Pengaruh Model Flipped Classroom Berbantuan Padlet terhadap Hasil Belajar Mata Pelajaran TIK Siswa Kelas VIII SMP Yos Sudarso Cigugur

Abstract

ABSTRAK

 Penelitian ini dilatarbelakangi oleh pembelajaran TIK di kelas VIII SMP Yos Sudarso Cigugur yang masih menghadapi permasalahan berupa perbedaan kemampuan awal siswa, kurangnya fokus pada materi analitis, serta keterbatasan waktu praktik akibat dominasi pembelajaran konvensional. Penelitian ini bertujuan untuk menganalisis peningkatan hasil belajar, mengetahui efektivitas, dan mengukur pengaruh model Flipped Classroom berbantuan Padlet terhadap hasil belajar TIK siswa. Penelitian menggunakan pendekatan kuantitatif dengan metode eksperimen dan desain Pre-Experimental One Group Pretest–Posttest Design. Sampel penelitian adalah 24 siswa kelas VIII B, sedangkan data hasil analisis akhir menunjukkan 25 peserta pada pengukuran hasil belajar. Instrumen berupa 20 soal pilihan ganda yang telah diuji validitas, reliabilitas, dan tingkat kesukarannya. Analisis data meliputi statistik deskriptif, uji normalitas, homogenitas, Paired Sample T-Test, dan N-Gain dengan bantuan SPSS. Hasil penelitian menunjukkan rata-rata nilai pretest sebesar 57,40 meningkat menjadi 86,60 pada posttest, dengan peningkatan rata-rata 29,20 poin. Uji Paired Sample T-Test menghasilkan t hitung 19,961 dengan Sig. 0,000 < 0,05, sehingga terdapat perbedaan yang signifikan antara pretest dan posttest. Analisis N-Gain menunjukkan 64% peserta berada pada kategori sedang dan 36% pada kategori tinggi, tanpa kategori rendah. Dengan demikian, model Flipped Classroom berbantuan Padlet terbukti berpengaruh signifikan dan efektif meningkatkan hasil belajar TIK siswa.

ABSTRACT

 This study was motivated by learning problems in Information and Communication Technology (ICT) among eighth-grade students at SMP Yos Sudarso Cigugur, including differences in students’ prior abilities, limited concentration on analytical topics, and insufficient classroom practice time due to conventional teacher-centered instruction. This study aimed to analyze learning improvement, determine effectiveness, and measure the effect of the Padlet-assisted Flipped Classroom model on students’ ICT learning outcomes. A quantitative experimental approach was employed using a Pre-Experimental One Group Pretest–Posttest Design. The research sample consisted of 24 students from class VIII B, while the final learning-outcome analysis involved 25 participants. The instrument consisted of 20 multiple-choice items that had been tested for validity, reliability, and item difficulty. Data were analyzed using descriptive statistics, normality and homogeneity tests, a Paired Sample T-Test, and N-Gain analysis with SPSS. The results showed that the mean pretest score of 57.40 increased to 86.60 in the posttest, representing a mean increase of 29.20 points. The Paired Sample T-Test produced a t value of 19.961 with Sig. 0.000 < 0.05, indicating a significant difference between the pretest and posttest scores. N-Gain analysis showed that 64% of participants were in the medium category and 36% in the high category, with no participants in the low category. Therefore, the Padlet-assisted Flipped Classroom model had a significant and effective effect on improving students’ ICT learning outcomes.