DESAIN MODEL BLENDED LEARNING
DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN LITERASI MATEMATIS
TESIS
Diajukan untuk memenuhi sebagian syarat untuk memperoleh gelar Magister Pendidikan Matematika
Oleh:
AMELIA DEFRIANTI PUTRI NIM. 2310956
PROGRAM STUDI MAGISTER PENDIDIKAN MATEMATIKA
FAKULTAS PENDIDIKAN MATEMATIKA DAN ILMU PENGETAHUAN ALAM UNIVERSITAS PENDIDIKAN INDONESIA
2024
ii
LEMBAR HAK CIPTA
DESAIN MODEL BLENDED LEARNING
DENGAN PENDEKATAN REALISTIC MATHEMATICS EDUCATION UNTUK MENINGKATKAN LITERASI MATEMATIS
Oleh:
Amelia Defrianti Putri
S.Pd. Universitas Negeri Padang, 2023
Sebuah tesis yang diajukan untuk memenuhi salah satu syarat memperoleh gelar Magister Pendidikan (M.Pd.) pada Program Studi Pendidikan Matematika
© Amelia Defrianti Putri 2024 Universitas Pendidikan Indonesia
November 2024
Hak cipta dilindungi undang-undang.
Tesis ini tidak boleh diperbanyak seluruhnya atau sebagian,
dengan dicetak ulang, difotokopi, atau cara lainnya tanpa izin dari penulis.
iii
LEMBAR PENGESAHAN TESIS
vii ABSTRAK
Amelia Defrianti Putri (2024), Desain Model Blended Learning dengan Pendekatan Realistic Mathematics Education untuk Meningkatkan Literasi Matematis.
Rendahnya literasi matematis siswa di Indonesia, terutama di jenjang SMP, menjadi perhatian utama dalam dunia pendidikan. Di era digital saat ini, teknologi menawarkan peluang besar untuk mengatasi masalah ini melalui model pembelajaran yang lebih fleksibel dan interaktif. Pemanfaatan teknologi dalam pendidikan, seperti blended learning, memungkinkan siswa mengakses materi kapan saja dan di mana saja, serta meningkatkan keterlibatan mereka dalam proses belajar. Oleh karena itu, diperlukan inovasi model pembelajaran yang mampu meningkatkan literasi matematis siswa secara efektif.
Penelitian ini bertujuan untuk mendesain model blended learning dengan pendekatan realistic mathematics education (RME) untuk meningkatkan literasi matematis siswa SMP kelas VII. Desain model ini menggunakan model pengembangan Plomp, yang meliputi tiga tahapan: penelitian pendahuluan (preliminary research), pembuatan prototipe (prototyping phase), dan tahap penilaian (assessment phase). Namun, penelitian ini hanya mencapai tahap uji validitas oleh ahli. Tahap awal penelitian dimulai dengan studi pendahuluan yang mencakup kajian literatur dan kajian lapangan. Kajian literatur dilakukan melalui meta-analisis terhadap 40 artikel yang membahas blended learning dalam kaitannya dengan kemampuan matematis, yang menunjukkan effect size sebesar 1,018 dalam kategori tinggi. Selain itu, dilakukan meta-analisis terhadap literatur yang membahas pengaruh RME terhadap literasi matematis, yang menghasilkan effect size sebesar 1,031, juga dalam kategori tinggi. Blended learning dan RME menjadi best practice berdasarkan hasil meta-analisis. RME memiliki ukuran efek yang tinggi dan sangat baik diterapkan di tingkat SD. Namun, di tingkat SMP, ukuran efeknya yang paling rendah dibandingkan jenjang lainnya, sehingga perlu dilakukan pengembangan lebih lanjut agar lebih efektif di SMP. Model yang dikembangkan diuji validitasnya oleh para ahli, dan hasil validasi menunjukkan tingkat validitas sebesar 83,63%, yang termasuk dalam kategori valid. Berdasarkan hasil tersebut, model blended learning dengan pendekatan RME ini dinilai memiliki potensi yang baik untuk diterapkan dalam konteks pembelajaran matematika, khususnya dalam meningkatkan literasi matematis siswa SMP. Meskipun hanya sampai tahap validasi ahli, penelitian ini memberikan dasar yang kuat untuk pengembangan dan implementasi lebih lanjut di masa mendatang.
Kata Kunci: Blended Learning, Realistic Mathematics Education, Literasi Matematis, Model Plomp, Meta-Analisis.
viii ABSTRACT
Amelia Defrianti Putri (2024), Blended Learning Model Design with a Realistic Mathematics Education Approach to Enhance Mathematical Literacy
The low mathematical literacy of students in Indonesia, especially at the junior high school level, has become a primary concern in education. In today’s digital era, technology offers great opportunities to address this issue through more flexible and interactive learning models. The use of technology in education, such as blended learning, allows students to access materials anytime and anywhere, increasing their engagement in the learning process. Therefore, an innovative learning model is needed to effectively improve students' mathematical literacy. This study aims to design a blended learning model with a Realistic Mathematics Education (RME) approach to improve the mathematical literacy of seventh- grade junior high school students. The design of this model uses the Plomp development model, which includes three stages: preliminary research, prototyping phase, and assessment phase. However, this study only reached the expert validation stage. The initial phase of the research began with a preliminary study that included a literature review and field study. The literature review was conducted through a meta-analysis of 40 articles discussing blended learning in relation to mathematical ability, which showed an effect size of 1.018 in the high category. Additionally, a meta-analysis was performed on literature discussing the impact of RME on mathematical literacy, which yielded an effect size of 1.031, also in the high category. Blended learning and RME emerged as best practices based on the meta-analysis results. RME demonstrated a high effect size and was highly effective at the elementary level. However, at the junior high school level, its effect size was the lowest compared to other levels, indicating a need for further development to enhance its effectiveness for junior high students. The model developed was validated by experts, and the validation results indicated a validity level of 83.63%, classified as valid.
Based on these results, the blended learning model with the RME approach is considered to have good potential for application in the context of mathematics education, particularly in improving junior high school students' mathematical literacy. Although this study only reached the expert validation stage, it provides a strong foundation for further development and implementation in the future.
Keywords: Blended Learning, Realistic Mathematics Education, Mathematical Literacy, Plomp Model, Meta-Analysis.
ix DAFTAR ISI
LEMBAR HAK CIPTA ... ii
LEMBAR PENGESAHAN TESIS ... iii
LEMBAR PERNYATAAN ... iv
KATA PENGANTAR ... v
UCAPAN TERIMA KASIH ... vi
ABSTRAK ... vii
ABSTRACT ... viii
DAFTAR ISI ... ix
DAFTAR TABEL ... xi
DAFTAR GAMBAR ... xii
DAFTAR LAMPIRAN ... xiii
BAB I PENDAHULUAN ... 1
1.1 Latar Belakang Penelitian ... 1
1.2 Rumusan Masalah Penelitian ... 10
1.3 Tujuan Penelitian ... 11
1.4 Manfaat Penelitian ... 11
BAB II KAJIAN PUSTAKA ... 14
2.1 Literasi Matematis ... 14
2.2 Blended Learning ... 16
2.3 Realistic Mathematics Education ... 21
2.4 Flipbook ... 25
2.5 Blended Learning dengan Pendekatan RME ... 26
2.6 Penelitian Relevan ... 31
2.7 Kerangka Berpikir ... 32
BAB III METODE PENELITIAN... 34
3.1 Desain Penelitian ... 34
3.1.1 Studi Pendahuluan (Preliminary Research) ... 34
3.1.2 Development or Prototyping Phase ... 35
3.2 Subjek dan Tempat Penelitian ... 38
3.3 Teknik Pengumpulan Data ... 38
3.4 Instrumen Penelitian ... 39
3.4.1 Instrumen pada Preliminary Research... 39
3.4.2 Instrumen pada Development or Prototyping Phase ... 40
3.5 Teknik Analisis Data ... 41
3.5.1 Analisis Data Kualitatif ... 41
3.5.2 Analisis Data Validitas ... 41
BAB IV TEMUAN DAN PEMBAHASAN ... 43
4.1 Temuan ... 43
x
4.1.1 Studi Pendahuluan (Preliminary Research) ... 43
4.1.1.1 Meta-Analisis: Blended Learning dan RME ... 43
4.1.1.2 Kajian Lapangan ... 101
4.1.2 Development or Prototyping Phase ... 116
4.1.2.1 Merancang Model Realistic Flipped Classroom ... 117
4.1.2.2 Self Evaluation dan Expert Validity ... 119
4.2 Pembahasan ... 123
4.2.1 Studi Pendahuluan (Preliminary Research) ... 123
4.2.1.1 Meta-Analisis: Blended Learning dan RME ... 123
4.2.1.2 Kajian Lapangan ... 136
4.2.2 Development or Prototyping Phase ... 138
BAB V SIMPULAN, IMPLIKASI, DAN REKOMENDASI ... 144
5.1 Simpulan ... 144
5.2 Implikasi ... 145
5.3 Rekomendasi ... 145
DAFTAR PUSTAKA ... 147
LAMPIRAN ... 164
xi
DAFTAR TABEL
Tabel 2.1 Perbedaan sintaks model blended learning ... 19
Tabel 3.1 Teknik pengumpulan data ... 38
Tabel 3.2 Instrumen tahap preliminary research ... 39
Tabel 3.3 Kriteria kevalidan produk ... 42
Tabel 4.1 Hasil ekstraksi data studi primer ... 49
Tabel 4.2 Analisis heterogenitas model effect... 53
Tabel 4.3 The fill and trim test ... 56
Tabel 4.4 Hasil uji Rosenthal Fail-safe N ... 57
Tabel 4.5 Overall effect size pada Basic Stats dan One Study Removed ... 60
Tabel 4.6 Effect Size Studi Primer... 61
Tabel 4.7 Hasil perhitungan ukuran efek blended learning ... 63
Tabel 4.8 Data kategorik hasil ekstraksi data studi primer ... 65
Tabel 4.9 Hasil analisis heterogenitas ukuran kelas... 67
Tabel 4.10 Hasil analisis heterogenitas jenjang pendidikan ... 69
Tabel 4.11 Hasil analisis heterogenitas platform ... 73
Tabel 4.12 Hasil analisis heterogenitas kemampuan matematis ... 77
Tabel 4.13 Hasil ekstraksi data studi primer ... 83
Tabel 4.14 Analisis heterogenitas model effect ... 84
Tabel 4.15 The fill and trim test ... 86
Tabel 4.16 Hasil uji Rosenthal Fail-safe N ... 87
Tabel 4.17 Overall effect size pada Basic Stats dan One Study Removed... 88
Tabel 4.18 Data effect size dari masing-masing studi ... 88
Tabel 4.19 Data kategorik hasil ekstraksi data studi primer ... 90
Tabel 4.20 Hasil analisis heterogenitas ukuran kelas... 92
Tabel 4.21 Hasil analisis heterogenitas jenjang pendidikan ... 93
Tabel 4.22 Hasil analisis heterogenitas lokasi geografis ... 95
Tabel 4.23 Hasil analisis heterogenitas konten PISA ... 98
Tabel 4.24 Hasil analisis heterogenitas kombinasi pembelajaran ... 100
Tabel 4.25 Saran perbaikan pada model ... 121
Tabel 4.26 Hasil validasi oleh para ahli ... 122
xii
DAFTAR GAMBAR
Gambar 1.1 Skor matematika global dalam PISA 2022 ... 4
Gambar 1.2 Visualisasi Network pada VOSviewer ... 7
Gambar 1.3 Visualisasi Density pada VOSviewer ... 7
Gambar 1.4 Salah satu soal tes ... 8
Gambar 1.5 Jawaban siswa pada soal nomor 2 ... 8
Gambar 1.6 Visualisasi Overlay pada VOSviewer ... 10
Gambar 2.1 Model pengembangan blended learning ... 18
Gambar 2.2 Model Realistic Flipped Classroom ... 27
Gambar 2.3 Kerangka berpikir ... 32
Gambar 3.1 Prosedur penelitian ... 37
Gambar 4.1 Prosedur Meta-analisis ... 44
Gambar 4.2 Diagram alur tahapan meta-analisis ... 46
Gambar 4.3 Plot Corong kesalahan standar menggunakan Hedges' g ... 54
Gambar 4.4 Distribusi data berdasarkan ukuran kelas ... 66
Gambar 4.5 Distribusi data berdasarkan jenjang pendidikan... 69
Gambar 4.6 Distribusi data berdasarkan platform ... 71
Gambar 4.7 Distribusi data berdasarkan kemampuan matematis ... 75
Gambar 4.8 Prosedur Meta-analisis ... 79
Gambar 4.9 Prosedur pemilihan artikel ... 81
Gambar 4.10 Funnel plot menggunakan Hedges’g... 85
Gambar 4.11 Distribusi data berdasarkan ukuran kelas ... 91
Gambar 4.12 Distribusi data berdasarkan jenjang pendidikan... 93
Gambar 4.13 Distribusi data berdasarkan lokasi geografis ... 95
Gambar 4.14 Distribusi data berdasarkan konten PISA ... 97
Gambar 4.15 Distribusi data berdasarkan kombinasi pembelajaran ... 99
Gambar 4.16 Media yang digunakan guru dalam pembelajaran ... 102
Gambar 4.17 Perangkat belajar yang dimiliki siswa ... 104
Gambar 4.18 Fitur media pembelajaran yang diharapkan siswa ... 105
Gambar 4.19 Respons guru terhadap penggunaan teknologi ... 110
Gambar 4.20 Jenis-jenis media yang digunakan guru ... 111
Gambar 4.21 Cuplikan salah satu soal tes ... 113
Gambar 4.22 Jawaban siswa pada soal nomor 2 ... 113
Gambar 4.23 Model Realistic Flipped Classroom ... 118
Gambar 4.24 Ekstrak penelitian ... 143
xiii
DAFTAR LAMPIRAN
Lampiran 1. Protokol Lembar Koding ... 164
Lampiran 2. Lembar Validasi Protokol Skema Koding ... 167
Lampiran 3. Data Hasil Ekstraksi ... 170
Lampiran 4. Protokol Transformasi Data Hasil Ekstraksi ke Data Numerik ... 179
Lampiran 5. Hasil Koding dari Pengoding ... 181
Lampiran 6. Angket Analisis Kebutuhan Siswa ... 187
Lampiran 7. Hasil Wawancara dengan Siswa Tahap Preliminary Research ... 189
Lampiran 8. Angket Penggunan Teknologi dan RME dalam Pembelajaran ... 190
Lampiran 9. Hasil Wawancara dengan Guru Tahap Preliminary Research ... 191
Lampiran 10. Langkah-Langkah Pembelajaran Realistic Flipped Classroom ... 193
Lampiran 11. HKI Model Realistic Flipped Classroom ... 196
Lampiran 12. Lembar Self Evaluation ... 197
Lampiran 13. Lembar Validasi Ahli ... 199
Lampiran 14. Lembar Hasil Validasi oleh Validator ... 202
Lampiran 15. Rekapitulasi Hasil Validasi ... 211
147
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