PENERAPAN MODEL PEMBELAJARAN BERBASIS PROYEK VIDEO GERAK HENTI CERITA RAWA PENING UNTUK PEMBELAJARAN TEKS HIKAYAT
DOI:
https://doi.org/10.26418/ekha.v7i1.78384Keywords:
model pembelajaran berbasis proyek, video gerak henti, rawa pening, teks hikayatAbstract
This article contains the process and results of applying the Rawa Pening Story Stop Motion Video Project-Based Learning Model for learning saga texts using qualitative methods. The research participants were class X AKL students at SMK N 2 Semarang. Data was collected through observation, interviews, and stop motion video assessment. The assessment results show that 85% of students got a score of 80 or more according to the research success indicators. Learning activities begin with an initial assessment followed by steps in accordance with the syntax of the project-based learning model. Participants are trained to create, schedule, develop, present, monitor, assess results, pivot, and reflect on project designs. The interview results show that the application of this model to learning saga texts provides a positive experience for students. The results of observation activities show that there have been significant changes in students' interest, involvement and understanding. So, it can be concluded that the application of this model is effective in providing students' understanding and interest in learning about saga texts.
Keywords: project-based learning model, stop motion video, swamp pening, saga text
Abstrak
Artikel ini berisi proses dan hasil dari penerapan Model Pembelajaran Berbasis Proyek Video Gerak Henti Cerita Rawa Pening untuk pembelajaran teks hikayat dengan metode kualitatif. Peserta penelitian adalah peserta didik kelas X AKL SMK N 2 Semarang. Data dikumpulkan melalui observasi, wawancara, dan penilaian video gerak henti. Hasil penilaian menunjukkan bahwa 85% peserta didik mendapatkan nilai 80 atau lebih sesuai dengan indikator keberhasilan penelitian. Kegiatan pembelajaran dimulai asesmen awal diikuti dengan langkah-langkah sesuai dengan sintak model pembelajaran berbasis proyek. Peserta didik membuat, menyusun penjadwalan, mengembangkan, menyajikan, memonitor, menilai hasil, mengevaluasi, dan merefleksi desain proyek. Hasil wawancara menunjukkan bahwa penerapan model tersebut pada pembelajaran teks hikayat memberikan pengalaman yang positif bagi peserta didik. Hasil kegiatan observasi menunjukkan bahwa terjadi perubahan yang signifikan dalam minat, keterlibatan, dan pemahaman peserta didik. Maka, dapat disimpulkan bahwa penerapan model ini efektif untuk memberikan pemahaman dan minat belajar peserta didik terhadap teks hikayat.
Kata Kunci: model pembelajaran berbasis proyek, video gerak henti, rawa pening, teks hikayat.
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