MATHEMATICS CONTENT KNOWLEDGE DAN KEMANDIRIAN BELAJAR MAHASISWA MELALUI BLENDED LEARNING

Elsa Komala(1*), Erma Monariska(2),

(1) Universitas Suryakancana
(2) Universitas Suryakancana
(*) Corresponding Author


Abstract


Penguasaan content knowledge pada materi pelajaran merupakan faktor penentu kesuksesan atau kegagalan dalam proses pengajaran dan keterampilan pedagogi abad ke-21 yang dilaksanakan guru. Kaitannya dengan hal tersebut masih banyak mahasiswa calon guru belum memiliki sikap bertanggung jawab terhadap tugas yang diberikan yang merupakan salah satu indikator dari kemandirian belajar. Blended learning merupakan salah satu pembelajaran yang bisa mengakomodir mathematics content knowledge dan kemandirian belajar mahasiswa dengan memanfaatkan serta memaksimalkan teknologi yang ada di lingkungan. Penelitian ini bertujuan untuk mengetahui mathematics content knowledge dan kemandirian belajar mahasiswa melalui blended learning. Penelitian ini menggunakan metode eksperimen semu dengan kategori One Short Case Study. Populasi dalam penelitian ini adalah mahasiswa Program Studi Pendidikan Matematika di Cianjur, yang dilaksanakan pada semester ganjil tahun akademik 2020/2021, dengan sampel 17 orang mahasiswa 3A yang mengikuti matakuliah Kapita Selekta Matematika SMA dengan teknik purposive sampling. Teknik pengumpulan data berupa tes soal uraian dan angket kemandirian belajar. Pengolahan data untuk melihat mathematics content knowledge setelah menggunakan blended learning menggunakan uji-t pihak kanan, angket keamandirian belajar dihitung berdasarkan persentase respon positif mahasiswa. Setelah dianalisis diperoleh bahwa mathematics content knowledge mahasiswa melalui blended learning rata-rata sama dengan 75 dan kemandirian belajar mahasiswa melalui blended learning sebagian besar merespon positif.

 

Mastery of content knowledge in subject matter is a determining factor for success or failure in the teaching process and 21st century pedagogical skills implemented by teachers. In relation to this, there are still many prospective teacher students who do not have a responsible attitude towards the assignments given, which is an indicator of independent learning. Blended learning is a learning that can accommodate mathematics content knowledge and student learning independence by utilizing and maximizing existing technology in the environment. This study aims to determine mathematics content knowledge and student learning independence through blended learning. This study used a quasi-experimental method with the One Short Case Study category. The population in this study were students of the Mathematics Education Study Program in Cianjur, which was held in the odd semester of the 2020/2021 academic year, with a sample of 17students of 3A taking the Kapita Selekta Mathematics course in high school using a purposive sampling technique. Data collection techniques in the form of test questions description and self-learning questionnaire. Data processing to see mathematics content knowledge after using blended learning using the rightside t-test, the learning independence questionnaire is calculated based on the percentage of positive student responses. After being analyzed, it was found that students' mathematics content knowledge through blended learning averaged 75 and student learning independence through blended learning mostly responded positively.

Keywords


Blended learning; kemandirian belajar; mathematics content knowledge

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DOI: http://dx.doi.org/10.24127/ajpm.v12i1.6142

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