DISERTASI dan TESIS Program Pascasarjana UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Pemodelan Strategi Online Learning berbasis Fuzzy Expert System dan Pengaruhnya terhadap Hasil Belajar Pemahaman Konsep ditinjau dari Self Directed Learning Readiness

DEDDY BARNABAS LASFETO

Abstrak


RINGKASAN

Lasfeto, Deddy Barnabas. 2016. Pemodelan Strategi Online Learning berbasis Fuzzy Expert System dan Pengaruhnya terhadap Hasil Belajar Pemahaman Konsep ditinjau dari Self Directed Learning Readiness. Disertasi, Program Studi Teknologi Pembelajaran, Pascasarjana Universitas Negeri Malang,

Pembimbing:

(I).Prof. Dr. Punaji Setyosari,M.Ed.,

(II) Prof. Dr. Ery Tri Djatmika R. W. W., M.A., M.Si.,

(III) Saida Ulfa, M.Edu., Ph.D.

 

Kata kunci: Online Learning, Fuzzy Expert System, Self-directed learning readiness, Hasil belajar, Pemahaman konsep

Online learning telah tumbuh secara dinamis di seluruh dunia dengan tujuan untuk memberikan banyak kesempatan belajar mandiri, kolaborasi dan  tidak dibatasi oleh ruang dan waktu. Meskipun beberapa studi telah menemukan manfaat dari pengembangan sistem online learning untuk pembelajaran, akan tetapi sistem ini masih menimbulkan beberapa masalah bagi pebelajar antara lain kontrol pebelajar (learner control), disorientasi dan beban kognitif.  Penelitian ini mencoba strategi pembelajaran online berbasis fuzzy expert system yang  menggunakan teori logika fuzzy untuk proses pembelajaran yang efisien berdasarkan kekurangan atau kemampuan pemahaman konsep  dan kemudian untuk merekomendasikan bahan belajar/konten yang paling cocok untuk memfasilitasi pembelajaran yang lebih efisien bagi pebelajar. Selain itu, penting juga untuk melihat kesiapan untuk pengarahan diri sendiri dalam belajar, atau kemampuan untuk mengelola pembelajaran sendiri. Adapun tujuan penelitian:

(1) melakukan pengujian ada atau tidaknya perbedaan pemahaman konsep sebagai hasil belajar pada pebelajar yang diajar pada kelas Online Learning berbasis Fuzzy Expert System dan dan kelas online learning konvensional;

(2) menguji perbedaan hasil belajar pemahaman konsep untuk pebelajar dengan level Self-Directed Learning Readiness yang berbeda;

(3) menguji interaksi antara Strategi Pembelajaran Online Learning berbasis Fuzzy Expert System dan Self-Directed Learning Readiness dalam hasil belajar pemahaman konsep. 

Penelitian ini memilih variabel bebas strategi pembelajaran online berbasis fuzzy expert system, dan variabel moderator adalah self-directed learning readiness, hasil belajar domain kognitif merupakan variabel terikatnya yang diukur pada level pemahaman, yang diklasifikasikan dalam taksonomi belajar. Instrumen terkait dengan penelitian ini yakni

(1) Instrumen Self-directed Learning Readiness;

(2) Instrumen hasil belajar. Pada tahapan pertama, dilakukan Pioneering-test  untuk menemukan distribusi skor dari pemahaman awal konsep, untuk membuat fungsi keanggotaan fuzzy  menggunakan hasil nilai rata-rata dan standar deviasi dari hasil pioneering-test. Tahap selanjutnya yakni setelah diberikan rencana pembelajaran, maka dilakukan pre-test. Pertanyaan pre-test sama dengan pioneering-test. Pemahaman awal pebelajar diketahui dengan melakukan Pre-test dan hasilnya diinputkan ke dalam prosedur fuzzy expert system untuk menentukan materi pembelajaran yang sesuai kepada pebelajar, hal ini dimaksudkan agar terjadinya efisiensi, efektifitas, dan ketertarikan  belajar oleh pebelajar.

Hasil penelitian memaparkan bahwa hasil post-test pebelajar yang dikelompokkan sebagai kelas online learning berbasis fuzzy expert system menunjukkan rerata 75,20 sedangkan rerata pada kelompok online learning konvensional adalah 79,02. pada kelompok strategi Online learning konvensional,  jumlah pebelajar dengan kategori self-directed learning readiness (SDLR) rendah adalah sebesar 24 orang atau 47,06 %, sedangkan jumlah pebelajar dengan kategori self-directed learning readiness (SDLR) tinggi adalah sebesar 27 orang  atau 52,94 %. Hasil pengujian hipotesis menunjukkan bahwa:

(1) Terdapat  perbedaan pemahaman konsep sebagai hasil belajar pada pebelajar yang diajar menggunakan strategi Online Learning berbasis Fuzzy Expert System dan strategi online learning konvensional;

(2) Terdapat  perbedaan pemahaman konsep sebagai hasil belajar pada pebelajar self-directed learning readiness yang berbeda;

(3) Terdapat interaksi antara Strategi Pembelajaran dan Self-directed learning readiness dalam hasil belajar pemahaman konsep.

 Penelitian ini memberikan saran:

(1) Diperlukan penelitian-penelitian lanjutan pada efek online learning berbasis fuzzy expert system terhadap variabel lain seperti beban kognitif (cognitive load) dan kepuasan belajar pebelajar (student satisfaction) yang tidak menjadi variabel dalam penelitian ini;

(2) Self-directed learning readiness atau tingkat kesiapan belajar mandiri dari pebelajar perlu menjadi faktor yang perlu dipertimbangkan oleh lembaga pendidikan menengah dan pendidikan  tinggi dalam mempersiapkan pebelajar belajar mandiri baik dalam lingkungan online learning atau pun pada non online learning.

 

SUMMARY

Lasfeto, Deddy Barnabas. 2016. Modeling of Online learning strategy based on fuzzy expert system and student’s self-directed learning readiness: the effect on concept’s understanding. Dissertation, Instructional Technology, Graduated Program, State University of Malang.

Supervisor:

(I).Prof. Dr. Punaji Setyosari,M.Ed.,

(II) Prof. Dr. Ery Tri Djatmika R. W. W., M.A., M.Si.,

(III) Saida Ulfa, M.Edu., Ph.D.

 

Keywords: Online Learning, Fuzzy Expert System, Self-directed learning readiness, learning outcomes, concepts’ understanding

Online learning environment (OLE) has dynamically developed over the world giving many chances for independent learning and collaboration in unlimited space and time. Although several studies have found the benefits of developing the online learning systems for instruction, these systems still pose several problems for learners, including learner control, disorientation and cognitive overload. This study attempts online learning based on fuzzy expert systems that use fuzzy logic theory for create an efficient learning processes based on students weakness or  ability to concepts’ understanding and recommend the learning materials or content that are most suitable for facilitating a learning that can be more efficient for students. In addition, it is also important to know the students’  self-directed in learning, or the ability to manage learning on their own. This study aims to

(1) examine the differences in academic success of concepts’ understanding between students taught using the Online Learning based on Fuzzy Expert System and those who taught using conventional online learning methods;

(2) examine the differences in academic success of concepts’ understanding between students with high level of Self-Directed Learning Readiness and students with low level Self-Directed Learning Readiness;

(3) examine the interaction between Online Learning Strategies based on Fuzzy Expert System and Self-directed Learning Readiness in the academic succes on concepts’ understanding.

Variables of this study are online learning strategies based on fuzzy expert systems as the independent variable, and the moderator variable is self-directed learning readiness, while the dependent variable is cognitive domain of academic succes measured at the level of understanding, which is classified in the taxonomy of learning. Instruments related to this research are

(1) Self-directed Learning Readiness Instruments;

(2) academic succes instruments. In the first step, a Pioneering-test was conducted to find the distribution of scores from the initial understanding of the concept, where the values and standard deviations of the pioneering-test results were used as standards in making fuzzy membership functions. The next step after being given a lesson plan, a pre-test is conducted. Pre-test questions are the same as pioneering-tests. The pre-test was carried out to determine the students' prior knowledge, and will be inputted into a fuzzy expert system procedure to determine the appropriate learning unit for students, that intended to make learning efficiency, effectiveness, and interest in learning.

The results of the study explained that students’ post-tests  score in grouped as a class of online learning based on fuzzy expert systems showed an average of 75.20 while the mean in the conventional online learning group was 79.02. In the conventional online learning group, the number of students with a low category of self-directed learning readiness (SDLR) are 24 students or 47.06%, while the number of students with high self-directed learning readiness (SDLR) are 27 or 52.94%. This sudy revealed that:

(1) There are differences in the academic success of concepts’ understanding between students who are taught using the Online Learning method based on Fuzzy Expert System and students who are taught using conventional online learning methods;

(2) there are differences in academic success of concepts’ understanding between students with high level of self-directed learning readiness and students with low level of self-directed learning readiness;

(3) There are interactions between Learning Strategies and Self-directed learning readiness in the academic success of concepts’ understanding.

This study provides suggestions:

(1) Further research can examine to know the effects of online learning based fuzzy expert system on cognitive load and student satisfaction that are not variables in this study;

 

(2) Self-directed learning readiness or the level of readiness of self-learning from students needs to be a factor to be considered by secondary education institutions and higher education in preparing students to learn independently in an online learning environment or even in another individual learning.