Teknologi telah mencapai tingkat di mana saat ini adalah saat untuk reformasi pendidikan yang meningkatkan pencapaian konten siswa dengan mengajarkan pembelajaran yang relevan dengan revolusi industri 4.0. Pada era revolusi industri 4.0 ini, salah satu tantangan yang dihadapi pendidikan ialah penggarapan teknologi baru. Karena siswa terbiasa dengan teknologi baru, pembelajaran dengan menggunakan lembar kerja dan mendengarkan presentasi tanpa media terkesan monoton dan membosankan. Hal itu menjadi dasar perlunya media yang menarik seperti Computer Based Instruction-Flipped Classroom (CBIFC). Tujuan dari penelitian ini adalah untuk menentukan analisis kebutuhan dan desain dari CBIFC. Metode yang digunakan pada penelitian ini adalah SDLC (System Development Life Cycle) waterfall. Untuk analisis kebutuhan instrumen yang digunakan menggunakan kuisioner analisis kebutuhan. Hasil dari analisis kebutuhan didapatkan bahwa usia siswa SMK berada pada rentang 15 tahun sampai 18 tahun, dimana siswa SMK tengah memasuki tahapan perkembangan masa remaja. Karakteristik siswa pada usia tersebut memiliki kecenderungan menyukai warna-warna kontras, tetapi tidak mencolok. Untuk memadukan komponen warna, musik, dan kreativitas siswa dalam belajar dengan menyenangkan, maka dari itu sebelum mengembangkan CBIFC, dilakukan desain menggunakan flowchart, Unified Modeling Language (UML), yang terdiri dari desain use case dan sequence diagram.
Technology has reached a level where it is time for genuine education reforms that increase student content attainment by teaching lessons relevant to the 4.0 industrial revolution. Generation Z students prefer to use technology in learning because, in the digitalization era, students raised on new media technology are impatient if they only fill out worksheets and listen to lectures. However, based on the observation, many students are bored of instructional media implemented in learning is not computer-based innovative and creative media. Therefore, the CBE-Flipped classroom is a computer-based learning media solution that is relevant to the development of learning in the 4.0 industrial revolution. After developing the CBE-Flipped Classroom, researchers need to know whether the CBE-flipped classroom is what is expected. Researchers also need a paradigm of whether they have developed a valid CBE-flipped classroom so that the CBE-flipped classroom can be applied effectively as an instructional media in the classroom during the learning process. So, this study aims at describing the expert validity of CBE-Flipped Classroom before implementing it in the learning process. Based on the results of the study, it can be concluded that the media design has been valid in terms of didactic, construction, and technical aspects. While the results of material validation also indicated that the material on the media has been valid in terms of quality of content, learning, interaction, and appearance. It can be concluded that the CBE-Flipped Classroom can be applied effectively as an instructional media in the classroom during the learning process.
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