LMS Moodle dalam Pengembangan Ketrampilan Abad 21 dan Self Regulated Learning
Abstract
Abstrak - Studi ini bertujuan untuk mengetahui persepsi dosen terhadap pembelajaran dengan LMS Moodle dan kaitannya dengan pengembangan ketrampilan abad dua puluh satu serta self regulated learning mahasiswa. Responden dalam studi ini adalah sepuluh orang dosen IKIP PGRI Bojonegoro dari berbagai disipilin ilmu dan aktif dalam penggunaan LMS Moodle sebagai media pembelajaran campuran (blended). Teknik pengumpulan data menggunakan wawancara semi terstruktur. Studi ini adalah studi kualitatif yang bertujuan untuk memahami fenomena yang dialami oleh subjek penelitian yaitu persepsi dari dosen sebagai responden. Dalam menganaliais data dipilih cara pengkodean manual kolaboratif dengan microfts office word. Tanggapan wawancara dari google form digabungkan dengan tanggapan wawancara langsung atau tatap muka, serta hasil dari kuesioner kemudian dianalisis. Hasil dari studi ini adalah dalam mengembangkan ketrampilan abad dua puluh satu dan self regulated learning mahasiswa IKIP PGRI Bojonegoro, fitur – fitur pada LMS Moodle dapat dimanfaatkan seoptimal mungkin. Beberapa dosen telah mengimplementasikannya dalam mata kuliah yang mereka ampu dan mahasiswa memberi respon yang positif dari pembelajaran dengan LMS Moodle. Bisa dikatakan lingkungan belajar virtual dengan LMS Moodle efektif dalam implementasi pembelajaran karena dapat mengembangkan ketrampilan abad dua puluh satu dan self regulated learning mahasiswa.
Kata Kunci: LMS Moodle, Ketrampilan Abad Dua Puluh Satu, Self Regulaed Learning
Abstract - This study aims to determine lecturers' perceptions of learning with Moodle LMS and its relation to twenty-first century skill development and student self-regulated learning. Respondents in this study were ten lecturers at IKIP PGRI Bojonegoro from various disciplines who were active in using Moodle LMS as a blended learning medium. Data collection techniques using semi-structured interviews. This study is a qualitative study that aims to understand the phenomena experienced by research subjects, namely the perceptions of lecturers as respondents. In analyzing the data, a collaborative manual coding method was chosen with Microsoft Office Word. Interview responses from the Google form were combined with direct or face-to-face interview responses, as well as the results from the questionnaire and then analyzed. The result of this study is that in developing twenty-first century skills and self-regulated learning for IKIP PGRI Bojonegoro students, the features of the Moodle LMS can be optimally utilized. Several lecturers have implemented it in the courses they teach and students give positive responses from learning with the Moodle LMS. It can be said that the virtual learning environment with the Moodle LMS is effective in implementing learning because it can develop twenty-first century skills and student self-regulated learning.
Keywords: LMS Moodle, Twenty-first Century Skills, Self Regulated Learning
Functioning and Development, (Mahwah, NJ: Erlbaum, 2004)), 323-349.
Full Text:
PDFReferences
Adhi, G. (2021). Discovery Learning . https://www.Tripven.Com/Discovery-Learning/.
Ahmed, M. U., Hussain, S. & Farid, S. (2018). “Factors influencing the adoption of e-learning in an open and distance learning institution of Pakistan”. Electronic Journal of eLearning, vol.16, no.2, pp.148-158.
Al-Ani, W. T. (2013). Blended Learning Approach Using Moodle and Student's Achievement at Sultan Qaboos University in Oman. Journal of Education and Learning, 2(3), 96-110.
B. J. Zimmerman, Developing Self-Fulfilling Cycles of Academic Regulation: An Analysis of Exemplary Instructional Models, (dimuat di D. Schunk - B. Zimmerman (Eds.), Self Regulated Learning: From Teaching to Self-Reflective Practice. (New York: Guilford Press, 1998)), 1.
B. J. Zimmerman, Theories of Self-Regulated learning and Academic Achievement: An Overview and Analysis, (2001), 1.
Campbell, M., Saltmarsh, S., McPherson, A., & Drew, C. (2013). Issues of teacher professional learning
Within ‘non-traditional’ classroom environments. Improving Schools, 16, 209–222. https ://doi. org/10.1177/13654 80213 50105 7.
Flavell, H., Harris, C., Price, C., Logan, E. & Peterson, S. (2019). “Empowering academics to be adaptive with e-learning technologies: an exploratory case study”. Australasian Journal of Educational Technology, vol.35, no.1.
Gökçearslan, Ş., Karademir Coşkun, T., & Şahin, S. (2019). Öğretmen adayı bilgi ve iletişim teknolojisi yeterlikleri ölçeğinin Türkçe’ye uyarlanması. Kastamonu Education Journal, 27(4), 1435-1444. doi:10.24106/kefdergi.2828.
Hamdi, H. (2013). Pembuatan Multimedia Interaktif Menggunakan Moodle Pada Kompetensi Mengamati Gejala Alam Dan Keteraturannya Untuk Pembelajaran Siswa Sma Kelas XI Semester I. Pillar of Physics Education,1(1).
Haryani, S., Prasetya, A. T., & Bahron, H. (2017). Building the character of pre-service teachers through the learning model of problem-based analytical chemistry lab work. Jurnal Pendidikan IPA Indonesia, 6(2). https://doi.org/10.15294/jpii.v6i2.10688.
Herayanti, L., Fuaddunnazmi, M., & Habibi, H. (2017). Pengembangan perangkat pembelajaran fisika berbasis moodle. Jurnal Pendidikan Fisika dan Teknologi, 3(2),197-206.
Hilmiyyatul C Musyrifah, Skripsi: “Pengaruh Metode Tutor Sebaya (Peer Tutoring) Dalam Meningkatkan Self Regulation Siswa”, (Surabaya: UIN Sunan Ampel Surabaya,2016), 3.
King, E. & Boyatt, R. (2015). “Exploring factors that influence adoption of e‐learning within higher education”. British Journal of Educational Technology, vol.46, no.6, pp.1272-1280.
Kisanjara, S., Tossy, T., Sife, A. & Msanjila, S. (2017).“An integrated model for measuring the impacts of e-learning on students’ achievement in developing countries”. International Journal of Education and Development using ICT, vol.13, no.3, pp. 109-127.
Kusaeri - Mulhamah, U. N, “Kemampuan Regulasi Diri Siswa dan Dampaknya Terhadap Prestasi Belajar Matematika”, Jurnal Review Pembelajaran Matematika, 1:1, (2016), 31- 42.
Ledward, B. C., & Hirata, D. (2011). An Overview of 21st Century Skills. Honolulu: Kamehameha Schools Research & Evaluation.
Lopes, A. P. (2011). Teaching with Moodle in higher education. Proceedings of the 5th International Technology, Education and Development Conference (pp.970–976). Valencia, Spain: International Academy of Technology, education and Development. Retrieved from http://recipp.ipp.pt/bitstream/10400.22/622/1/TEACHING WITH MOODLE IN HIGHER EDUCATION_Final.pdf
Mahmoud, A., 2015. The effectiveness of a proposed program in using the E-learning management system (Moodle) in education and its influence on the skill and attainment for the commercial education students in education Faculty Sohag Educational Journal, 40, pp.51–90.
Marilena Z. Leana-Taşcılar, “The Relationships Between Self-Regulated Learning Skills, Causal Attributions And Academic Success Of Trainee Teachers Preparing To Teach Gifted Students”, Academic journals, 11:3, (Juli: 2016), 1218.
Mohamad, S. N. M., Salam, S. & Bakar, N. (2014). “Lecturers’ perceptions and attitudes towards the usage of online learning at polytechnic”. Learning, vol.51, no.43.
Moleong, Lexy. 2007. Metodologi Penelitian Kualitatif. Bandung: Remaja Karya.
Phutela, N. & Dwivedi, S. (2020). “A qualitative study of students' perspective on e-learning adoption in India”. Journal of Applied Research in Higher Education, vol.12, no.4, pp. 545559. https://doi.org/10.1108/JARHE-02-2019-0041
Price, L. & Kirkwood, A. (2014). “Using technology for teaching and learning in higher education: a critical review of the role of evidence in informing practice”. Higher Education Research & Development, vol.33, no.3, pp.549-564.
Priowirjanto, dkk. (2010). Panduan Learning Management System: Mengembangkan Bahan Ajar Berbasis Web dengan Software Moodle. Jakarta : Seamolec.
Richard Lynch dan Myron Dembo, “The Relationship between Self-Regulation and Online Learning in a Blended Learning Context”, International Review of Research in Open and Distance Learning, 5: 2, (Agustus 2004), 3-4.
Robinson, K. A., Shin, B. & Gangadharan, S. P. (2021). “A comparison between in-person and virtual fellowship interviews during the Covid-19 pandemic”. Journal of Surgical Education, vol.78, no.4, pp.1175-1181.
Şad, S. N., & Nalçacı, Ö. İ. (2015). Öğretmen adaylarının eğitimde bilgi ve iletişim teknolojilerini kullanmaya ilişkin yeterlilik algıları. Mersin Üniversitesi Eğitim Fakültesi Dergisi, 11(1), 177- 197.
Sang, G., Liang, J.-C., Chai, C. S., Dong, Y., & Tsai, C.-C. (2018). Teachers’ actual and preferred perceptions of twenty-first century learning competencies: A Chinese perspective. Asia Pacific Education Review, 19(3), 307-317. Doi: 10.1007/s12564-018-9522-0.
Shurygin, V. Y., & Sabirova, F. M. (2017). Particularities of blended learning implementation in teaching physics by means of LMS Moodle. Revista Espacios,38 (40).
Suranti, N. M. Y., Gunawan, G., Harjono, A., & Ramdani, A. (2020). The Validation of Learning Management System in Mechanics Instruction for Prospective Physics Teachers. Jurnal Pendidikan Fisika dan Teknologi, 6 (1), 99 -106.
Suri Mutia Siregar, Thesis: “Efektivitas Terapi Realitas untuk Meningkatkan Self Regulated Learning pada Mahasiswa Underachiever di Universitas Sumatera Utara”, (Medan: Universitas Sumatera Utara, 2014), 14.
Swart, A. J. (2015). “Student usage of a learning management system at an open distance learning institute: a case study in electrical engineering”. International Journal of Electrical Engineering Education, vol.52, no.2, pp.142-154.
Tracy, S. J. (2019). Qualitative research methods: collecting evidence, crafting analysis, communicating impact. New Jersey, U.S.A: John Wiley & Sons.
Valtonen, T., Sointu, E. T., Kukkonen, J., Häkkinen, P., Järvelä, S., Ahonen, A., & Mäkitalo-Siegl, K. (2017). Insights into Finnish first-year pre-service teachers’ twenty-first century skills. Education and Information Technologies, 22(5), 2055-2069.
Wijaya, E. Y., Sudjimat, D. A., dan Nyoto, A., 2016,Transformasi Pendidikan Abad 21 Sebagai Tuntutan Transformasi Pendidikan Abad 21 Sebagai Tuntutan,Prosiding Seminar Nasional Pendidikan Matematika 2016, Vol. 1, hal. 263–278.
Whipp, J. L., & Chiarelli, S, “Self-regulation in a web-based course: A case study”, Educational Technology Research and Development, 52:4, (2004), 5-22.
Woolfolk, Educational psychology: Active learning (10th ed). (Boston: Allyn & Bacon, 2008). 17.
Yalçın,S.(2018). 21.yy becerileri ve bu becerilerin ölçülmesinde kullanılan araçlar ve yaklaşımlar. Ankara Üniversitesi Eğitim Bilimleri Dergisi, 51(1), 183-201.
Yustiqvar, M., Hadisaputra, S., & Gunawan, G. (2019). Analisis penguasaan konsep siswa yang
belajar kimia menggunakan multimedia interaktif berbasis green chemistry. Jurnal Pijar Mipa, 14 (3), 135-140.
Zengin, Ö., 2012. A case study on Moodle: Investigating students’ perceptions on the use of Moodle. 2-4 April 2012, Dublin, Ireland & UK Moodlemoot 2012 Conference Publication ,pp. 28.
Zimmerman dan Schunk, Self Regulating Intellectual Processesand Outcomes; A Social Cognitive Perspective, (dimuat di D,Y,Dai & R,J, Sternberg (Eds,), Motivation, Emotion and Cognition:Integrative Perspective on Intellectual
Refbacks
- There are currently no refbacks.