Efektivitas model flipped classroom berbantuan video pembelajaran terhadap hasil belajar mahasiswa
DOI:
https://doi.org/10.24246/juses.v9i2p96-103Keywords:
Biologi Umum, Flipped classroom, Hasil belajar, Mahasiswa, Video pembelajaranAbstract
Penelitian ini bertujuan untuk mengetahui efektivitas model flipped classroom berbantuan video pembelajaran terhadap hasil belajar mahasiswa pada pembelajaran Biologi Umum. Penelitian ini dilatarbelakangi oleh masih dominannya pembelajaran konvensional yang berpusat pada dosen, sehingga mahasiswa cenderung pasif dan kurang memiliki kesempatan untuk membangun pemahaman konsep secara mandiri. Penelitian menggunakan pendekatan kuantitatif dengan metode quasi-experiment dan desain one-group pretest-posttest. Sampel penelitian berjumlah 25 mahasiswa yang mengikuti pembelajaran Biologi Umum. Perlakuan diberikan melalui penerapan model flipped classroom, yaitu mahasiswa mempelajari materi terlebih dahulu melalui video pembelajaran sebelum pertemuan kelas, kemudian kegiatan tatap muka digunakan untuk diskusi, klarifikasi konsep, latihan, dan pemecahan masalah. Instrumen penelitian berupa tes hasil belajar yang diberikan sebelum dan sesudah perlakuan. Data dianalisis menggunakan statistik deskriptif, uji normalitas, uji paired-sample t-test, dan analisis N-gain. Hasil penelitian menunjukkan bahwa nilai rata-rata pretest mahasiswa sebesar 61,60 meningkat menjadi 78,28 pada posttest. Hasil uji normalitas menunjukkan bahwa data berdistribusi normal, sehingga analisis dilanjutkan dengan uji paired-sample t-test. Hasil uji menunjukkan nilai signifikansi p < 0,001, yang berarti terdapat perbedaan signifikan antara hasil belajar sebelum dan sesudah penerapan model flipped classroom berbantuan video pembelajaran. Selain itu, hasil analisis N-gain memperoleh nilai rata-rata sebesar 0,445 yang termasuk dalam kategori sedang. Dengan demikian, model flipped classroom berbantuan video pembelajaran efektif dalam meningkatkan hasil belajar mahasiswa pada pembelajaran Biologi Umum. Model ini dapat menjadi alternatif strategi pembelajaran yang mendorong kesiapan belajar, keaktifan mahasiswa, dan pemahaman konsep secara lebih optimal.
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