Pengembangan Media Pembelajaran Prezi Berbasis Mind Mapping (Prepping) Pada Muatan PPKN

Abstract

Abstrak
 Tujuan penelitian ini adalah untuk mengembangkan, menguji kelayakan, dan menguji keefektifan media pembelajaran Prezi berbasis mind mapping (Prepping) pada muatan PPKn kelas IV SD Negeri Pundenrejo Pati. Berdasarkan data prapenelitian melalui observasi, wawancara, dan dokumentasi di SDN Pundenrejo ditemukan permasalahan berupa media pembelajaran yang digunakan guru hanya terbatas pada gambar dan peta yang tertempel di dinding kelas serta belum memfasilitasi pembelajaran PPKn yang membutuhkan media berbasis teknologi sehingga menyebabkan motivasi dan hasil belajar siswa kurang optimal. Jenis penelitian ini adalah Research and Development (R&D) dengan model pengembangan Borg & Gall yang diadaptasi oleh Sugiyono yang menggunakan 8 langkah yaitu: (1) potensi dan masalah; (2) pengumpulan data; (3) desain produk; 4) validasi desain; (5) revisi desain; (6) uji coba produk; (7) revisi produk; dan (8) uji coba pemakaian. Hasil penelitian menunjukan bahwa media pembelajaran Prepping sangat layak digunakan dengan presentase kelayakan penyajian oleh ahli media sebesar 90,63%, kelayakan isi oleh ahli materi sebesar 93,75% dan kelayakan kebahasaan oleh ahli bahasa sebesar 89,06%. Hasil uji t yaitu thitung = 19,7061 > ttabel = 2,0553, sehingga dapat disimpulkan bahwa pengembangan media pembelajaran Prepping efektif digunakan pada pembelajaran PPKn terhadap hasil belajar siswa. Hal ini diperkuat oleh N-gain data pretest dan posttest sebesar 0,3821 dengan kriteria sedang.
 The purpose of this study was to develop, test the feasibility, and test the effectiveness of Prezi learning media based on mind mapping (Prepping) on civics in the fourth grade students of Pundenrejo Elementary School Pati. Based on the preresearch data through observation, interview, and documentation at Pundenrejo Elementary School, problems were found in the form of instructional media used by teachers just limited on pictures and maps attached to the classroom walls and had not covered the needs of civics learning which required technology-based media, so that caused the lack of students’ motivation and learning outcomes. The type of study was Research and Development (R&D) with Borg & Gall development model adapted by Sugiyono using 8 steps: (1) potential and problems; (2) data collection; (3) product design; 4) design validation; (5) design revisions; (6) product trials; (7) product revisions; and (8) trial use. The results showed that the Prepping learning media was very feasible to be used with the feasibility percentage by the media expert of 90.63%, the content expert of 93.75%, and the linguistic expert of 89.06%. The T test results showed tcount = 19.7061 > ttable = 2.0553, so it could be concluded that the development of the Prepping learning media was effectively used to increase students’ civics learning outcomes. This was reinforced by the N-gain of pretest and posttest data of 0.3821 with moderate criteria.

Development of Mind Mapping Based Prezi Multimedia to Improve History Learning Outcomes

“…The results of this study have shown an increase in learning outcomes in students of the History Education study program, at Yogyakarta State University by 57.9336, which previously was only 13.0763. This study is very relevant to the research conducted by Pratiwi (Pratiwi, 2020). Based on this research, it is known that the gain test, which begins with changing the pretest and posttest values into a gain value, obtains an increase in the average gain of student learning outcomes of 0.79 and includes high criteria.…”

“…The development of learning media using Prezi has been discussed in Pratiwi research with the title "Development of Mind-Based Prezi Learning Media Mapping (Preparation) on PPKN Content (Pratiwi, 2020), in addition to that, Rohman research entitled "Development of prezi-based media in history subjects class X high school with 4d model" (Rohman et al, 2021).…”

Instilling Nationalism Values Through History Learning for Grade XI Students

“…Data sources employed in this study consisted of teacher and student as informants, while the documents consisted of syllabus and lesson plans, and documentation was in the form of photographs to capture the observed phenomena. Data collection techniques were carried out by using three techniques, namely observation, interviews and document methods (Pratiwi, 2020). Data validity test was done by two triangulation techniques, namely source triangulation and technical triangulation.…”