EFEKTIVITAS PEMBELAJARAN EXTRA TIME BERBASIS TEKNOLOGI DALAM MATA PELAJARAN IPA
Abstract
This study aims to examine the effectiveness of technology-assisted extra time learning in science subjects. The approach used in this research is qualitative. The research design is descriptive, in which the researcher describes the implementation of the technology- assisted extra time learning and the students responses during the learning process. Data were collected through non-participant observation, open-ended questionnaires, and summative assessment scores. The result show that students who participated in the technology-assisted extra time learning experienced a significant improvement in their science learning outcomes, with an increase of 75,2%. The average score from non-participant observations was 82,66. This indicates that students were able to utilize the additional time effectively, make use of technology, complete exercise, create independent study schedules, and demonstrate discipline during the implementation of this learning method. Furthermore, data from the open-ended questionnaires revealed that students were more enthusiastic and better understood the material through learning videos, and the implementation of extra time greatly supported them in completing summative assessments.
References
Lase, Miseri C Domini. 2021. Pengaruh Model Pembelajaran Inkuiri melalui Aplikasi Google Classroom terhadap Hasil Belajar IPA Peserta Didik kelas VIII SMP Negeri 1 Lahewa. Jurnal Online : Repositori Universitas HKBP Nommensen. https://repository. uhn.ac.id/handle/ 123456789/5680.
Kurniati Titi, Wiyani A N. 2022. Pembelajaran Berbasis Information and Communication Technology pada Era Revol usi Industri 4.0. Jurnal Online : Jurnal Ilmiah Pendidikan dan Pembelajaran Universitas Pendidikan Ganesha. Vol. 6 No.1. https://ejournal. undiksha.ac.id/ index.php/JIPP/article/view/41411
Lovett, B. J. (2010). Extended time testing accommodations: What does the research say?. Journal of Psychoeducational Assessment, 28(4), 315-325.
Slavin, R. E. (2006). Educational Psychology: Theory and Practice. Pearson.
Bloom, B. S. (1984). The 2 Sigma Problem: The Search for Methods of Group Instruction as Effective as One-to-One Tutoring. Educational Researcher, 13(6), 4-16.
Ahmad S, dkk. 2023. Education 5.0 : Requirements, Enabling Technologies, and Future Directions. Jurnal Online : Arxiv, Cornell University. https://arxiv.org /abs/2307.15846 ?utm
Dertouzos M, dalam RedaSamudera.id. 2024. Definisi Teknologi Menurut Para Ahli. https://redasamudera.id/definisi-teknologi-menurut-para-ahli/?utm_
Coccia Mario. 2021. A new concept of technology with systemic-purposeful perspective: theory, examples and empirical application. Jurnal Online : Arxiv, Cornell University. https://arxiv. org/abs/ 1909.05689?utm_source=
Hidayat, A. (2023). Efektivitas yaitu ukuran yang menyatakan target yang telah dicapai. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 55–66. Diakses dari https://manggalajournal. org/index.php/cendekia/article/view/494
Schermerhorn, J. R. Jr. (2023). Efektivitas yaitu pencapaian target (output) yang diukur berdasarkan hasil yang dicapai dibandingkan dengan tujuan yang telah ditetapkan. Jurnal Cendekia: Jurnal Pendidikan Matematika, 7(1), 55–66. Diakses dari https ://manggala journal.org/ index.php/ cendekia/ article/view/494
Purwanti, D. 2022. Efektivitas Perubahan Kebijakan. Sumatera Barat : Azka Pustaka.
Copyright (c) 2025 SOSCIED
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
LPPM Politeknik Katolik Saint Paul Sorong
