candi borobudur kerajaan di indonesia

EDMODO SEBAGAI PENUNJANG PEMBELAJARAN SAAT MAGANG PADA SEKOLAH KEJURUAN

Tri Nugroho Budi Santoso - -

Abstract


 

ABSTRAK

 

Tujuan penelitian ini adalah untuk mengetahui bagaimana pengaruh penerapan pemebelajaran dalam kelas maya pada saat siswa melaksanakan magang. Penelitian dilaksanakan di SMK Negeri 1 Boyolali pada tingkat XI. Sampel diambil dari 32 siswa dari total 382 siswa yang melaksanakan magang. Data diolah dengan disain mixed method sequential yaitu menganalisis data secara kuantitatif terlebih dahulu dan diperjelas secara kualitatif. Data kuantitatif di ambil melalui analisis Paired Samples T Testyang diambil dari data nilai pre-tes dan pos-tes, sedangkan data kualitatif diperoleh melalui tehnik wawancara. Dari hasil penelitian diketahuinilai –t hitung < -t tabel (-13.066 < -2.040) dan signifikansi < 0,05 (0,000 < 0,05). Nilai rata-rata dari Pre tes < Pos tes (69.5312<89.5000). Terdapat perbedaan nilai tes antara sebelum dan setelah diterapkannya pembelajaran melalui edmodo. Dari perhitungan juga diketahui bahwa rata-rata nilai tes dengan edmodo lebih tinggi dibandingkan tanpa menggunakan edmodo. Hal ini dapat diartikan bahwa pembelajaran dengan edmodo memberikan andil dalam peningkatan hasil belajar siswa. Hasil wawancara dari siswa yang dianggap gagal ditemukan bahwa dalam proses magang terlalu banyak pekerjaan, fasilitas yang tidak mendukung, dan akses internet yang sulit. Sehingga pada disimpulkan bahwa pembelajaran melalui edmodo pada saat magang memiliki dampak positif bagi siswa. Selain materi pembelajaran yang tidak tertinggal hasil belajar siswa juga tidak mengecewakan. Namun perlu menjadi perhatian adalah siswa harus dibekali tehnik manajemen waktu yang baik dan fasilitas yang memadai.

 

Kata Kunci: Edmodo, Magang, Sekolah Kejuruan

 

 

 

ABSTRACT

 

This study aims to know how to influence the application of learning in a virtual classroom when students carry out an apprentice. The research was conducted at SMK Negeri 1 Boyolali XI level. Samples were taken from 32 students out of a total of 382 students performing apprentice. The data is processed by sequential mixed method design is to analyze the quantitative data in advance and clarified qualitatively. Quantitative data was taken through Paired Samples T Test analysis of data taken from the pre-test and post-test, whereas qualitative data obtained through interview techniques. The result shows the value of t count < t table (-13 066 < -2040) and significance < 0.05 (0.000 < 0.05). The average value of Pre test <Pos tests (69.5312 < 89.5000). There are differences in test scores between before and after the implementation of learning through Edmodo. The calculation is also known that the average value of the test with Edmodo is higher than without using Edmodo. So the implications is learn with Edmodo can contribute to improvement of students learning outcomes. The results of interviews of students for failing to find that in the process of apprenticeship too much work, the facilities do not support, and internet access is difficult. So that on learning through Edmodo concluded that at the time of the internship have a positive impact on students. In addition to learning materials that are not lagging student learning outcomes also did not disappoint. However, it should be of concern is students should be equipped with good time management techniques and adequate facilities.

 

Key words: Edmodo, Apprentice, vocational school


References


REFERENSI

Al-Said, K. M. (2015). Students' Perceptions of Edmodo and Mobile Learning and their Real Barriers towards them. The Turkish Online Journal of Educational Technology, 4 (2), 167-180.

Balasubramaniana, K., Jaykumar, V., dan Fukey, L. N. (2014). A study on “Student preference towards the use of Edmodo as a learning platform to create responsible learning environment”, Social and Behavioral Sciences, 144, 416–422.

Billett, S. (2016). "Apprenticeship as a mode of learning and model of education”. Education + Training, 58 (6), 613-628.

Bonnal, L., Mendes, S., dan Sofer, C.(2002). School to work transition: apprenticeship versus vocational school in France.International Journal of Manpower, 23 (5), 426-442.

Bullock, S. M. (2015). "Digital Technologies and Diverse Learning in Teacher Education: Reassembling the Social Perspective". Advances in Research on Teaching, 25 (1), 5-23.

Corbeil, J. R dan Elena, M. C. (2015). "The birth of a social networking phenomenon" In Educating Educators with Social Media. Technologies in Higher Education. 1 (1), 13-32.

Corbeil, J. R. dan Maria, E. C. (2015). "The birth of asocial networking phenomenon". In Educating Educators with Social Media, 1,13-32.

Creswell, J. W. (2009). Research Design Pendekatan Penelitian Kualitatif, Kuantitatif, dan Mixed. Terj AchmadFawaid, Cetakan Ketiga, Yogyakarta: Pustaka Pelajar

Dafoulas, G. dan Shokri, A. (2016). "Investigating the educational value of social learningnetworks: a quantitative analysis". Interactive Technology and Smart Education, 13 (4), 305-322.

Decker, J. B. (2013). A Second Look at Mobile Technology in the Classroom: Don’t Ban It. Use It!. The CATESOL Journal, 24 (1), 316-326

Doorn, D. J., Janssen, S. dan O'Brien, M. (2010). Student Attitudes and Approaches to Online Homework. International Journal for the Scholarship of Teaching and Learning, 4 (1), 1-20.

Duraki, G., Cankaya, S., Yunkul, E., dan Ozturk, G. (2017). The Effects of a Social Learning Network on Students’ Performances and Attitudes. European Journal of Education Studies. 3 (3), 312-333.

Hawkins, T. H. (2008). "What is an apprentice?".Education + Training, 50 (1), 24-27.

Jansen, A. dan Pfeifer, H. U. (2017). "Pre-training competencies and the productivity ofapprentices", Evidence-based HRM: a Global Forum for Empirical Scholarship, 5 (1), 59-79.

Maliranta, M., Nurmi, S., dan Virtanen, H. (2010). Resources in vocational education and post-schooling outcomes. International Journal of Manpower, 31 (5), 520-544.

Matias, A. dan Wolf. D. F. (2015) "Engaging Students in Online Courses Through the Use of Mobile Technology". Technologies in Higher Education, 6 (D), 115-142.

Neill, M. M., Diao, M. M. dan Gosper, M. (2011)."Student uses of technology in learning: two lenses", Interactive Technology and Smart Education, 8 (1), 5-17.

Noesgaard, S. S. (2016). Can E-Learning Change Work Practices?. International Conference e-Learning, 1 (2), 61-68.

Nyhan, B. (2009). "Creating the social foundations for apprenticeship in Ireland".Journal of EuropeanIndustrial Training, 33 (5), 457-469.

Olusesan, A. A. dan Emmanuel, O. A. (2015). Reviewof the Usage of E-learning Facilities by Economics Teachers in Eastern Cape Secondary Schools, South Africa. International Journal Education Science. 9(3): 305-313.

Riley, T. (2017). "Work-based learning for the creative industries A case study of the development of BA (Hons) web design and social media". Higher Education, Skills and Work-Based Learning, 7 (1), 79-91.

Siqueira, S. W. M., Braz, M. H. L. B., dan Melo, R. N.(2007)."Modeling e-learning content". International Journal of Web Information Systems, 3 (1), 140-152.

Skerritt, O. Z. dan Abraham, S. (2017). "A conceptual framework for work-applied learning for developing managers as practitioner researchers". Higher Education, Skills and Work-Based Learning, 7 (1), 35-50.

Tanggaard, L., Nielsen, K., danJørgensen, C. H. (2015). Students’ experiences of ability based streaming in vocational education.Education + Training, 57 (7), 723-737.

Ursavaş, O. F. dan Reisoglu, I (2017). " The effects of cognitive style on Edmodo users’ behaviour A structural equation modeling-based multi-group analysis ". The International Journal of Information and Learning Technology, 34 (1), 31 – 50.

Velde, C. dan Cooper, T. (2000). Students’ perspectives of workplace learning and training in vocational education", Education + Training, 42 (2), 83-92.

Yagci, T. (2014). Blended Learning via Mobile Social Media & Implementation of “EDMODO” in Reading Classes. Advances in Language and Literary Studies, 6 (4), 41-47.


Refbacks

  • There are currently no refbacks.