The Effects of Learning Media Lectora Inspire of Indonesian Plurality Material on the Results of Learning Social Studies Affective Tolerance at the SMPN 1 Krembung

Ahmad Yazid Albariki, Ketut Prasetyo, Sunarto Sunarto

Abstract


This study aims to analyze the effect of the use of the Lectora Inspire learning media on the plurality of Indonesian society towards the results of the learning of the affective domain of tolerance in social studies at SMPN 1 Krembung. This research uses quantitative research methods with experimental patterns. The research data obtained are; First, the questionnaire data used the Paired Sample t-test showing the result of the sig. (2-tailed) value of 0,000 < 0,05 which means that H0 was rejected H1. Second, the questionnaire data using Independent Sample t-test showed the results of 3,163 > 2,000 which showed the results of tcount > ttable with a significance value α < 0,05, i.e. sig. (2-tailed) 0,001 < 0,05 which means that H0 is rejected and H1 is accepted. Based on the results of data analysis, it can be concluded that there are significant differences in the affective domain of student learning outcomes between students before and after treatment and posttest results after being treated in the experimental class are higher than the posttest results. in the control class, which means that there are significant differences in learning outcomes from the affective domain of student tolerance between the experimental class using the Lectora Inspire learning process and the control class using image media.

Keywords


Learning Media; Lectora Inspire; Affective Learning Result; Tolerance;

References


Akbarini, N.R., Murtini, W., & Rahmanto, A.N. (2018). The Effect Of Lectora Inspire-Based Interactive Learning Media In Vocational High School. Jurnal Pendidikan Vokasi, 8 (1), 78-87.

Altas, B. (2015). Knowledge Construction In Multimedia Learning At Both Cognitive And Affective Level. Procedia – Social and Behavior Science, 191 (2015), 1448-1454.

Ananina, A., & Danilov, D. (2015). Ethnic Tolerance Formation Among Students of Russian Universities: Current State, Problems, and Perspectives. Procedia – Social and Behavior Science, 214 (2015), 487-496.

Dayanti, A. (2016). Pengembangan Sikap Toleran Terhadap Perbedaan Pendapat Siswa Melalui Discovery Learning Dalam Pembelajaran IPS (Penelitian Tindakan Kelas Terhadap Siswa Kelas VII-C SMP Negeri 44 Bandung). Sarjana Thesis, Universitas Pendidikan Indonesia.

Hamidi, F., Kharamideh, Z.M., & Ghorbandordinejad, F. (2011). Comparison of the Training Effects of Interactive Multimedia (CDs) and Non-Interactive Media (films) on Increasing Learning Speed, Accuracy and Memorization in Biological Science Course. Procedia Computer Science, 3 (2011), 144-148.

Khasanah, D.U. (2017). Pengaruh Media Pembelajaran Visual Berbasis Lectora Terhadap Hasil Belajar Kompetensi Perbaikan Kerusakan Mesin Jahit Siswa Kelas X SMK Negeri 3 Klaten. Sarjana Thesis, Universitas Negeri Yogyakarta.

Kosasih, E. (2013). Strategi Belajar dan Pembelajaran: Implementasi Kurikulum 2013. Bandung: Yrama Widya.

Li, J., Antonenko, P.D., & Wang, J. (2019). Trends and issues in multimedia learning research in 1996–2016: A bibliometric analysis. Educational Research Review, 28 (2019), 1-21.

Mas’ud, M. (2012). Membuat Multimedia Pembelajaran dengan Lectora. Yogyakarta: Shonif.

Mukhtar dan Iskandar. (2012). Desain Pembelajaran Berbasis TIK. Jakarta: Refrensi.

Mutiara, A.M. (2017). Pengaruh Media Pembelajaran Lectora Inspire Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Teknologi Informasi dan Komunikasi (TIK) di SMA Negeri 2 Rambah Kabupaten Rokan Hulu. Sarjana Thesis, STKIP PGRI Sumatera Barat.

Nasution, R., Silaban, S., & Sudrajat, A. (2018). The Influence of Problem Based Learning, Guided Inquiry Learning Models Assisted by Lectora Inspire, and Scientific Attitudes to Student’s Cognitive Values. Advances in Social Science, Education and Humanities Research, 200 (2018), 265-269.

Oktavianingtyas, E., Salama, F.S., Fatahillah, A., Monalisa, L.A., & Setiawan, T.B. (2018). Development 3D Animated Story as Interactive Learning Media with Lectora Inspire and Plotagon on Direct and Inverse Proportion Subject. Journal of Physics, 1108 (2018), 1-8.

Park, B., Flowerday, T., & Brunken, R. (2015). Cognitive and affective effects of seductive details in multimedia learning. Computers in Human Behavior, 44 (2015), 267-278.

Raka, G., Mulyana, Y., & Markam, S.S. (2011). Pendidikan Karakter di Sekolah. Jakarta: PT Rineka Cipta.

Rasch, T. & Schnotz, W. (2009). Interactive and non-interactive pictures in multimedia learning environments: Effects on learning outcomes and learning efficiency. Learning and Instruction, 19 (2009), 411-422.

Rodgers, T.L., Mabley, S., & Garforthr, A.A. (2017). Understanding Student Use of Resources in “rich-media” Courses. Education of Chemical Engineers, 20 (2017), 22-31.

Shalikhah, N.D. (2016). Pemanfaatan Aplikasi Lectora Inspire sebagai media pembelajaran Interaktif. Cakrawala, XI, 101-115.

Shalikhah, N.D., Primadewi, A., & Iman, M.S. (2017). Media Pembelajaran Interaktif Lectora Inspire Sebagai Inovasi Pembelajaran. Warta LPM, 20 (1), 9-16.

Sudjiono, A. (2006). Pengantar Evaluasi Pendidikan. Jakarta: Raja Grafindo Persada.

Voronchenko, T., Klimenko, T., & Kostina, I. (2014). Learning To Live In A Global World: Project-Based Learning In Multicultural Student Groups As A Pedagogy Of Tolerance Strategy. Procedia-Social and Behavior Science, 191 (2015), 1489-1495.




DOI: https://doi.org/10.29103/ijevs.v2i4.2545

Article Metrics

 Abstract Views : 473 times

Refbacks

  • There are currently no refbacks.


Copyright (c) 2020 Ahmad Yazid Albariki, Ketut Prasetyo, Sunarto Sunarto