PENGARUH MODEL PROJECT-BASED FLIPPED LEARNING TERHADAP MOTIVASI DAN PRESTASI BELAJAR BAHASA INGGRIS
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Tujuan penelitian ini adalah 1) menganalisis perbedaan motivasi belajar dan prestasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning, 2) menganalisis perbedaan motivasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning, 3) menganalisis perbedaan prestasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan pretest-posttest nonequivalent control group. Populasi penelitian adalah tiga kelas IX SMPN Satu Atap Sangkan Gunung tahun pelajaran 2022/2023. Dua kelas dipilih sebagai sampel dengan teknik group random sampling, yang dibagi menjadi kelompok eksperimen dan kelompok kontrol. Data motivasi belajar bahasa Inggris dikumpulkan dengan kuesioner, sedangkan data prestasi belajar bahasa Inggris dikumpulkan dengan tes pilihan ganda. Data dianalisis secara deskriptif dan multivariate analysis of covariance dengan taraf signifikansi 5%. Hasil penelitian menunjukkan 1) terdapat perbedaan signifikan motivasi belajar dan prestasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning, 2) terdapat perbedaan signifikan motivasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning, 3) terdapat perbedaan signifikan prestasi belajar Bahasa Inggris antara siswa yang mengikuti pembelajaran dengan model project-based flipped learning dengan model direct learning, dengan hasil yang lebih baik pada model project-based flipped learning. Berdasarkan hasil penelitian dapat disimpulkan bahwa model project-based flipped learning secara signifikan berpengaruh terhadap motivasi belajar dan prestasi belajar bahasa Inggris siswa.
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Afzali, Z. & Izadpanah, S. (2021) The effect of the flipped classroom model on Iranian English foreign language learners: Engagement and motivation in English language grammar, Cogent Education, 8(1), 1870801. https://doi.org/10.1080/2331186X.2020.1870801
Aisyah, N. (2020). Pengaruh model pembelajaran berbasis proyek (project based learning) pada materi sistem koordinasi terhadap hasil belajar kelas XI IPA pondok pesantren Darul Qur’an (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara). http://repository.uinsu.ac.id/id/eprint/9689
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, October. https://doi.org/10.1108/AEDS-06-2020-0131
Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Erigat, S. (2022). Flipped classroom effects on grade 9 students’ critical thinking skills, psychological stress, and academic achievement. International Journal of Instruction, 15(2), 737-750. https://doi.org/10.29333/iji.2022.15240a
Azizah, I.N., D.B. Widjajanti. (2019). Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. Jurnal Riset Pendidikan Matematika, 6 (2), 2019, 233-243. http://dx.doi.org/10.21831/jrpm.v6i2.15927
Bastola, G.K. (2021). Project-based learning (PBL) in Nepalese EFL classroom. Dristikon: A Multidisciplinary Journal. DOI: https://doi.org/10.3126/dristikon.v11i1.39133
Béres, I., and Kis, M. (2018). Flipped Classroom Method Combined with Project Based Group Work. Advances in Intelligent Systems and Computing, 715(January), 553–562. https://doi.org/10.1007/978-3-319-73210-7_65
Dewi, P. (2021). Pengaruh Flipped Learning Terhadap Pembelajaran Pendidikan Agama Islam Untuk Meningkatkan Motivasi Belajar Siswa Di SD Negeri 3 Parepare’, AL-ATHFAL: Jurnal Pembelajaran Dan Pendidikan Anak Usia Dini, 3(2), 91–110. Diakses dari https://jurnal.umpar.ac.id/index.php/athfal/article/view/826
Erdoğan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113–124. https://www.ijern.com/journal/2019/November2019/09.pdf
Fajri, I. K. Suryadi, L. Anggraeni. (2021). Pembelajaran Kelas Terbalik Selama Pandemi Covid-19: Sebuah Tinjauan Sistematis Review Dari Bukti Empiris. Jurnal Pendidikan Kewarganegaraan Undiksha, 9(3), 870-880. https://doi.org/10.23887/jpku.v9i3.39201
Halvorsen, A. (2018). 21st Century Skills and the “4Cs” in the English Language Classroom. Diakses pada 26 Juni 2022 dari https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/23598/halvorsen_21_century_skills.pdf?sequence=1&isAllowed=y
Jemaun, D.O., Sari, Y.I., & Kusufa, R.A.B.D. (2019). Pengaruh model pembelajaran project based learning terhadap kemampuan berpikir kritis siswa kelas VIII IPS pada materi pranata dan penyimpangan sosial di SMPN 17 Malang. In Prosiding Seminar Nasional Fakultas Ilmu Pendidikan (Vol. 3, 505-510). https://conference.unikama.ac.id/artikel/index.php/fip/article/view/280
Kemdikbud. (2014). Materi pelatihan guru implementasi kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan
Lewis, D. G. (1968). Experimental Design in Education. London: University of London Press Ltd.
Listiqowati, I., Budijanto., Sumarmi., & Ruja, I. N. (2022). The impact of project-based flipped classroom (PjBFC) on critical thinking skills. International Journal of Instruction, 15(3), 853-868. https://doi.org/10.29333/iji.2022.15346a
Manurung, I.D. (2018). Penerapan project based learning (PBL) dalam pembelajaran menyimak elements of pronunciation. Jurnal Pendidikan Bahasa, 7(2), 368-379. https://doi.org/10.31571/bahasa.v7i2.1017
Maryati, I. (2018). Penerapan model pembelajaran berbasis proyek dalam materi statistika kelas VIII sekolah menengah pertama. Mosharafa: Jurnal Pendidikan Matematika, 7(3), 467-476. https://journal.institutpendidikan.ac.id/index.php/mosharafa/article/view/mv7n3_15
Ming, Y., Chung, P., Law, K. M. Y., Wu, C. H., Lau, Y., Guan, J., He, D., & Ho, G. T. S. (2020). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168(January). https://doi.org/10.1016/j.compedu.2021.104211
Pratiwi, N.W.E. & Santyasa. (2020). Project-based with flipped learning: A challenge to enhance students’ achievement on chemistry. https://doi.org/10.2991/assehr.k.210715.040
Rani, H. (2021). Penerapan metode project based learning pada pembelajaran sejarah kebudayaan Islam dalam meningkatkan motivasi belajar. Jurnal Pendidikan Refleksi, 10(2), 95-102. https://p3i.my.id/index.php/refleksi/article/view/40
Santyasa, IW. (2023). Metodologi Penelitian Pendidikan. Singaraja: Undiksha Press.
Santyasa, IW., Agustini, K., & Pratiwi, N.W.E. (2021). Project based e-learning and academic procrastination of students in learning chemistry. International Journal of Instruction, 14(3), 909-928. https://doi.org/10.29333/iji.2021.14353a
Shehzadi, S., Nisar, Q. A., Hussain, M. S., Basheer, M. F., Hameed, W. U., & Chaudhry, N. I. (2020). The role of digital learning toward students’ satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19. Asian Education and Development Studies, 10(2), 276–294. https://doi.org/10.1108/AEDS-04-2020-0063
Shih, W. L., and Tsai, C. Y. (2017). Students’ Perception of a Flipped Classroom Approach to Facilitating Online Project-Based Learning in Marketing Research Courses. Australasian Journal of Educational Technology, 33(5), 32–49. https://doi.org/10.14742/ajet.2884
Shooli, E., Esfahani, F.R., & Sepehri, M. (2022). Flipped classroom influence on the learner’s outcomes: A study based on english writing courses in Iran. Hindawi Education Research International, Volume 2022, Article ID 1530290, https://doi.org/10.1155/2022/1530290
Sihombing, D. (2021). Meningkatkan hasil belajar siswa melalui penerapan model project based learning. Jurnal Global Edukasi, 4(1), 47-54. https://jurnal.goretanpena.com/index.php/JGE/article/viewFile/567/504
Slavin, R. E. (2011). Psikologi pendidikan teori dan praktik edisi kesembilan jilid 2. Jakarta: PT Indeks
Susana, K. Y. & Brahma, A. (2021). The effectiveness of flipped learning during the pandemic to improve the writing competence of STMIK STIKOM Indonesia students. RETORIKA: Jurnal Ilmu Bahasa, 7(1), 75-84. https://doi.org/10.22225/jr.7.1.2883.75-84
Syah, M. (1995). Psikologi pendidikan. Bandung: PT. Remaja Rosda Karya
Nwosisi, Christopher & Ferreira, Alexa & Rosenberg, Warren & Walsh, Kelly. (2016). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology. 6. 348-351. 10.7763/IJIET.2016.V6.712
The George Lucas Educational Foundation. (2007). Instructional module project based learning. http//www.edutopia.org.modules/ PBL/whatpbl.php
Wena, M. (2012). Strategi pembelajaran inovatif kontemporer: Suatu tinjauan konseptual operasional. Jakarta: Bumi Aksara.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison.
Frontiers in Psychology, 11(December), 1–13. https://doi.org/10.3389/fpsyg.2020.592670
Zaeriyah, S. (2022). Peningkatan Motivasi Belajar Menggunakan Project Based Learning (PjBL) melalui Media Vlog Materi Senam Aerobik. Jurnal Karya Ilmiah Guru, 7(1), 40-46. https://doi.org/10.51169/ideguru.v7i1.291
Zainiyati, H.S. (2021). Design for Learning Al-Qur’an Hadith Model Flipped Classroom Based on Microsoft Teams in Man IC Paser, Indonesia’: International Journal of Education and Research, 9 (1), 77-86. https://www.ijern.com/journal/2021/January-2021/07.pdf
Zarouk, M., Olivera, E., & Khaldi, M. (2020). The of flipped project-based learning on self-regulation in higher education. International Journal of Emerging Technologies in Learning, 15(17), 127-147. https://doi.org/10.3991/ijet.v15i17.14135
Zou, D., & Zhang, R. (2021). Flipped primary EFL classrooms: Impact, feasibility, and potential. ELT Journal, 75(3), 267–277. https://doi.org/10.1093/elt/ccab017
Aisyah, N. (2020). Pengaruh model pembelajaran berbasis proyek (project based learning) pada materi sistem koordinasi terhadap hasil belajar kelas XI IPA pondok pesantren Darul Qur’an (Doctoral dissertation, Universitas Islam Negeri Sumatera Utara). http://repository.uinsu.ac.id/id/eprint/9689
Alawamleh, M., Al-Twait, L. M., & Al-Saht, G. R. (2020). The effect of online learning on communication between instructors and students during Covid-19 pandemic. Asian Education and Development Studies, October. https://doi.org/10.1108/AEDS-06-2020-0131
Atwa, Z., Sulayeh, Y., Abdelhadi, A., Jazar, H. A., & Erigat, S. (2022). Flipped classroom effects on grade 9 students’ critical thinking skills, psychological stress, and academic achievement. International Journal of Instruction, 15(2), 737-750. https://doi.org/10.29333/iji.2022.15240a
Azizah, I.N., D.B. Widjajanti. (2019). Keefektifan pembelajaran berbasis proyek ditinjau dari prestasi belajar, kemampuan berpikir kritis, dan kepercayaan diri siswa. Jurnal Riset Pendidikan Matematika, 6 (2), 2019, 233-243. http://dx.doi.org/10.21831/jrpm.v6i2.15927
Bastola, G.K. (2021). Project-based learning (PBL) in Nepalese EFL classroom. Dristikon: A Multidisciplinary Journal. DOI: https://doi.org/10.3126/dristikon.v11i1.39133
Béres, I., and Kis, M. (2018). Flipped Classroom Method Combined with Project Based Group Work. Advances in Intelligent Systems and Computing, 715(January), 553–562. https://doi.org/10.1007/978-3-319-73210-7_65
Dewi, P. (2021). Pengaruh Flipped Learning Terhadap Pembelajaran Pendidikan Agama Islam Untuk Meningkatkan Motivasi Belajar Siswa Di SD Negeri 3 Parepare’, AL-ATHFAL: Jurnal Pembelajaran Dan Pendidikan Anak Usia Dini, 3(2), 91–110. Diakses dari https://jurnal.umpar.ac.id/index.php/athfal/article/view/826
Erdoğan, V. (2019). Integrating 4C skills of 21st century into 4 language skills in EFL classes. International Journal of Education and Research, 7(11), 113–124. https://www.ijern.com/journal/2019/November2019/09.pdf
Fajri, I. K. Suryadi, L. Anggraeni. (2021). Pembelajaran Kelas Terbalik Selama Pandemi Covid-19: Sebuah Tinjauan Sistematis Review Dari Bukti Empiris. Jurnal Pendidikan Kewarganegaraan Undiksha, 9(3), 870-880. https://doi.org/10.23887/jpku.v9i3.39201
Halvorsen, A. (2018). 21st Century Skills and the “4Cs” in the English Language Classroom. Diakses pada 26 Juni 2022 dari https://scholarsbank.uoregon.edu/xmlui/bitstream/handle/1794/23598/halvorsen_21_century_skills.pdf?sequence=1&isAllowed=y
Jemaun, D.O., Sari, Y.I., & Kusufa, R.A.B.D. (2019). Pengaruh model pembelajaran project based learning terhadap kemampuan berpikir kritis siswa kelas VIII IPS pada materi pranata dan penyimpangan sosial di SMPN 17 Malang. In Prosiding Seminar Nasional Fakultas Ilmu Pendidikan (Vol. 3, 505-510). https://conference.unikama.ac.id/artikel/index.php/fip/article/view/280
Kemdikbud. (2014). Materi pelatihan guru implementasi kurikulum 2013. Jakarta: Kementerian Pendidikan dan Kebudayaan
Lewis, D. G. (1968). Experimental Design in Education. London: University of London Press Ltd.
Listiqowati, I., Budijanto., Sumarmi., & Ruja, I. N. (2022). The impact of project-based flipped classroom (PjBFC) on critical thinking skills. International Journal of Instruction, 15(3), 853-868. https://doi.org/10.29333/iji.2022.15346a
Manurung, I.D. (2018). Penerapan project based learning (PBL) dalam pembelajaran menyimak elements of pronunciation. Jurnal Pendidikan Bahasa, 7(2), 368-379. https://doi.org/10.31571/bahasa.v7i2.1017
Maryati, I. (2018). Penerapan model pembelajaran berbasis proyek dalam materi statistika kelas VIII sekolah menengah pertama. Mosharafa: Jurnal Pendidikan Matematika, 7(3), 467-476. https://journal.institutpendidikan.ac.id/index.php/mosharafa/article/view/mv7n3_15
Ming, Y., Chung, P., Law, K. M. Y., Wu, C. H., Lau, Y., Guan, J., He, D., & Ho, G. T. S. (2020). Comparative analysis of Student’s live online learning readiness during the coronavirus (COVID-19) pandemic in the higher education sector. Computers & Education, 168(January). https://doi.org/10.1016/j.compedu.2021.104211
Pratiwi, N.W.E. & Santyasa. (2020). Project-based with flipped learning: A challenge to enhance students’ achievement on chemistry. https://doi.org/10.2991/assehr.k.210715.040
Rani, H. (2021). Penerapan metode project based learning pada pembelajaran sejarah kebudayaan Islam dalam meningkatkan motivasi belajar. Jurnal Pendidikan Refleksi, 10(2), 95-102. https://p3i.my.id/index.php/refleksi/article/view/40
Santyasa, IW. (2023). Metodologi Penelitian Pendidikan. Singaraja: Undiksha Press.
Santyasa, IW., Agustini, K., & Pratiwi, N.W.E. (2021). Project based e-learning and academic procrastination of students in learning chemistry. International Journal of Instruction, 14(3), 909-928. https://doi.org/10.29333/iji.2021.14353a
Shehzadi, S., Nisar, Q. A., Hussain, M. S., Basheer, M. F., Hameed, W. U., & Chaudhry, N. I. (2020). The role of digital learning toward students’ satisfaction and university brand image at educational institutes of Pakistan: a post-effect of COVID-19. Asian Education and Development Studies, 10(2), 276–294. https://doi.org/10.1108/AEDS-04-2020-0063
Shih, W. L., and Tsai, C. Y. (2017). Students’ Perception of a Flipped Classroom Approach to Facilitating Online Project-Based Learning in Marketing Research Courses. Australasian Journal of Educational Technology, 33(5), 32–49. https://doi.org/10.14742/ajet.2884
Shooli, E., Esfahani, F.R., & Sepehri, M. (2022). Flipped classroom influence on the learner’s outcomes: A study based on english writing courses in Iran. Hindawi Education Research International, Volume 2022, Article ID 1530290, https://doi.org/10.1155/2022/1530290
Sihombing, D. (2021). Meningkatkan hasil belajar siswa melalui penerapan model project based learning. Jurnal Global Edukasi, 4(1), 47-54. https://jurnal.goretanpena.com/index.php/JGE/article/viewFile/567/504
Slavin, R. E. (2011). Psikologi pendidikan teori dan praktik edisi kesembilan jilid 2. Jakarta: PT Indeks
Susana, K. Y. & Brahma, A. (2021). The effectiveness of flipped learning during the pandemic to improve the writing competence of STMIK STIKOM Indonesia students. RETORIKA: Jurnal Ilmu Bahasa, 7(1), 75-84. https://doi.org/10.22225/jr.7.1.2883.75-84
Syah, M. (1995). Psikologi pendidikan. Bandung: PT. Remaja Rosda Karya
Nwosisi, Christopher & Ferreira, Alexa & Rosenberg, Warren & Walsh, Kelly. (2016). A Study of the Flipped Classroom and Its Effectiveness in Flipping Thirty Percent of the Course Content. International Journal of Information and Education Technology. 6. 348-351. 10.7763/IJIET.2016.V6.712
The George Lucas Educational Foundation. (2007). Instructional module project based learning. http//www.edutopia.org.modules/ PBL/whatpbl.php
Wena, M. (2012). Strategi pembelajaran inovatif kontemporer: Suatu tinjauan konseptual operasional. Jakarta: Bumi Aksara.
Zaccoletti, S., Camacho, A., Correia, N., Aguiar, C., Mason, L., Alves, R. A., & Daniel, J. R. (2020). Parents’ Perceptions of Student Academic Motivation During the COVID-19 Lockdown: A Cross-Country Comparison.
Frontiers in Psychology, 11(December), 1–13. https://doi.org/10.3389/fpsyg.2020.592670
Zaeriyah, S. (2022). Peningkatan Motivasi Belajar Menggunakan Project Based Learning (PjBL) melalui Media Vlog Materi Senam Aerobik. Jurnal Karya Ilmiah Guru, 7(1), 40-46. https://doi.org/10.51169/ideguru.v7i1.291
Zainiyati, H.S. (2021). Design for Learning Al-Qur’an Hadith Model Flipped Classroom Based on Microsoft Teams in Man IC Paser, Indonesia’: International Journal of Education and Research, 9 (1), 77-86. https://www.ijern.com/journal/2021/January-2021/07.pdf
Zarouk, M., Olivera, E., & Khaldi, M. (2020). The of flipped project-based learning on self-regulation in higher education. International Journal of Emerging Technologies in Learning, 15(17), 127-147. https://doi.org/10.3991/ijet.v15i17.14135
Zou, D., & Zhang, R. (2021). Flipped primary EFL classrooms: Impact, feasibility, and potential. ELT Journal, 75(3), 267–277. https://doi.org/10.1093/elt/ccab017