarikan sampel menggunakan teknik cluster random sampling. teknik yang digunakan mengumpulkan data adalah teknik tes. data yang terkumpul dianalisis dengan menggunakan teknik statistik deskriptif dan teknik analisis uji t desain 2. hasil penelitian ini menunjukkan bahwa media audiovisual efektif diterapkan dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. hal ini tampak pada nilai yang diperoleh siswa sebelum menggunakan menggunakan media audiovisual yang masih kurang dan dapat meningkat setelah menggunakan media audiovisual. keefektifan media ini diketahui pula berdasarkan hasil perhitungan uji t. perbandingan hasil kompetensi menulis puisi pada pretes dan postes menunjukkan bahwa nilai t hitung sebanyak 7,20> nilai t tabel 1,70. hal ini menunjukkan bahwa hipotesis penelitian yang diajukan diterima, yaitu media audiovisual efektif diterapkan dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. kata kunci: media audiovisual, kompetensi, menulis puisi effectiveness of audio visual media to improve the competence of junior high school students in writing poetry abstract this study aims to describe the effectiveness of audiovisual media in improving the competence of eighth grade students of makassar middle school 8 writing poetry. the variable of this research is the effectiveness of audiovisual media in increasing the competency of the eighth grade students of makassar middle school 8 writing poetry. the research design or model is an experimental research design. the population of this study, which is all eighth grade students of makassar middle school 8, consist of to 270 students divided into nine class. the study sample was 30 of the population. sampling uses cluster random sampling technique. the technique used to collect data is a test technique. the collected data were analyzed using descriptive statistical techniques and design t test analysis techniques 2. the results of this study indicate that audiovisual media is effectively applied in increasing the competency of viii grade students of makassar middle school 8 writing poetry. this can be seen in the value obtained by students before using audiovisual media that is still lacking and can increase after using audiovisual media. the effectiveness of this media is also known based on the results of t test calculations. comparison of the results of writing poetry competencies on the pretest and posttest shows that the value of t count is 7.20> t table 1.70. this shows that the proposed research hypothesis is accepted, that is, audiovisual media is effectively applied in increasing the competency of viii grade students of smp negeri 8 makassar writing poetry.. kata kunci: audio visual media, competence, writing poetry mailto:nurfaedahkimya@gmail.com 37 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pendahuluan menulis adalah rangkaian proses berpikir. proses berpikir berkaitan erat dengan kegiatan penalaran. penalaran yang baik dapat menghasilkan tulisan yang baik pula. menulis merupakan kegiatan penyampaian pesan dengan menggunakan tulisan sebagai mediumnya. salah satu jenis tulisan sebagai suatu hasil pikiran adalah karya sastra, khususnya puisi. pembelajaran menulis puisi di smp sesuai dengan kurikulum tingkat satuan pendidikan bertujuan meningkatkan keterampilan siswa dalam berbahasa secara tepat dan kreatif, meningkatkan kemampuan berpikir logis dan bernalar, serta meningkatkan kepekaan perasaan dan kemampuan siswa untuk memahami dan menikmati karya sastra. selain itu, pembelajaran menulis puisi dimaksudkan agar siswa terdidik menjadi manusia yang berkepribadian, sopan, dan beradab, berbudi pekerti yang halus, memiliki rasa kemanusiaan, berkepedulian sosial, memiliki apresiasi budaya dan penyaluran gagasan, berimajinasi, berekspresi secara kreatif baik secara lisan maupuan tertulis. pembelajaran menulis puisi juga dimaksudkan untuk meningkatkan kemampuan siswa dalam menikmati menghayati, dan memahami karya puisi. menulis puisi sebagai salah satu aspek yang diharapkan dikuasai siswa dalam pembelajaran puisi menekankan pada kompetensi siswa mengekspresikan puisi dalam bentuk sastra tulis yang kreatif yang dapat membangkitkan semangat, pikiran, dan jiwa pembaca. dengan demikian, pembaca dapat memperoleh hikmah berdasarkan puisi yang dibaca. pembelajaran menulis puisi di smp selain bertujuan menggali dan mengembangkan kompetensi dasar siswa dalam mengapresiasi sastra, juga melatih keterampilan siswa menggali nilainilai yang terkandung dalam puisi sehingga dapat mencintai puisi yang pada akhirnya diharapkan mereka dapat menciptakan puisi-puisi yang bermutu. kompetensi dasar menulis kreatif (menulis puisi) itu mempunyai dua tujuan utama. pertama, siswa menggunakan bahasa untuk memahami, mengembangkan, dan mengomunikasikan gagasan dan informasi, serta untuk berintegrasi dengan orang lain. kedua, para siswa juga diharapkan dapat memahami dan berpartisipasi dalam kegiatan menulis kreatif agar mereka dapat menghargai karya artistik, budaya, intelektual, serta menerapkan nilai-nilai luhur untuk meningkatkan kematangan pribadi menuju masyarakat beradab (depdiknas, 2006: 15). pembelajaran menulis puisi dapat membantu siswa untuk mengekspresikan gagasan, perasaan, dan pengalamannya. seorang guru dapat membantu siswa mencurahkan isi batinnya, ide, dan pengalamannya melalui bahasa yang indah, dengan melatih siswa menulis puisi. siswa akan termotivasi untuk belajar bermain dengan kata-kata, menafsirkan dunianya dengan suatu cara baru yang khas dan menyadari bahwa imajinasinya dapat menjadi konkret bila ia dapat memilih kata-kata dengan cermat untuk ditulis dalam puisi. berdasarkan uraian tersebut tampak bahwa pembelajaran menulis puisi sangat penting ditingkatkan dalam lingkup pendidikan. menyadari pentingnya pembelajaran menulis puisi bagi siswa 38 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm di smp, maka pembelajaran tersebut perlu mendapat perhatian yang serius. akan tetapi, kenyataan di lapangan menunjukkan bahwa pembelajaran menulis puisi di sekolah masih mengalami kendala dan cenderung dihindari oleh siswa. hal ini disebabkan oleh tidak adanya pemahaman nilai dan manfaat lainnya yang dapat diperoleh siswa ketika menulis puisi. selain itu, metode yang digunakan dalam pembelajaran puisi masih kurang sehingga minat dan kompetensi siswa menulis puisi juga tidak memadai. kendala yang terkadang ditemui oleh siswa dalam menulis puisi antara lain, siswa kesulitan menemukan ide, kesulitan menentukan kata-kata dalam menulis puisi, kesulitan dalam memulai menulis, kesulitan mengembangkan ide menjadi puisi karena minimnya penguasaan kosakata, dan kesulitan menulis puisi karena tidak terbiasa mengemukakan perasaan, pemikiran, imajinasinya, serta kurang mampu menghubungkan antara dunia khayal dengan dunia nyata ke dalam puisi. fenomena tersebut juga dapat dijumpai di sekolah-sekolah, seperti di sma negeri 1 bajeng sebagai salah satu sekolah yang telah diteliti berdasarkan kompetensi menulis puisi. hal ini dilakukan oleh suhartini (2005: 59), dengan judul: kemampuan menulis puisi siswa kelas iii bahasa sma negeri 1 bajeng. hasil penelitiannya tersebut menunjukkan bahwa siswa tidak mampu menulis puisi. isu dan masalah pembelajaran menulis puisi tersebut harus diatasi sehingga siswa dapat menulis puisi dengan jalan mencurahkan ide, bentuk-bentuk puitis, rima, dan aturan-aturan dalam menulis puisi. salah satu langkah yang dapat dilakukan untuk mengatasi hal tersebut, yaitu menerapkan media yang menarik dan sesuai dengan karakter dan minat belajar siswa. media yang dimaksud, yaitu audiovisual. sangatlah efektif pembelajaran menulis puisi pada tingkat smp jika siswa menulis puisi dengan bantuan media audiovisual. melalui media tersebut siswa merasa mudah mengembangkan ide-idenya ke dalam bentuk puisi karena telah tampak gerakan-gerakan dan visualisasi suatu objek sehingga siswa tinggal memformulasikan objek itu melalui diksi menjadi puisi. audiovisual sebagai media pendidikan merupakan segala sesuatu yang dapat digunakan untuk menyalurkan pesan dari pengirim ke penerima sehingga dapat merangsang pikiran, perasaan, perhatian, minat, dan kegiatan siswa sedemikian rupa dengan tujuan memperlancar proses belajar mengajar. melalui audiovisual, pembelajaran akan bermakna dan menarik sehingga menimbulkan daya tarik tersendiri bagi siswa untuk menulis puisi (latuheru, 1993). penggunaan media audiovisual dalam pembelajaran menulis puisi diharapkan dapat memotivasi dan membantu siswa menciptakan ide, gagasan, dan mengembangkan gagasan itu menjadi sebuah karya sastra. dengan demikian, dapat disimpulkan bahwa media audiovisual dapat diterapkan dalam pembelajaran menulis puisi siswa. berdasarkan uraian tersebut, penulis termotivasi melakukan penelitian dengan judul: ”keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar dalam menulis puisi.” hal ini dilakukan karena penelitian yang relevan kurang mendapat perhatian. padahal, penelitian hal ini sangat perlu dilakukan untuk menemukan pemahaman yang 39 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm lebih ilmiah tentang peran media audiovisual dalam pembelajaran sehingga dapat diterapkan oleh guru dalam setiap pembelajaran. berdasarkan latar belakang yang telah dikemukakan, masalah penelitian ini, yaitu ”apakah media audiovisual efektif meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi? penelitian ini bertujuan mendeskripsikan keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. metode penelitian ini merupakan penelitian eksperimen dan dilakukan sebanyak 4 kali pertemuan, yaitu observasi, pretes (sebelum eksperimen), tindakan, dan kegiatan postes (setelah eksperimen) dengan memfokuskan pada satu kelas yang dijadikan sebagai sampel. desain atau model penelitian yang digunakan dalam penelitian ini adalah desain penelitian yang bersifat eksperimen dengan pola sebagai berikut. pola: 01 x 02 o1: tes kompetensi menulis puisi sebelum (treatmen) o2: tes kompetensi menulis puisi setelah (treatment) (diadaptasi dari arikunto, 2006: 85). populasi penelitian ini, yaitu keseluruhan siswa kelas viii smp negeri 8 makassar yang berjumlah 270 orang yang terbagi dalam sembilan kelas. populasi penelitian ini bersifat homogen karena penempatan siswa dalam suatu kelas tidak didasarkan pada tingkat prestasi belajar yang dicapai oleh siswa, tetapi berdasarkan nomor urut pendaftaran sejak masuk di sekolah ini. penarikan sampel dalam penelitian ini menggunakan teknik cluster random sampling, artinya penentuan sampel secara acak dan dilakukan melalui undian dengan jumlah yang ditentukan sesuai dengan kebutuhan analisis. jadi, sampel penelitian ini ditetapkan kelas viii-3 sebanyak 30 dari jumlah populasi. teknik yang digunakan untuk mengumpulkan data penelitian ini adalah teknik tes tertulis. maksudnya, siswa ditugasi menulis puisi berdasarkan tema audiovisual yang didengar dan dipandang. dalam penelitian ini, data yang terkumpul dianalisis dengan menggunakan teknik statistik deskriptif dan teknik analisis uji t desain 2. adapun langkah-langkah menganalisis data adalah 1) membuat daftar skor mentah, 2) membuat distribusi frekuensi dari skor mentah, 3) untuk kepentingan standarisasi hasil pengukuran (skor) dilakukan tranformasi dari skor mentah ke dalam nilai berskala 1-100, 3) menetukan frekuensi kuantitatif perolehan nilai. data yang diperoleh dari tabel frekuensi dan pensentase kemudian disimpulkan. sampel dikatakan mampu apabila 85% mendapat nilai 70 ke atas, sedangkan dikatakan tidak mampu apabila jumlah sampel kurang dari 85% yang mendapat nilai 70 ke atas. 4) menentukan perbandingan hasil pretes dan postes kompetensi siswa menulis puisi dengan rumus sebagai berikut. 40 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm )1( 2    nn dx md t keterangan: md = mean dari perbedaan pretes dan postes xd = deviasi masing-masing subjek (d-md)  dx 2 = jumlah kuadrat deviasi n = subjek/sampel db. = ditentukan dengan n-1 (arikunto, 2006: 306). hasil dan pembahasan pada bagian ini dipaparkan keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. uraian keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi merupakan gambaran keefektifan media pembelajaran menulis puisi. keefektifan tersebut diukur berdasarkan perolehan nilai pretes (sebelum tindakan) dan nilai postes (setelah tindakan). tabel 1. klasifikasi kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi sebelum menggunakan media pembelajaran audiovisual (pretes) skala nilai frekuensi persentase (%) nilai 70 ke atas 16 53,34 nilai di bawah 70 14 46,66 jumlah 30 100% berdasarkan pada tabel 6 di atas, dapat diketahui frekuensi dan persentase nilai kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi sebelum menggunakan media pembelajaran audiovisual, yaitu hanya 16 siswa yang mampu mendapatkan nilai 70 ke atas (53,34%) dan 24 siswa yang mendapat nilai di bawah 70 (46,66%). hal ini berarti kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi sebelum menggunakan media pembelajaran audiovisual dikategorikan belum memadai. hal ini dinyatakan karena hanya 16 siswa (53,34%) yang mendapat nilai 70 ke atas. 41 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm tabel 2. klasifikasi kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi dengan menggunakan media pembelajaran audiovisual (post-test). skala nilai frekuensi persentase (%) nilai 70 ke atas 25 83,33 nilai di bawah 70 5 16,66 jumlah 30 100% berdasarkan pada tabel 2, dapat diketahui frekuensi dan persentase nilai kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi dengan menggunakan media pembelajaran audiovisual, yaitu sebanyak 25 siswa yang mampu mendapatkan nilai 70 ke atas (83,33%) dan 5 siswa yang mendapat nilai di bawah 70 (16,66%). hal ini berarti kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi dengan menggunakan media pembelajaran audiovisual dikategorikan memadai. hal ini dinyatakan karena sebanyak 25 siswa (83,33%) yang mampu mendapat nilai 70 ke atas. pada bagian ini diuraikan temuan yang diperoleh dari hasil analisis data penelitian tentang keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. uraian berikut ini pada dasarnya menggambarkan hasil pembelajaran menulis puisi dengan menggunakan media yang lazim digunakan guru di smp negeri 8 makassar. media yang digunakana sebagai sarana pembelajaran menulis puisi, yaitu media audiovisual atau penayangan film tsunami aceh desember 2004 lalu. berdasarkan hasil analisis data pretes bahwa rata-rata kompetensi siswa menulis puisi dikategorikan sedang. dalam hal ini, masih banyak siswa yang kurang mampu menciptakan ide dan gagasan yang akan ditulis menjadi puisi sesuai dengan tema yang telah ditetapkan. fenomena menunjukkan bahwa siswa menulis puisi dengan berbagai kendala. tampak sebagian siswa mengalami kebingungan, hanya tinggal diam, dan kurang bersemangat. menurutnya, sulit berinspirasi untuk menciptakan tema dan judul untu dikembangkan ke dalam tulisan yang estetis dengan gaya bahasa, diksi, dan rima yang menarik. fenomena lain yang tampak, yaitu ketika siswa menulis puisi, waktu yang digunakan rata-rata lama melewati batas waktu 2x45 menit. hal ini disebabkan oleh sulitnya merangkaikan ide demi ide yang membentuk satu kesatuan ide dalam puisi. ditinjau dari aspek tema, banyak tema puisi siswa yang belum mencerminkan puisi yang menarik. selanjutnya, terkadang isi puisi siswa tidak sesuai dengan tema. isi puisi yang diungkapkan oleh siswa kurang menggugah rasa dan masih bersifat deskripsi dan naratif. dengan demikian, tidak tampak keestetisan yang menarik dalam puisi siswa. segi amanat, tampak bahwa pengungkapan yang kurang jelas dan tidak dapat dipahami. adapula amanat baik, tetapi terlalu bertele-tele. pengungkapan amanat yang lain, yaitu amanatnya 42 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm benar-benar tidak jelas sehingga tidak dapat dipaham. bahkan, ada puisi siswa yang tidak menyiratkan pesan dan amanat dalam puisinya. aspek pengimajian, kurang menggambarkan sebagai puisi yang syarat dengan gambaran fenomena alam. imaji yang digunakan maish kurang sehingga penggambaran realita kehidupan kurang tampak. bahkan, ada pengimajian yang kurang bermakna. terakhir yang tampak pada aspek ini, yaitu ada siswa yang tidak ada usahanya dalam mengembangkan daya khayal sehingga pengungkapan tidak hidup. diksi yang digunakan oleh siswa dalam menulis puisi menunjukkan bahwa sering menggunakan kata yang kurang tepat, banyak siswa yang salah menggunakan kata dan sangat sukar menggunakan kata secara tepat. bahkan, ada siswa yang menulis puisi dengan kata-kata yang digunakan tidak terpilih sehingga makna yang diungkapkan sukar dipahami. aspek kata konkret, menunjukkan bahwa dalam menggambarkan suatu kiasan keadaan atau suasana batin kurang dapat membangkitkan imaji pembaca. selanjutnya, tidak ada usaha siswa mengonkretkan kata-kata dalam puisinya sehingga tidak menyaran kepada arti yang menyeluruh. bahkan, ada siswa yang menulis puisi yang tidak sama sekali memiliki usaha mengonkretkan katakata sehingga tidak menyaran kepada arti yang menyeluruh. aspek tipografi puisi siswa bervariasi. ada siswa yang menulis puisi dengan penggunaan unsur tipografi sudah ada, tetapi kadang-kadang jalinannya tidak jelas. selain itu, ada siswa yang menulis puisi dengan tidak mampu menggunakan unsur tipografi sehingga hampir sama dengan perwajahan dengan cerita biasa. aspek gaya bahasa, menunjukkan bahwa rata-rata siswa sering menggunakan gaya bahasa yang kurang tepat sehingga gaya bahasa tersebut kurang mengungkapkan suatu makna. selain itu, ada siswa yang menulis puisi dengan gaya bahasa yang diungkapkan sangat terbatas sehingga makna yang diungkapkan tidak jelas. aspek nada puisi menunjukkan pula keragaman. ada puisi dengan sedikit sekali menggunakan musikalitas. selain itu, penggunaan musikalitas dalam puisinya kurang diperhatikan, penggunaan musikalitas dalam pengungkapannya tidak beraturan sehingga tidak menghidupkan makna yang disampaikan. fenomena yang dialami oleh siswa dalam menulis puisi sebelum menggunakan media audiovisual tersebut berdampak negatif terhadap nilai akhir yang diperoleh. dapat diketahui bahwa frekuensi dan persentase kompetensi siswa menulis puisi, yaitu tidak ada siswa yang mampu mendapat nilai pada kategori sangat tinggi dan tinggi. hal ini berarti bahwa nilai siswa berada pada kategori sedang. dengan demikian, dapat dinyatakan bahwa kompetensi menulis puisi belum memadai. berbeda dengan fenomena dalam pembelajaran menulis puisi dengan menggunakan media audiovisual. suasana pembelajaran mengalami perubahan positif yang signifikan. terjadi suasana 43 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm pembelajaran yang efektif dan menyenangkan bagi siswa, terutama pada saat menonton penayangan film bencana tsunami aceh desember 2004 minat dan motivasi siswa dalam belajar sangat tinggi yang ditunjukkan oleh reaksi siswa dalam belajar. fenomena menunjukkan dalam pembelajaran menulis puisi dengan menggunakan media audiovidual, yaitu masih ada siswa yang mengalami kesulitan menciptakan ide. namun, frekuensi siswa yang mengalami hal ini lebih sedikit dibandingkan sebelumnya. kendala tersebut dapat diatasi melalui penayangan film tsunami yang menarik, menggugah rasa kemanusiaan. selain itu, tampak siswa seolah-olah menghayati dan meresapi langsung kejadian-kejadian itu. berdasarkan penghayatan tersebut, tampak siswa mudah menciptakan ide. berdasarkan tanggapan sebagian siswa bahwa ada kemudahan menciptakan tema dan judul untuk dikembangkan ke dalam puisi karena suasana yang akan ditulis dalam puisi sudah dilihat, dirasakan, dan didengar langsung gejala yang terjadi. fenomena lain yang tampak, yaitu ketika siswa menulis puisi, waktu yang digunakan rata-rata tepat waktu. hal ini disebabkan oleh kemudahan siswa merangkaikan ide demi ide yang estetis sehingga membentuk satu kesatuan gagasan dan mengandung nilai serta pesan moral yang bermakna. ditinjau dari aspek tema, rata-rata puisi siswa mencerminkan tema puisi yang menarik. selanjutnya, isi puisi siswa sesuai dengan tema. isi puisi yang diungkapkan oleh siswa menggugah rasa dan mengandung nilai keindahan. dengan demikian, tampak keestetisan yang menarik dalam puisi siswa. segi amanat, tampak bahwa pengungkapan jelas dan dapat dipahami. adapula amanat baik, benar-benar jelas sehingga dapat dipaham. rata-rata puisi yang diciptakan merupakan sarana penyampai pesan kepada pembaca. puisi siswa mencerminkan pula sebagai karya sastra yang sarat dengan nilai-nilai, seperti nilai agama, sosial, dan budaya. aspek pengimajian, sudah menggambarkan sebagai puisi yang sarat dengan gambaran fenomena alam sesuai dengan film yang ditayangkan. imaji yang digunakan menggambarkan realita kehidupan. terakhir yang tampak pada aspek ini, yaitu ratarata siswa memiliki usaha dalam mengembangkan daya khayal. diksi yang digunakan oleh siswa dalam menulis puisi menunjukkan bahwa kata-kata yang digunakan sudah tepat. bahkan, ada siswa yang menulis puisi dengan kata-kata yang digunakan merupakan suatu pilihan kata yang tidak diprediksi akan lahir dari imajinasi siswa. melalui hal ini, tampak gaya (syle) terseniri bagi siswa dalam setiap puisinya. aspek kata konkret, menunjukkan bahwa dalam menggambarkan suatu kiasan keadaan atau suasana batin dapat membangkitkan imaji pembaca. selanjutnya, ada usaha siswa mengonkretkan kata-kata dalam puisinya sehingga menyaran kepada arti yang menyeluruh. aspek tipografi puisi siswa mengalami perubahan sehingga tampak jelas perbedaannya dengan karangan atau karya sastra yang lain. ada siswa yang menulis puisi dengan penggunaan unsur tipografi yang jalinannya sangat jelas. selain itu, ada siswa yang menulis puisi dengan kompetensi yang tinggi menggunakan unsur tipografi sehingga benar-benar menampakkan karakteristik yang berbeda dengan karangan dan karya sastra yang lain. 44 indonesian journal of instructional media and model volume 1, nomor 1, 2019, pp 26-34 p-issn: 2686-0708 e-issn: 2686-0112 http://www.journal.univetbantara.ac.id/index.php/ijimm kesimpulan dan saran berdasarkan hasil analisis data dan pembahasan dapat disimpulkan tentang keefektifan media audiovisual dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. hasil penelitian menunjukkan bahwa media audiovisual efektif diterapkan dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. hal ini tampak pada nilai yang diperoleh siswa sebelum menggunakan menggunakan media audiovisual yang masih kurang dan dapat meningkat setelah menggunakan media audiovisual. keefektifan media ini diketahui pula berdasarkan hasil perhitungan uji t. perbandingan hasil kompetensi menulis puisi pada pretes dan postes menunjukkan bahwa nilai t hitung sebanyak 7,20 > nilai t tabel 1,70. hal ini menunjukkan bahwa hipotesis penelitian yang diajukan diterima, yaitu media audiovisual efektif diterapkan dalam meningkatkan kompetensi siswa kelas viii smp negeri 8 makassar menulis puisi. hendaknya pembelajaran bahasa dan sastra indonesia siswa kelas viii smp negeri 8 makassar lebih ditingkatkan dengan selalu memberikan pelatihan kepada siswa dalam menulis puisi dengan memperhatikan aspek–aspek menulis puisi. guru hendaknya menggunakan media pembelajaran yang inovatif dan bervariasi dalam pembelajaran menulis puisi karena media yang inovatif dapat menciptakan situasi pembelajaran yang efektif dan menyenangkan serta membantu siswa menciptakan ide. daftar pustaka ackhadiat, s, dkk., 1994. pembinaan kemampuan menulis bahasa indonesia. jakarta: erlangga. arikunto, s. 2006. prosedur penelitian: suatu pendekatan praktik. jakarta: rineka cipta. azhar, a. 2002. media pengajaran. jakarta: raja grafindo. depdiknas. 2006. ktsp mata pelajaran bahasa indonesia. jakarta: depdiknas. depoter, b. & hernacki, m., 2001. quantum learning: membiasakan belajar nyaman dan menyenangkan. terjemahan abudurrahman bandung: kaifa. effendi, s., 1996. bimbingan apresiasi puisi. ende: nusa indah. firman. 2003. “keterampilan siswa kelas ii sltpn 1 sajoanging kabupaten wajo menulis pengalaman pribadi dalam bentuk puisi.” skripsi. makasar: fbs unm. hartoko, a., 1989. pengantar ilmu sastra. surabaya: usaha nasional. latuheru, j.d., 1993. media pembelajaran dalam pengajaran bahasa indonesia. ujung pandang: ikip ujung pandang. mirriam, c. 2006. daripada bete nulis aja. bandung: kaifa. nurgiyantoro, b. 2008. penilaian pengajaran bahasa dan sastra. yogyakarta: bpee. pradopo, rahmat djoko. 1999. pengkajian puisi. yogyakarta: gajah mada university press. sardiman, a. 2007. media pendidikan: pengertian, pengembangan, dan pemanfaatannya. jakarta: raja grafindo persada. semi, atar. 1994. kritik sastra. bandung: angkasa. suhartini. 2005. “kemampuan menulis puisi siswa kelas iii bahasa sma negeri 1 bajeng/” skripsi. makassar: fbs unm. sumardjo, j., 2001. catatan kecil tentang menulis cerpen. yogyakarta: pustaka pelajar. syafi’i. 1998. retorika dalam menulis. jakarta: depdikbud. tarigan, h. g. 1990. prinsip-prinsip dasar sastra. bandung: angkasa. waluyo, h. j. 1995. teori dan apresiasi puisi. jakarta: erlangga. zulkarnaen, y. 1984. media dalam pembelajaran. jakarta: rajawali. indonesian journal of instructional media and model volume 3, issue 2 (2020), pp. 86-99 | p-issn: 2686-0708, e-issn: 2686-0112 http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 86 development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking endra priawasana1, abdul muis2. 1,2universitas pgri argopuro jember e-mail : endracq@gmail.com abstract biology learning can do by exploring the nature and its contents, including living beings an inanimate beings everyday life. in past, students have not active roles process in the classroom. students are only required to memorize the factual information obtained from the teacher. they should develop their potential broadest in order to understand the processes and concepts that exist. the development potential of students begins by assembling the experience and knowledge that has bebn previously owned. biology learning is expected to be implemented by the learning cycle 5e, so that students are expected to improve the understanding of the experience and prior knowledge. by carring out an learning cycle 5e, students will find their own concepts of biology and can develop biology process skills, so as to equip students with skills such as scientists and make them able to solve his problems independently. students will become more critical in thinking and looking for creative answers to the problems they face in everyday life. by nit dong rote, students are expected to be qualified individual. keyword : development of learning devices, learning cycle 5e models, critical dan creative thinking abstract copyright © 2021 the author(s) this is an open access article under the cc by-sa license. introduction the ability to think critically and creatively is a basic ability for someone to encourage them to always look at the problems they face critically and try to find solutions or answers creatively so that something new is obtained that is useful for later life. (silver, harvey l., strong, r.w., & perini, 2007) to develop students' creative thinking skills, it is necessary to make efforts to apply a learning model that allows students to explore, problems solving, think critically and creatively and make them independent. one of the learning models that makes students explore is learning cycle 5 (priawasana, degeng, utaya, & kuswandi, 2020). the 2013 curriculum applies a learning process consisting of five main lessons, namely: observing, asking questions, gathering information, associating, and communicating. learning in this waste management chapter students can be trained to think about an authentic (real) case and are invited to think critically in order to analyze, provide solutions, and solve problems that exist in a case (mulyasa, 2013)(bnsp, 2006). some of the main learning stages in the 2013 curriculum can be achieved by learning critical thinking. (mulyasa, 2013) stated in the regulation of the minister of education and culture of the republic of indonesia nomor 81a tahun 2013 regarding the implementation of the curriculum that in compiling the ktsp it is http://journal.univetbantara.ac.id/index.php/ijimm http://dx.doi.org/10.32585/ijimm.v3i2.2058 mailto:endracq@gmail.com https://creativecommons.org/licenses/by-sa/4.0/ https://creativecommons.org/licenses/by-sa/4.0/ priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 87 87 necessary to pay attention to important principles, one of which is the ability of the students required, namely, the needs of future competencies. ability to communicate, think critically, and be creative by considering the values and morals of pancasila in order to become a democratic and responsible citizen, tolerant in diversity, able to live in a global society, have broad interest in life and readiness to work, intelligence according to their talents/interests, and care about the environment. (kallick, 2012) literature review a general teaching approach strategy that applies in various material areas and is used to meet learning objectives (paul eggen, 2012). collectively, the design models and processes represented are referred to as learning system development (instructional systems development, isd). instructional design, id) used as a general term covering all stages of the isd process. model dick dan carey combines a diverse set of tools drawn from each of the three major theoretical positions (elements of the behaviorist, cognitivist, and constructivist views) of the last fifty years and constitutes an effective design framework for guiding pedagogical practice across the three basic orientations. (degeng, 2017; cherles m. reigeluth, 2017). the development of this learning system design model is not only obtained from theory and research results, but also practical experience gained in the field (paul eggen, 2012). the implementation of this learning design model requires a systematic and thorough process. this is necessary to be able to create a learning system design that can be used optimally in overcoming learning problems. one of the higher-order thinking processes used in the formation of the science conceptual system is critical and creative thinking, there are three terms related to thinking skills which are actually quite different, namely higher-order thinking complex thinking, and critical thinking(d. w. johnson & johnson, 2002; ülger, 2016). higher order thinking is a cognitive operation that is much needed in thinking processes that occur in short-term memory, if it is associated with bloom's taxonomy, higher order thinking includes evaluation, synthesis, and analysis. complex thinking is a cognitive process that involves many stages or parts. critical thinking is one type of convergent thinking, namely heading to one point. the opposite of critical thinking is creative thinking, which is a type of divergent thinking that spreads from a point(king, goodson, & faranak, 1998; nugraha, suyitno, & susilaningsih, 2017; paul eggen, 2012). thinking skills can be divided into critical thinking and creative thinking. these two types of thinking are also known as higher order thinking skills (kallick, 2012). critical thinking is a mental process that is well organized and plays a role in the decisionmaking process to solve problems by analyzing and interpreting data in scientific inquiry activities, while creative thinking is a thinking process that produces original or original, constructive ideas, and emphasizes intuitive and rational aspects. (paul eggen, 2012). the general understanding of critical thinking is actually a reflection of what was initiated by john dewey since 1916 as scientific inquiry and is a way to build knowledge. thinking uses symbolic processes that state real objects, events and uses symbolic statements to discover the basic principles of objects and events. (arends, 2015). in the thinking process, there is an event of analyzing, criticizing, and reaching conclusions based on the intervention or careful consideration used by students to answer. r respond to a problem. this means that students are able to systematically evaluate the quality of one's own reasons as well as others. (kallick, 2012) that practicing critical thinking needs to be done repeatedly while providing suggestions and improvements to students' critical thinking outcomes. fundamental thinking is the ability of students to construct facts into a whole concept. critical thinking is the ability and tendency to make and judge conclusions based on evidence (kallick, 2012) the ability to test, http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 88 88 relate, evaluate aspects related to the problem, collect and organize information, validate and analyze information, remember and associate previously learned information, find rational answers, draw valid conclusions and produce products (ideas, ideas, thoughts, creations, etc.) that are interesting and useful. methods this research is a development research, using the r & d development model (research and development). this research method is used to produce certain products and test the effectiveness of these products. procedure for developing the stages in the procedure for developing this research are as follows: potential and problems at this stage, the potential and problems are analyzed and then described, also equipped with supporting research data. the potential in this study is in accordance with the graduate competency standards and content standards, the learning principles used by students find out (copy of the attachment of the minister of education and culture nomor 65 tahun 2013 tentang standar proses)(mulyasa, 2013). based on this, students must build their own knowledge in accordance with constructivist theories, one of which is owned by the learning cycle 5e learning model. the research targets are high school students of class x who are around 15 to 17 years old, according to piaget, children at this age are in the formal operational phase. the main abilities at this stage are abstract thinking and being able to solve problems. so at this stage students are able to think abstractly, thinking skills can develop so that they can solve problems through higher-order thinking activities. the problem in this study is that practicum activities are rarely carried out in learning because of time constraints to achieve learning targets, even though learning that involves students actively, especially in mental activities is one of the factors that can help develop critical and creative thinking skills . data collection the initial step of data collection is to conduct a literature study on curriculum, learning, as well as the characteristics and concepts of the material. ki and kd analisis analysis curriculum analysis aims to analyze the core competencies and basic competencies selected in the development of learning cycle 5e-oriented learning tools for waste management materials. (1) ormulation of learning indicators and objectives based on the curriculum analysis that has been carried out, the indicators that must be achieved by students in learning activities using waste management learning tools will be formulated. (2) analisis konsep. concept analysis is carried out by identifying the main concepts taught and systematically arranging them in the form of concept maps. (3)analisis tugas, task analysis is used to analyze the steps needed to achieve the indicators in accordance with the studies contained in the core competencies and basic competencies in the 2013 curriculum and some critical and creative thinking skills that are trained on students. task analysis in learning is set on tasks that will be given according to activities during learning that take place at each meeting. product design at this stage, the design of the learning device is carried out which includes three main parts, namely:: (1) biganning part, the initial part of the learning device consists of the cover, cover image, the identity of the study group, and the identity of the compiler of the learning device. (2) contents section, the content section consists of learning cycle 5e learning activities and the skills that are trained on students include interpretation, analysis, http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 89 89 explanation, conclusion, and evaluation. (3) final part, the final part consists of a bibliography containing literature used as a reference in writing learning tools. validasi desain produk the product design validation stage is carried out to assess the validity of the learning device product designs that have been developed. validation is carried out using a learning device validation sheet based on the criteria for good quality learning tools including: didactic requirements, construction requirements, technical requirements, and conformity with the function of learning devices. product design revision the product design revision stage is carried out to improve the design of the learning devices that have been made. product trial product trials are carried out after the product is declared valid with several revisions. the learning device was tested on the class x ipa sman 1 jenggawa jember which amounted to 37 heterogeneous people. this trial was carried out for 3 face-to-face meetings, each meeting was allocated 2 x 45 minutes. in the trial process, the researcher acts as a teacher by using a product that has been validated by experts. this trial aims to determine the practicality and effectiveness of learning tools. product design revision learning tools are improved based on input from students and observers based on the results of trials so that a final draft of learning tools is produced. description of research results the data that has been collected is analyzed and then from the results of the analysis can be identified and described the effectiveness and practicality of the learning tools. method of collecting data to obtain research data, several data collection methods were used, including: observasi, this observation technique is carried out to collect data related to behavior, in this study data on the implementation of learning, student activities, and obstacles that arise during teaching and learning activities. questionnaire, questionnaires were given to students after they finished learning activities. the technique of giving questionnaires is in the form of a written questionnaire test, validity sheets carried out by experts, student response questionnaires are used to obtain information about teaching materials, practicum activities, textbooks, and worksheets. tes, giving this test is used to obtain information about student learning completeness on the subject of waste management. data analysis data analysis was carried out by researchers and in collaboration with supervisors to increase the validity and reliability of this study. readability analysis of student worksheets and books the readability analysis of student worksheets and books was carried out in a qualitative descriptive manner by asking students to provide corrections regarding the readability of student worksheets and books. the results of student corrections are then presented based on students' positive and negative responses in filling out the lks readability questionnaire and student books.. http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 90 90 analysis of learning results data analysis was carried out after the researchers obtained all the data needed to determine the completeness of the learning objectives, individual mastery, and classical completeness. analysis of student activity observations student activities are all activities carried out by students during the teaching and learning activities (kbm). data from observations of student activities were analyzed using descriptive statistical analysis. student response questionnaire analysis the data obtained based on questionnaires about student responses to learning activities were analyzed in a quantitative descriptive way, namely calculating the percentage of the statements given. results and discussion learning device development results the development of biology learning tools for sma learning cycle 5e was made and then validated by experts. learning implementation plan the learning implementation plan (rpp) is a guide to the steps of learning activities carried out by the teacher in the classroom. the calculation results obtained an average reliability coefficient of the rpp of 86%. according to (borich, 1994) this instrument is categorized as good and can be used for activities in learning because it has a reliability coefficient 0.75 (75%) student textbooks the student textbook developed in this study is a student textbook for waste recycling materials. the student's book was developed with the hope of helping students to learn the material on the subject being developed and teachers more easily teaching the subject matter with learning cycle 5e. the textbook in this study is a student handbook that is used as reading material and as a student learning guide both in the learning process in class and in independent study. the results of the calculation of the reliability of student textbooks showed a high level of reliability, namely 78%. this shows that student textbooks can be used in the learning process because according to (borich, 1994) the instrument is said to be good (reliable) if it has a reliability coefficient 0.75 (75%). student activity sheet student activity sheets were developed with the hope of clarifying observations or experiments in student textbooks, besides the lks that had been developed were expected to provide convenience for teachers in applying learning cycle 5e learning to students. the student activity sheet is a guide sheet for students to carry out observation or practicum activities in teaching and learning activities, in the development it produces 3 student activity sheets namely student activity sheets 1 waste as waste, student activity sheets 2 waste recycling technology, student activity sheets 3 utilization of waste recycling for life. student activity sheets 1 regarding waste as waste, it is necessary to have a clear explanation about the type of waste and how to process it so that students always apply an attitude of caring for the environment when they see piles of garbage around them piling up, the pictures are more clarified and given information so that students more easily understand http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 91 91 how to assemble, the work instructions are further clarified in grammar so that students can more easily understand the commands contained in the instructions, the editor of the analysis questions uses a language style that is easy to understand and adapts to the level of development of high school children, and bibliography is written in each lks. the results of the calculation of the reliability of the student activity sheet instrument are 82%. menurut (borich, 1994), instrumen student activity sheets ini dikategorikan baik (reliabel) dan dapat dipergunakan untuk kegiatan pembelajaran karena memiliki koefisien reliabilitas ≥ 0,75(75%). the attractiveness aspect of the book content is 89.18%, the attractiveness of the book appearance is 78.37%, the difficulty of explanation is 83.78% stating that there is no difficult explanation, and about the ease of understanding illustrations/pictures by 97.2%. results test developed based on learning objectives (tp). the learning outcomes test developed consisted of a product test consisting of 10 multiple choice questions and 3 essay questions. the reliability coefficient value of the instrument exceeds 75%, thus this instrument is included in the category of a good instrument (borich, 1994) . student responses to the learning process, to caring for the environment, and to the media used student response questionnaires are used to determine student responses to learning with learning cycle 5e and the device by which students are asked to fill out a questionnaire, illing out this questionnaire, no observation is needed, because it only asks for opinions and comments from students about the learning process and learning tools. the reliability coefficient value of the instrument exceeds 75%, thus this instrument is included in the category of a good instrument. the average sensitivity value of the items is 0.30 which means that the item has a good sensitivity value and is sensitive to measuring the learning effect. students' cognitive abilities were measured using the learning outcome test in the form of multiple choice questions and descriptions consisting of 13 questions. the cognitive abilities can be known from: completeness indicator, the achievement of indicators is analyzed after the learning process is carried out, to measure the completeness of the learning indicators, the criteria for learning completeness that have been determined by the ministry of national education are used, which ranges from 0%-100%, ideally the criteria for each indicator are >75% (depdiknas, 2006). classical completeness is the completeness of the whole class. a class is said to be classically complete if in that class there are 85% of students who have completed their studies (mulyasa, 2013). based on the summary of the results of individual and classical mastery analysis in table 4.17 which shows that the percentage of classical mastery of students reaches 94% and is categorized as complete in studying the subject of waste recycling. individual and classical completeness, individual completeness of students' correct answers is 75%, and a class is said to have completed its learning (classical completeness) if in that class there are 85% of students who have completed learning. hasil belajar kinerja, assessment of student performance is given at the end of the meeting which is used to determine the ability of students' performance in sorting organic and inorganic waste (performance assessment 1), making compost (performance assessment 2, list the benefits of recycling the waste contained in the article (performance assessment 3), and make inorganic waste products (performance assessment 4), all groups are said to have completed their studies, because they are included in the very satisfactory level, this has met the school's minimum learning completeness standard, which is 75% of the score obtained from the performance assessment. this shows that students are able to sort out organic/inorganic waste, do composting, are able to record the benefits of recycling waste correctly in articles., create value-added products from inorganic waste. assessment of http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 92 92 performance results is carried out by asking for work results for each meeting (plans and implementation of making recycled products made from organic and inorganic waste). discussion learning implementation plan is a plan that describes learning procedures and management to achieve a basic competency set out in the content standards described in the syllabus. the lesson plans developed in this study were to achieve basic competencies, namely making waste recycling products on the subject of waste recycling which were described into five indicators that had been tested at sman 1 jenggawa jember. learning implementation plan developed with learning cycle 5e, in the development of this tool, because learning cycle 5e can make it easier for teachers to teach about the subject of waste recycling and students in learning can explore their knowledge and everyday experiences about the surrounding environment. the learning tools and learning implementation plan assessment sheets used are reliable. aspects of writing a learning implementation plan which consists of paying attention to students' prior knowledge and prerequisite knowledge, planning a learning process that is more student centered than teacher center, planning the process of learning concepts and theories starting from the concrete to the abstract, emphasizing student activities to work together in creating learning better, planning the learning process in a democratic and interactive setting, and planning feedback for self-assessment. the developed student book is said to have met the criteria for conformity with learning cycle 5e if the book met the criteria for all aspects assessed including connecting science with the surrounding environment connecting science with technology, connecting science with the state of the surrounding community. based on the students' responses, they find it easy to understand the material presented in this book because the language used is easy to understand so this can motivate students to learn.(sari, duygu, şen, & kirindi, 2020) the presentation of the material in the developed student books is coherent, starting from easy material to difficult material. besides that, the presentation in this book also varies so that it can motivate students to learn the features presented in the developed book are also liked by students. attractive layout with interesting colorful rules. the student book is equipped with several additional box features, namely bio info, bio lab, and summary.(degeng, 2017; c. reigeluth, merrill, wilson, & spiller, 1980; seifert et al., 2008) the development of this lks resulted in three lks, among others, lks 1 on waste as waste which aims to find out how the types of waste are classified, organic and inorganic waste is grouped as well as environmental care attitudes and their positive and negative impacts, lks 2 on waste recycling technology, p. this study aims to find out how to process organic waste in a simple way, lks 3 on the use of waste recycling for life to know how to utilize inorganic waste into goods that have high use-value.. the relevant learning theories for mutual-oriented worksheets are behaviorism learning theory and constructivism learning theory.(tatsi & zafar, 2013) constructivism learning theory states that students must be able to build their own knowledge based on what they already know, therefore students themselves must be proactive in seeking and discovering that knowledge and experiencing the learning process by themselves (e. b. johnson, 2002; cherles m. reigeluth, 2017). behaviorism learning theory emphasizes human behavior, namely viewing individuals as reactive beings who respond to the environment, experience and maintenance that will shape their behavior. the challenges and demands of the future in the era of globalization are to create competitive, skilled, honest, hard-working and independent human resources. lks is expected to train, guide, and equip students to think critically, work hard and be independent. lks is expected to train students to be more concerned about the environment and the surrounding community and reduce students' dependence on teachers. http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 93 93 student analysis is a study of student characteristics in accordance with the development design. these characteristics include students' cognitive abilities, students' backgrounds, and students' cognitive development. in addition, tests related to students' abilities in formulating problems, formulating hypotheses and determining research variables were also carried out. analysis of environmental demands on biology learning. analysis of environmental demands on biology learning is a study of community (environmental) expectations of biology learning for high school students. these challenges and demands must be faced and resolved by producing a competitive young generation, namely having a young generation that is active, creative, skilled, independent, and confident..(ullynuha, prayitno, & ariyanto, 2015) the legibility of student worksheets and student books, both in content and in attractive appearance for students, is hoped that these books can arouse students' enthusiasm for learning, in accordance with student development and are at a high level of readability. the learning outcome test (thb) or assessment sheet is used to measure the achievement of a basic competency, namely making recycled waste products. these basic competencies are broken down into 5 indicators, then further elaborated into 21 learning objectives (tp), from each goal one question is formulated, namely from 21 objectives, 10 questions are in the form of multiple choice and 3 are in the form of descriptions. (ramdiah & duran corebima, 2014; wuryanto, 2016) the results of the implementation in the field showed that there were several questions, both on multiple-choice questions and in descriptions, students had difficulty in answering, this was because apart from they did not understand terms in biology and students also had difficulty understanding some questions. the results of the summarized rpp observations show that the implementation of learning with learning cycle 5e in general has a reliability level of 86%, this indicates that the rpp on the subject of waste recycling with learning cycle 5e is well implemented, and the instrument for implementing the rpp used can be categorized as reliable. observation of teaching and learning activities in the preliminary stage is the first phase in the learning cycle (engagement), where the teacher presents phenomena and asks questions about the phenomena that have been given, in this case the teacher actively motivates students to focus on teaching and learning activities, which can be seen from the observations on the enthusiasm of teachers and students in the classroom. the core activity stage contains four phases of the learning cycle model, namely: the exploration phase, the explanation phase, the elaboration phase and the evaluation phase. the exploration phase begins by forming heterogeneous student study groups, distributing worksheets to each group of 3 students each and assigning and guiding students to carry out practicum in accordance with the worksheets, then answer the questions in it. the average results of observations on the implementation of overall learning carried out by observers in this phase are included in the very good criteria in each class, this phase the teacher needs to pay more attention in guiding students to do practicum, especially in filling in the observation data. this is because some students still seem confused about the activity. if the teacher does not immediately provide scaffolding to students it will cause a tendency to carry out activities outside of learning, therefore, teachers need to guide students when they begin to reconstruct their explanations for these activities (jonassen & reigeluth, 1999). through the guidance given by the teacher to students, students can reach the zone of proximal development (zpd). (slavin, 2014) tasks in the zone of proximal development are something a child still cannot do alone but can really do with the help of a more competent peer or adult. fase explanation, the teacher distributes student books and guides the discussion of the results of the practicum that has been carried out through group discussions and class discussions, in this case the teacher tries to develop student explanations by presenting http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 94 94 multimedia and connecting these explanations with experiences that have been obtained by students in the engagement phase and exploration phase. teachers have a variety of techniques and strategies at their disposal to elicit and develop student explanations, usually using verbal explanations, but there are many other strategies, such as videos, films and educational courses (schools, for, & failure, 2010). through explanations from the teacher, the teacher can guide students towards a deeper understanding, which is an important part of this phase. in the elaboration phase, the teacher distributes advanced worksheets, then assigns students to carry out advanced practicum using advanced worksheets and answer questions in the worksheets. fase evaluation, the teacher gives practice questions to students in the student book. based on the class atmosphere during the kbm runs according to the expected learning objectives, as well as the syntax that is carried out is in accordance with the learning model used. in addition, during kbm tends to be student-centered. this is because the learning cycle model is a student-centered learning model, where the phases in the learning are organized in such a way that students can master the competencies that must be achieved by playing an active role. meeting 1 most of the students still seemed confused about this activity (exploration phase), therefore the teacher needed to pay more attention in guiding students in these activities and emphasize to students to remain honest in carrying out practicum in accordance with work procedures and fill in the observation table according to the data. observation result. character behavior of students in carrying out practicum and filling in observation tables for the next meeting in each class has shown an increase in most students, although there are some students who do not experience changes, but there are no students who experience a decrease in the behavioral aspect of honest character. in this case students have been able to carry out their duties independently and the teacher continues to provide guidance to students if needed. these social skills began to appear in the engagement phase activities when students were asked for their opinions on the problems given by the teacher, then continued in the exploration phase, explanation phase and elaboration phase, where students studied in groups to do practicum and answer questions contained in the lks, which then provide an explanation of the answer given. students discuss with each other to contribute opinions/ideas and other friends become good listeners. (slavin, 2014) the interaction that occurs allows students to think to complement each other and become a common understanding, hear conversations well and can learn how other people have succeeded in solving problems.(evans, richardson, & waring, 2013; rofiq, 2014) the teacher becomes a facilitator in student discussions and provides guidance if the student needs guidance. the social skills of students in contributing opinions/ideas and being a good listener at the next meeting in each class improve the majority of students,(insyasiska, zubaidah, susilo, biologi, & malang, 2015) although there are some students who do not experience changes, but there are no students who experience a decrease in the aspect of social skills, the learning cycle model is a learning model that requires students to be active in the classroom to achieve the expected learning objectives. there was a significant increase in students' understanding of concepts for each class because students were given treatment using the 5e learning cycle model, the 5e learning cycle model used in this study is a learning model that makes students active and provides direct experience in learning the competencies required. want to achieve. this model consists of five learning phases which include: engagement phase, exploration phase, explanation phase, elaboration phase, and evaluation phase. the engagement phase makes a connection between students' past and current learning experiences, by first revealing students' conceptions through questions from phenomena found in everyday life according to the concepts to be studied, in this phase an assimilation http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 95 95 process occurs where students use existing cognitive structures to respond to new information it receives, so as to reduce cognitive imbalances that occur and be actively motivated in learning, after doing the engagement phase, students then explore ideas through the exploration phase. this phase builds on the student experience to introduce and discuss concepts with the help of student worksheets. in student worksheets students are facilitated to complete practical activities that help them use prior knowledge to generate new ideas and explore questions that arise so as to start the balancing process. in this case, not all new concepts can be assimilated into the schemas that have been owned by students which in the end the accommodation process occurs. the balance process is needed to regulate the balance between the assimilation and accommodation processes, so that students can integrate the new concepts they receive with existing cognitive structures (schemas). this is in line with piaget's thinking which states that knowledge is not static, but continues to grow and change constantly as long as students construct new experiences that force them to build and modify previous knowledge (arends, 2015). in the exploration phase, students are formed into heterogeneous groups that can help students actively build their own concepts by interacting with their social environment, both with guidance from teachers and collaboration with their peers in one group in carrying out practicums according to the worksheets provided. this is in line with the thinking of vygotsky who believes that social interaction with other people spurs the construction of new ideas and enhances the intellectual development of students (langford, 2005), bruner also emphasized the importance of helping students to understand the structure or key ideas of a discipline, the need for active student involvement in the learning process, and the belief that true learning occurs through personal discovery. (arends, 2015). the two thoughts above are supported by the average response results obtained in each class that students are very happy with the learning atmosphere in the form of study groups and they also strongly agree that group work can help them understand the material. the explanation phase encourages students to explain the understanding of concepts that have been obtained in the engagement phase and the explanation phase with their sentences, asking for evidence and clarification of their explanations and leading to discussion activities. through this phase, students can find terms from the concepts that have been studied, to guide students towards a deeper understanding of concepts, the teacher distributes student books and displays multimedia and provides brief explanations to students on the phenomena they observe in this phase. fase exploration. (mulyasa, 2013) explanations from the teacher or curriculum can guide them towards a deeper understanding, which is an important part of this phase, thus it is hoped that it can reduce conceptual errors that occur and students can gain a complete understanding of the concept. the use of student books and multimedia can also help students who have not yet reached the stage of formal thinking in understanding abstract concepts and processes that previously could only be imagined. the average response results in each class were obtained that students strongly agreed that the student books and multimedia provided helped them understand the material being taught. the elaboration phase facilitates the transfer of concepts for the same but new situations with the help of follow-up worksheets. students carry out advanced practicum in accordance with the advanced lks provided to develop a deeper and broader understanding of concepts. through group discussions and cooperative learning situations can provide opportunities for students to express their understanding of the material being studied. this phase provides opportunities for students to be involved in new situations and problems that require the transfer of identical explanations, thus learning becomes more meaningful because students are expected to be able to relate new situations and problems to existing cognitive structures. this is in line with ausabel's thinking which states that meaning can emerge from new material only if the material is related to the cognitive structure of previous learning. (arends, http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 96 96 2015) the last phase of the learning cycle model is evaluation which is an opportunity for teachers to assess students' conceptual understanding. students are asked to do the exercises in the student book to find out the understanding of concepts for waste material. through learning phases using the 5e learning cycle model, students can play an active role in exploring and enriching their understanding of the concepts they learn.. the average good and very good student response to learning using the learning cycle model in each class is because the learning cycle model can generate student interest in the material to be studied through the engagement phase, where the teacher is expected to make the learning atmosphere less tense so that students become enthusiastic and their curiosity increases, besides that the teacher is also expected to be able to convince students that the material they are learning is important and useful for them. it is important to convince students about the importance of the attractiveness of the material to be presented, to show (if possible) how the knowledge that will be obtained will be useful for students (jonassen & reigeluth, 1999). (schools et al., 2010) the learning cycle model can also maintain student curiosity through the exploration phase and elaboration phase, in which the teacher divides students into several heterogeneous groups and gives worksheets to each group which contains tasks that are used to guide students in finding the concepts being studied and provide hands-on experience to students. (slavin, 2014) found that providing students with hands-on experiences in natural science activities greatly increased their learning from books on related topics and provided more motivation. the use of interesting presentations in the learning cycle model can be done in the explanation phase to provide guidance to students towards a deeper understanding of concepts through the provision of student books and the use of multimedia in explaining abstract concepts. (slavin, 2014) intrinsic motivation to learn something will increase through the use of interesting materials, as well as different types of presentation. the evaluation phase is used by the teacher to assess students' conceptual understanding, in this case, students are expected to be able to determine the level of success of the learning they carry out. (kallick, 2012) one of the fundamental principles of motivation is that people work harder for the goals they set for themselves than for the goals someone else has set for them. viewed from the student dimension, the application of the learning cycle model provides the following advantages: 1) increases learning motivation because students are actively involved in the learning process, 2) helps develop students' scientific attitudes and, 3) learning becomes more meaningful.(kallick, 2012), students conduct simple experiments related to the material that has been studied at the first meeting students carry out simple experiments classifying types of organic and inorganic waste, according to the sub-chapters discussed, namely waste as waste, at this stage the teacher plays more roles because students are doing the experiment for the first time , and the condition of the students were not familiar with the simple tools used in the experiment, to facilitate and manage the time, before conducting the experiment the teacher first demonstrated the procedures or ways to use the simple tools to be used in the experiment, in addition to the second meeting the students conducted a simple experiment that is about simple technology in making compost, according to the textbook and student activity sheet. the second meeting the students already understand and recognize the tools and materials used in the practicum, so the teacher is only limited to guiding the practicum process to completion and the third meeting the students make products from inorganic waste into items of high use value, but even though the condition of the students is more understanding , the teacher is still dominant in guiding students, after the practicum process is carried out, to train students in expressing ideas and opinions, the teacher continues learning by presenting the results of observations, due to time constraints, the teacher only provides opportunities for one group, by carrying out learning cycle 5e learning in a sequential manner. automatically http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 97 97 students will get used to always being able to think critically about the problems of each object of observation / activity experienced in everyday life, because they are trained to think critically, they will also be trained to do creative experiments to get answers that vary from the questions they get, that's why learning cycle 5e is widely recommended to be implemented in science learning. the student's critical thinking ability test is an evaluation tool to measure how much students' critical thinking skills are in solving problems related to the respiratory system material in humans, to be able to measure critical thinking skills, questions are designed based on critical thinking indicators adapted from. critical thinking indicators used include formulating problems, providing arguments, and concluding by induction, deciding and implementing and evaluating, (e. b. johnson, 2002) general, the achievement of critical thinking skills cannot be separated from their ability to work in cooperative groups, in this study students were given the opportunity to complete tasks independently before sharing with friends in their group. learning cycle 5e which is carried out in cooperative groups, students are invited and involved in mental (cognitive) and physical (psychomotor) activities. the activities carried out cooperatively, in addition to encouraging students to do a lot of cognitive activities, are also encouraged to be able to work together with one another, during collaboration, complex interactions occur, for example in terms of exchanging ideas, conveying arguments, and cooperating in conducting investigations. this series of activities will affect the development of learning outcomes in the form of critical thinking skills, understanding biological concepts, and collaboration skills (slavin, 2014), but to practice this ability requires a longer time and requires careful planning. the results of the study indicate that to train students' critical thinking skills, it is not enough just to meet several times, but it takes time to get used to and train students' critical attitudes. research which states that it takes two to three years for students to be able to integrate their ideas and apply critical thinking to new things ( cherles m. reigeluth, 2017). conclusions based on the results of the analysis and discussion, it can be concluded that the biology learning device with learning cycle 5e, the waste recycling material for class x sma produced is effectively used in learning in terms of the implementation of learning tools, dominant student activities are active in learning, student worksheets, student books, evaluation instruments, and most of the student responses gave a positive response so that the results of the learning tools were effective in improving student learning outcomes. based on the results of the study, the researchers gave the following suggestions: considering that research is only conducted on waste recycling materials, the effectiveness of biology science learning tools with learning cycle 5e to improve learning outcomes cannot be concluded from this study alone, but further research needs to be carried out and disseminated by other researchers who are similar in other study materials that have the same characteristics. the use of learning tools with learning cycle 5e which was developed in the method of implementation and assessment of learning when in class takes a long time, so good will is needed from the teachers who will apply it learning cycle 5e can make students more active and motivated, teachers must be able to complete teaching aids/learning media and carry out practical activities in addition to elaborating through theory, teachers should give more attention and guidance to students in the exploration phase and elaboration phase, so that the time required for both phases can be utilized effectively. this is because in both phases it takes a longer time for students to do practicum according to the worksheets and actively build concepts independently. as well as developing a deeper and broader understanding of concepts in the same but new situation (elaboration phase). http://dx.doi.org/10.32585/ijimm.v3i2.2058 priawasana et al. | development of learning cycle 5e oriented learning tools to critical thinking skills and creative thinking http://dx.doi.org/10.32585/ijimm.v3i2.2058 | 98 98 references arends, r. i. 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