DISERTASI dan TESIS Program Pascasarjana UM, 2012

Ukuran Huruf:  Kecil  Sedang  Besar

Pengembangan Bahan Ajar Mata Kuliah Strategi Belajar Mengajar untuk Mahasiswa Program Studi PPKn, Jurusan PIPS, di STKIP Trenggalek. (Tesis)

Rohmat Febrianto

Abstrak


ABSTRAK

Febrianto, Rohmat. 2012. Pengembangan Bahan Ajar Mata Kuliah Strategi Belajar Mengajar untuk Mahasiswa Program Studi PPKn, Jurusan PIPS, di STKIP Trenggalek. Tesis. Program Studi Teknologi Pembelajaran, Program Pascasarjana Universitas Negeri Malang. Pembimbing: (I) Prof. Dr. Mohammad Efendi, M.Pd., M.Kes., (II) Dr. Sulton, M.Pd.

Kata Kunci: pengembangan bahan ajar strategi pembelajaran.

Penelitian ini untuk menjawab permasalahan yang ditemukan ketika pengembang melaksanakan studi pendahuluan bagi mahasiswa Prodi PPKn di STKIP Trenggalek yang sedang menempuh Mata Kuliah Strategi Belajar Mengajar. Kenyataan di lapangan terdapat keterbatasan referensi yang membahas strategi pembelajaran sehingga mahasiswa kesulitan untuk mendapatkan bahan ajar yang mudah dipelajari dalam perkuliahan. Referensi yang tersedia terbatas pada buku pegangan dosen dan itupun masih kurang memadai dengan kebutuhan dan karakteristik mahasiswa Prodi PPKn. Berangkat dari masalah tersebut, maka perlu segera diberikan solusinya dengan mengembangkan bahan ajar strategi pembelajaran untuk mahasiswa Prodi PPKn di STKIP Trenggalek.

Tujuan pengembangan ini adalah menghasilkan bahan ajar cetak berupa buku ajar strategi pembelajaran yang dilengkapi buku panduan dosen dan buku panduan mahasiswa yang didesain secara sistematis dan disesuaikan dengan kebutuhan dan karakteristik mahasiswa Prodi PPKn STKIP Trenggalek supaya mudah dalam menggunakannya.

Metode pengembangan ini didasarkan pada model Dick, Carey & Carey (2001) dengan prosedur pengembangan sebagai berikut: (1) mengidentifikasi kebutuhan untuk menentukan tujuan umum, (2) melakukan analisis pembelajaran, (3) menganalisis mahasiswa dan konteks, (4) merumuskan tujuan pembelajaran khusus, (5) mengembangkan instrumen penilaian, (6) mengembangkan strategi pembelajaran, (7) mengembangkan dan memilih bahan ajar, (8) merancang dan melaksanakan evaluasi formatif, dan (9) merevisi bahan ajar.

Hasil pengembangan divalidasi melalui evaluasi formatif yang terdiri dari penilaian ahli dan uji coba mahasiswa beserta dosen pengampu mata kuliah. Adapun hasilnya yaitu: uji satu orang ahli isi didapatkan penilaian bahan ajar mencapai persentase 79%, panduan dosen 80%, dan panduan mahasiswa 80%, ketiganya dalam kategori layak. Uji satu orang ahli media diperoleh penilaian bahan ajar mencapai persentase 84%, panduan dosen 82%, dan panduan mahasiswa 82%, ketiganya dalam kategori sangat layak. Uji satu orang ahli desain diperoleh penilaian bahan ajar mencapai persentase 82%, panduan dosen 76%, dan panduan mahasiswa 81%, kategori bahan ajar dan panduan mahasiswa termasuk sangat layak, untuk panduan dosen termasuk kategori layak. Sedangkan hasil dari uji mahasiswa, yaitu: uji perorangan bagi tiga orang mahasiswa didapatkan penilaian bahan ajar mencapai persentase 79%, termasuk kategori layak, dan panduan mahaiswa mencapai persentase 81% termasuk kategori sangat layak. Uji kelompok kecil bagi sembilan orang mahasiswa didapatkan penilaian bahan ajar mencapai 82% dan panduan mahasiswa 81%, keduanya dalam kategori sangat layak. Uji lapangan bagi tiga puluh orang mahasiswa diperoleh penilaian bahan ajar mencapai 84% dan panduan mahasiswa 82%, keduanya dalam kategori sangat layak. Untuk uji satu orang dosen pengampu mata kuliah didapatkan penilaian bahan ajar mencapai 83% dan panduan dosen 84%, keduanya dalam kategori sangat layak.

Berdasarkan dari semua hasil analisis data pada setiap uji coba yang dilakukan oleh pengembang, dapat ditarik kesimpulan bahwa hasil analisis data yang diperoleh dari ahli isi, ahli media, ahli desain, uji coba perorangan, uji coba kelompok kecil, uji lapangan beserta dosen pengampu mata kuliah, menunjukkan persentase yang diperoleh di atas kriteria minimal 61% - 80%, hal ini berarti bahwa produk yang dikembangkan layak digunakan dalam proses pembelajaran.

Saran yang diajukan berkaitan dengan pemanfaatan dan pengembangan selanjutnya, yakni: (1) bahan ajar ini dimanfaatkan sebagai sumber belajar dalam perkuliahan, (2) mahasiswa dan dosen dianjurkan untuk membaca terlebih dahulu buku panduan, (3) dosen disarankan menambahkan sajian materi strategi pembelajaran yang lebih khusus dalam bidang studi PPKn, (4) bahan ajar ini hendaknya disertai suplemen berupa CD pembelajaran agar lebih variatif dan menarik dalam penyajian materinya.

ABSTRACT

Febrianto, Rohmat. 2012. Developing Instructional Material of Instructional Strategy Course for Civic Education Students, Social Studies Education, at Educational College Trenggalek. Thesis. Graduate Program, Instructional Technology-State University of Malang. Advisors: (I) Prof. Dr. Mohammad Efendi, M.Pd., M.Kes., (II) Dr. Sulton, M.Pd.

Keywords: developing instructional strategy material.

This research to answer the problems revealed when the researcher was conducting preliminary study to the students of Civic Education in Educational College Trenggalek who were attending the subject of Instructional Strategy. It was found that there was restricted reference to those subject, the students found difficulties in accessing the references. The faculty only issued the lecturers' guidance, yet they were irrelevant to the necessity and the characteristics of Civic Education students. It was based on this situation, the researcher considered necessary to develop the material of instructional strategy to the students of Civic Education in Educational College Trenggalek.

The purpose of this development to produce a printed material about instructional strategy that is equipped with lecturer and student guidance which is systematically designed and developed based on necessity and the characteristics of students of Civic Education in Educational College Trenggalek. The development method based on the model of Dick, Carey & Carey (2001) by using the following procedures: (1) assess need identify instructional goals, (2) conduct instructional analysis, (3) analyze learners and contexts, (4) write performance objective, (5) develop assessment instrument, (6) develop instructional strategy, (7) develop and select instructional materials, (8) design and conduct formative evaluation of instruction, (9) revise instruction. The result of the development is validated through formative evaluation that consisted of judgment of the experts, students and lecturers experimentation.

The results shows that: the content expert issued 79% for the instructional material, lecturer's guidance 80%, and student's guidance 80%, all three were categorized into proper quality. The media expert issued 84% for the instructional material, lecturer's guidance 82%, and student's guidance 82%, all three were categorized into proper quality. The design expert issued 82% for the instructional material, lecturer's guidance 76%, and student's guidance 81%, the instructional material and the student's guidance were categorized into very proper quality, lecturer's guidance was categorized into proper quality. The result from the student's judgment shows that individual judgment from three students issued 79% for the instructional material and was categorized into proper quality, and student's guidance 81% and was categorized into very proper quality. Small group judgment from nine students issued 82% for the instructional material and student's guidance 81%, both were categorized into very proper quality. Field judgment from thirty students 84% for the instructional material and student's guidance 82%, both were categorized into very proper quality. Judgment from a lecturer who teaches this subject issued 83% for the instructional material and lecturer's guidance 84%, both were categorized into very proper quality.

Based on the results of the data analysis from each section of judgment that the developer conducted, it was found that the result of data analysis which was derived from content expert, media expert, design expert, one-to-one testing, small group testing, and field testing along with the lecturer who handles the subject, it shows that the percentages issued are above or greater than minimal criteria of 61% - 80%, this indicates that the developed product is proper to apply in the process of teaching-learning.

The developer suggested the followings: (1) this instructional material is utilized as learning resource in lectures, (2) the students and lecturer are suggested to read the guidance book in advance, (3) lecturer is suggested to add instructional strategy material specifically on Civic Education, (4) this instructional material should be equipped with additional support in form of interactive CD to make this product more various and interesting.