IMPLEMENTASI LKPD DIGITAL CANVA DALAM MENINGKATKAN HASIL BELAJAR DAN LITERASI DIGITAL SISWA KELAS XKemajuan teknologi yang harusnya menyediakan kemudahan dan kemajuan dalam proses pembelajaran nyatanya masih belum secara optimal dimanfaatkan. Di balik seg
Bilah Samping Artikel
Isi Artikel Utama
Abstrak
Kemajuan teknologi yang harusnya menyediakan kemudahan dan kemajuan dalam proses pembelajaran nyatanya masih belum secara optimal dimanfaatkan. Di balik segala kemudahan yang disediakan oleh implementasi teknologi dalam proses pembelajaran, nyatanya tingkat partisipasi belajar siswa pada era digitalisasi pendidikan masih terbilang rendah. Rendahnya partisipasi belajar tersebut akan secara langsung mempengaruhi hasil belajar dan kemampuan literasi digital siswa. Keterampilan literasi digital terkait dengan penggunaan teknologi secara bertanggung jawab dalam mencari, mengonsumsi, dan berinteraksi dengan sumber daya digital dalam kehidupan sehari-hari. Partisipasi belajar yang rendah di era digital lebih disebabkan pada kurangnya availabilitas konten, serta sumber belajar yang sesuai dengan karakteristik era digital sehingga pendayagunaan perangkat gawai yang dimiliki oleh siswa belum termanfaatkan dengan baik untuk menunjang kegiatan pembelajaran. Tujuan utama dari penelitian ini adalah untuk mendeskripsikan efektivitas implementasi LKPD digital berbasis Canva dalam menjembatani siswa dengan media belajar yang dapat mengoptimalkan partisipasi belajar dan pendayagunaan gawainya. Teknik pengumpulan data yang digunakan adalah observasi, tes, dan kuesioner. Hasil penelitian ini menunjukkan bahwa (1) implementasi LKPD digital berbasis Canva memperoleh respon positif dari siswa, (2) hasil belajar dan kemampuan literasi digital siswa meningkat, ditunjukkan dengan skor N-gain pada kategori sedang dan tinggi. Berdasarkan hal tersebut dapat disimpulkan bahwa implementasi LKPD digital berbasis Canva efektif untuk meningkatkan hasil belajar dan kemampuan literasi digital siswa.
Unduhan
Rincian Artikel
Referensi
Adeniran, A., Masthoff, J., & Beacham, N. (2019). Model-Based Characterization of Text Discourse Content to Evaluate Online Group Collaboration. In Lecture Notes in Computer Science (pp. 3–8). Springer Science+Business Media. https://doi.org/10.1007/978-3-030- 23207-8_1
Adiguzel, T., Kamit, T., & Ertas, B. (2019). Teaching and Learning Experiences with Enhanced Books in Engineering Math and Science Courses. Contemporary Educational Technology, 11(2), 143–158. https://doi.org/10.30935/cet.660725
Alammary, A. (2019). Blended learning models for introductory programming courses: A systematic review. PLOS ONE, 14(9), e0221765. https://doi.org/10.1371/journal.pone.0221765
Alsalhi, N. R., Al-Qatawneh, S., Eltahir, M. E., & Aqel, K. (2021). Does Blended Learning Improve the Academic Achievement of Undergraduate Students in the Mathematics Course?: A Case Study in Higher Education. Eurasia Journal of Mathematics, Science and Technology Education, 17(4), em1951. https://doi.org/10.29333/ejmste/10781
Betthäuser, B. A., Bach-Mortensen, A. M., & Engzell, P. (2023). A systematic review and meta- analysis of the evidence on learning during the COVID-19 pandemic. Nature Human Behaviour, 7(3), 375–385. https://doi.org/10.1038/s41562-022-01506-4
Blau, I., Shamir-Inbal, T., & Hadad, S. (2020). Digital collaborative learning in elementary and middle schools as a function of individualistic and collectivistic culture: The role of ICT coordinators’ leadership experience, students’ collaboration skills, and sustainability. Journal of Computer Assisted Learning, 36(5), 672–687. https://doi.org/10.1111/jcal.12436
Cahyani, A. D., Atmaja, K. J., & Widodo, N. (2022). The Role of Parents in Monitoring the Negative Impacts of Gadget Usage for Early Childhood during Covid-19 Pandemic Era. Advances in Social Science, Education and Humanities Research, 618, 1105-1116. https://doi.org/10.2991/assehr.k.211223.194
Casanova, D., Huet, I., Garcia, F. M., & Pessoa, T. (2020). Role of technology in the design of learning environments. Learning Environments Research, 23(3), 413–427. https://doi.org/10.1007/s10984-020-09314-1
Cerdeira, L., Cabrito, B., Cerdeira, L., & Alves, H. (2021). Technological Skills in Higher Education—Different Needs and Different Uses. Education Sciences, 11(7), 326. https://doi.org/10.3390/educsci11070326
Cheung, S. K., Phusavat, K., & Yang, H. H. (2021). Shaping the future learning environments with smart elements: challenges and opportunities. International Journal of Educational Technology in Higher Education, 18(1), 1-9.
Churiyah, M., Basuki, A., Filianti, F., Sholikhan, S., & Akbar, M. (2022). Canva for Education as a Learning Tool for Center of Excellence Vocational School (SMK Pusat Keunggulan) Program to Prepare Competitive Graduates in the Field of Creativity Skills in the Digital Age. International Journal of Social Science Research and Review, 5(3), 226–234. https://doi.org/10.47814/ijssrr.v5i3.228
Cole, A. J., Lennon, L. N., & Weber, N. L. (2021). Student perceptions of online active learning practices and online learning climate predict online course engagement. Interactive Learning Environments, 29(5), 866–880. https://doi.org/10.1080/10494820.2019.1619593
Collazos, C. A., Fardoun, H. M., Al-Sekait, D., Pereira, C., & Moreira, F. (2021). Designing Online Platforms Supporting Emotions and Awareness. Electronics, 10(3), 251. https://doi.org/10.3390/electronics10030251
Dalmolin, A. C., Mackeivicz, G. a. O., Pochapski, M. T., Pilatti, G. L., & Santos, F. L. (2018). Learning styles preferences and e-learning experience of undergraduate dental students. Revista De Odontologia Da UNESP, 47(3), 175–182. https://doi.org/10.1590/1807- 2577.05118
Durak, H.Y., 2021. Preparing pre-service teachers to integrate teaching technologies into their classrooms: examining the effects of teaching environments based on openended, hands-on and authentic tasks. Educ. Inf. Technol. 26, 1–23.
Ekklesia, D. (2022). DIGITAL CIVILITY INDEX DAN KARAKTER BANGSA DALAM
WACANA PEMBANGUNAN. Kritis, 31(1), 1–16. https://doi.org/10.24246/kritis.v31i1p1-
Fayez, A. N., Ghabban, F., & Ameerbakhsh, O. (2021). Advantages and Challenges of Smart Learning in Higher Education Institutions in Saudi Arabia. Creative Education, 12(05), 974– 982. https://doi.org/10.4236/ce.2021.125071
Fina, I. D., Raharjo, R., & Purnama, E. R. (2022). The Development of Electronic-Worksheets (E-Worksheets) Based on Crosswords Games with Sub-Materials of The Excretory System to Improve The Motivation of High School Students. Berkala Ilmiah Pendidikan Biologi (BioEdu), 11(3), 691–698. https://doi.org/10.26740/bioedu.v11n3.p691-698
Firmansyah, R., Al Habib, I. M., & Prihandini, D. R. (2023). Application of Popular Scientific Books to Improve Student’s Scientific Literacy. International Social Sciences and Humanities, 2(2), 415-421. https://doi.org/10.32528/issh.v2i2.262
Fredagsvik, M. S. (2021). The challenge of supporting creativity in problem-solving projects in science: a study of teachers’ conversational practices with students. Research in Science & Technological Education, 41(1), 289–305. https://doi.org/10.1080/02635143.2021.1898359
Fütterer, T., Scherer, R., Scheiter, K., Stürmer, K., & Lachner, A. (2023). Will, skills, or conscientiousness: What predicts teachers’ intentions to participate in technology-related professional development? Computers & Education, 198, 104756.
https://doi.org/10.1016/j.compedu.2023.104756
Fütterer, T., Hoch, E., Lachner, A., Scheiter, K., & Stürmer, K. (2023). High-quality digital distance teaching during COVID-19 school closures: Does familiarity with technology matter? Computers & Education, 199, 104788.
https://doi.org/10.1016/j.compedu.2023.104788
Gopinathan, S., Kaur, A. H., Veeraya, S., & Raman, M. (2022). The Role of Digital Collaboration in Student Engagement towards Enhancing Student Participation during COVID-19. Sustainability, 14(11), 6844. https://doi.org/10.3390/su14116844
Hammerstein, S., König, C., Dreisörner, T., & Frey, A. (2021). Effects of COVID-19-Related School Closures on Student Achievement-A Systematic Review. Frontiers in Psychology, 12. https://doi.org/10.3389/fpsyg.2021.746289
Hardiyanto, A. (2023). An Analysis of Student Learning Style in Learning English in Sekolah Indonesia Kuala Lumpur, Malaysia. VELES (Voices of English Language Education Society), 7(1), 145–157. https://doi.org/10.29408/veles.v7i1.7869
Haryani, E., Coben, W. W., Pleasants, B. A., & Fetters, M. K. (2021). Analysis of Teachers’ Resources for Integrating the Skills of Creativity and Innovation, Critical Thinking and Problem Solving, Collaboration, and Communication in Science Classrooms. Jurnal Pendidikan IPA Indonesia, 10(1), 92–102. https://doi.org/10.15294/jpii.v10i1.27084
Hori, R., & Fujii, M. (2021). Impact of using ICT for learning purposes on self-efficacy and persistence: Evidence from Pisa 2018. Sustainability, 13(11), 6463.
Hews, R., McNamara, J., & Nay, Z. T. (2022). Prioritising lifeload over learning load: Understanding post-pandemic student engagement. Journal of University Teaching and Learning Practice, 19(2), 128–146. https://doi.org/10.53761/1.19.2.9
Jaekel, A., Scheiter, K., & Göllner, R. (2021). Distance Teaching During the COVID-19 Crisis: Social Connectedness Matters Most for Teaching Quality and Students’ Learning. AERA Open, 7, 233285842110520. https://doi.org/10.1177/23328584211052050
Jie, Z., & Sunze, Y. (2021). Investigating pedagogical challenges of mobile technology to English teaching. Interactive Learning Environments, 1–13. https://doi.org/10.1080/10494820.2021.1903933
Khotimah, S. K., Yasa, A. D., & Nita, C. I. R. (2020). Pengembangan E-LKPD Matematika Berbasis Penguatan Pendidikan Karakter (PPK) Kelas V SD . Prosiding Seminar Nasional PGSD UNIKAMA, 401–408.
König, J., Jäger-Biela, D., & Glutsch, N. (2020). Adapting to online teaching during COVID-19 school closure: teacher education and teacher competence effects among early career teachers in Germany. European Journal of Teacher Education, 43(4), 608–622. https://doi.org/10.1080/02619768.2020.1809650
Kumar, J. A., Bervell, B., & Osman, S. (2020). Google classroom: insights from Malaysian higher education students’ and instructors’ experiences. Education and Information Technologies, 25(5), 4175–4195. https://doi.org/10.1007/s10639-020-10163-x
Larraz-Rábanos, N. (2021). Development of Creative Thinking Skills in the Teaching-Learning Process. In IntechOpen eBooks. https://doi.org/10.5772/intechopen.97780
Lee, K., Fanguy, M., Bligh, B., & Lu, X. (2021). Adoption of online teaching during the COVID- 19 Pandemic: a systematic analysis of changes in university teaching activity. Educational Review, 74(3), 460–483. https://doi.org/10.1080/00131911.2021.1978401
Madjdi, A. H., & Rokhayani, A. (2021). Lesson study in increasing student learning participation in class. Linguistics and Culture Review, 5(S3). https://doi.org/10.21744/lingcure.v5ns3.1687 Marshel, J., & Ratnawulan. (2020). Analysis of Students Worksheet (LKPD) integrated science with the theme of the motion in life using integrated connected type 21st century learning.
Journal of Physics: Conference Series, 1481(1), 012046. https://doi.org/10.1088/1742- 6596/1481/1/012046
Mazrieva, Eva. (2021, February 26). Indeks Keberadaban Digital: Indonesia Terburuk se-Asia Tenggara. VOA Indonesia. https://www.voaindonesia.com/a/indeks-keberadaban-digital- indonesia-terburuk-se-asia-tenggara/5794123.html
Nguyen, L. T., Kanjug, I., Lowatcharin, G., Manakul, T., Poonpon, K., Sarakorn, W., Somabut, A., Srisawasdi, N., Traiyarach, S., & Tuamsuk, K. (2022). How teachers manage their classroom in the digital learning environment – experiences from the University Smart Learning Project. Heliyon, 8(10), e10817. https://doi.org/10.1016/j.heliyon.2022.e10817
Octaviana, F., Wahyuni, D., & Supeno, S. (2022). Pengembangan E-LKPD untuk Meningkatkan Keterampilan Kolaborasi Siswa SMP pada Pembelajaran IPA. Prima Magistra: Jurnal Ilmiah Kependidikan, 4(2), 2345–2353. https://doi.org/10.31004/edukatif.v4i2.2332
Pelikan, E., Lüftenegger, M., Holzer, J., Korlat, S., Spiel, C., & Schober, B. (2021). Learning during COVID-19: the role of self-regulated learning, motivation, and procrastination for perceived competence. Zeitschrift Fur Erziehungswissenschaft, 24(2), 393–418. https://doi.org/10.1007/s11618-021-01002-x
Pribadi, Y., Sholeh, D. A., & Auliaty, Y. (2021). Pengembangan E-LKPD Materi Bilangan Pecahan Berbasis Problem Based Learning pada Kelas IV Sekolah Dasar. Prima Magistra, 2(2), 264–279. https://doi.org/10.37478/jpm.v2i2.1116
Purnamasari, L. E. P., Herlina, K., Distrik, I. W., & Andra, D. (2021). Students’ Digital Literacy and Collaboration Abilities: An Analysis in Senior High School Students. Indonesian Journal of Science and Mathematics Education, 4(1), 48–57. https://doi.org/10.24042/ijsme.v4i1.8452
Puspita, V., & Dewi, I. A. (2021). Efektifitas E-LKPD berbasis Pendekatan Investigasi terhadap Kemampuan Berfikir Kritis Siswa Sekolah Dasar. Jurnal Cendekia: Jurnal Pendidikan Matematika, 5(1), 86–96. https://doi.org/10.31004/cendekia.v5i1.456
Putu, N., Pratiwi, S., & Margunayasa, G. (2022). E-LKPD Berbasis Inkuiri Terbimbing Pada Muatan IPA Materi Perpindahan Kalor Kelas V. Jurnal Pedagogi Dan Pembelajaran, 5(1), 100–108. https://doi.org/10.23887/JP2.V5I1.46542
Sycheva, E., Budagov, A., & Novikov, A. (2020). Urban infrastructure development in a global knowledge-based economy. SHS Web of Conferences, 74, 03013. https://doi.org/10.1051/shsconf/20207403013
Suputra, I. N., Basuki, A., & Septiana, A. (2023). Improve Students’ Critical Thinking and Skills Through Canva-Based E-Modules. In Advances in economics, business and management research (pp. 167–178). Atlantis Press. https://doi.org/10.2991/978-94-6463-178-4_18
Sophonhiranrak, S. (2021). Features, barriers, and influencing factors of mobile learning in higher education: A systematic review. Heliyon, 7(4), e06696. https://doi.org/10.1016/j.heliyon.2021.e06696
Steinmayr, R., Lazarides, R., Weidinger, A. F., & Christiansen, H. (2021). Teaching and learning during the first COVID-19 school lockdown: Realization and associations with parent- perceived students’ academic outcomes. Zeitschrift Fur Padagogische Psychologie, 35(2–3), 85–106. https://doi.org/10.1024/1010-0652/a000306
Teevan, C. J., Li, M. Y., & Schlesselman, L. S. (2011). Index of Learning Styles in a U.S. School of Pharmacy. Pharmacy Practice (Internet), 9(2). https://doi.org/10.4321/s1886- 36552011000200004
Verma, G., Campbell, T., Melville, W., & Park, B. (2020). Science Teacher Education in the Times of the COVID-19 Pandemic. Journal of Science Teacher Education, 31(5), 483–490. https://doi.org/10.1080/1046560x.2020.1771514
Waller, R. R., Lemoine, P. A., Mense, E. G., Garretson, C. J., & Richardson, M. K. (2019). Global Higher Education in a VUCA World: Concerns and Projections. Journal of Education and Development, 3(2), 73. https://doi.org/10.20849/jed.v3i2.613
Wong, Z. Y., & Liem, G. a. D. (2021). Student Engagement: Current State of the Construct, Conceptual Refinement, and Future Research Directions. Educational Psychology Review, 34(1), 107–138. https://doi.org/10.1007/s10648-021-09628-3
Yu, Z. (2022). Sustaining Student Roles, Digital Literacy, Learning Achievements, and Motivation in Online Learning Environments during the COVID-19 Pandemic. Sustainability, 14(8), 4388. https://doi.org/10.3390/su14084388