EVALUASI LINGKUNGAN BELAJAR ONLINE DALAM PEMBELAJARAN MATEMATIKA MENGGUNAKAN MODEL CIPP
Abstract
Penelitian ini bertujuan untuk mengevaluasi lingkungan belajar dalam pembelajaran matematika di tingkat SMA yang dilaksanakan melalui program Pembelajaran Jarak Jauh (PJJ) selama masa pandemi Covid-19 di Kabupaten Bekasi. Penelitian ini merupakan jenis penelitian evaluasi dengan menggunakan model Context, Input, Process, dan Product (CIPP) yakni (1) Context terdiri dari latar belakang program (2) Input terdiri dari akses elearning, dukungan sarana dan prasarana (3) Process terdiri dari interaksi pembelajaran, dukungan guru, equity, dan investigasi, dan (4) Product terdiri dari motivasi pembelajaran dan pemahaman materi ajar. Responden dalam penelitian ini berjumlah 258 siswa yang tersebar di 13 SMA di Kabupaten Bekasi. Instrumen yang digunakan adalah kuesioner Online Classroom Learning Environment Inventory (OCLEI) dan wawancara tidak terstruktur. Validitas instrumen yang digunakan adalah expert judgment. Selanjutnya data dianalisis secara deskriptif dan diinterpretasi untuk memperoleh gambaran konkrit mengenai kondisi faktual di lapangan. Hasil penelitian menunjukkan bahwa lingkungan belajar dalam pembelajaran matematika yang dilaksanakan melalui program PJJ pada SMA di Kabupaten Bekasi perlu dilakukan perbaikan dan peningkatan kualitas dari berbagai aspek diantaranya persiapan, sarana dan prasarana, bahan materi, dan metode pembelajaran yang digunakan dalam upaya mencapai tujuan pembelajaran. Hal tersebut didasarkan pada hasil evaluasi pada komponen context; skor nilai 3.29 dengan kategori Sangat Baik, komponen input; skor nilai 2.94 dengan kategori Baik, komponen process; skor nilai 2.88 dengan kategori Baik, dan komponen product; skor nilai 2.26 dengan kategori Kurang Baik.
This study aims to evaluate the learning environment in mathematics at the high school level, carried out through the Pembelajaran Jarak Jauh (PJJ) program during the Covid-19 pandemic in Bekasi Regency. This research is a type of evaluation research using the Context, Input, Process, and Product (CIPP) model, namely (1) Context consists of program background, (2) Input consists of access to e-learning, support for facilities, and infrastructure (3) Process consists of learning interactions, teacher support, equity, and investigation, and (4) Product consists of learning motivation and understanding of teaching materials. The respondents in this study were 258 students spread across 13 high schools in Bekasi Regency. The instruments used were the Online Classroom Learning Environment Inventory (OCLEI) questionnaire and unstructured interviews. The validity of the tool used is expert judgment. Furthermore, the data are analyzed descriptively and interpreted to obtain a concrete picture of factual conditions in the field. The results showed that the learning environment in mathematics is learning through PJJ program in high schools, Bekasi Regency, requires improvement and quality improvement from various aspects, including preparation, facilities and infrastructure, materials, and learning methods used to achieve learning objectives. Based on the results of the evaluation on the context component; a score of 3.29 with the category Excellent, input components; a score of 2.94 with the type Good, process components; a score of 2.88 with the type of Good, and component products; a score of 2.26 with less good category.
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DOI: https://doi.org/10.17509/sigmadidaktika.v9i1.48416
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