SPIRAL CIVIC RESEARCH LEARNING MODEL (SCRLM): PENDEKATAN FLIPPED CLASSROOM–COGNITIVE APPRENTICESHIP DALAM PROJECT-BASED LEARNING UNTUK MENINGKATKAN KETEPATAN WAKTU PROYEK DAN CIVIC DISPOSITION PADA MATAKULIAH KEWARGANEGARAAN
Abstract
This developmental research aims to produce a valid and effective Spiral Civic Research Learning Model (SCRLM) a Flipped Classroom model based on Cognitive Apprenticeship within Project-Based Learning with a five-cycle spiral approach—to improve project timeliness and civic disposition of students in Civics Education courses. Using Research and Development approach with the ADDIE model integrated with Bruner's spiral curriculum principle and quasi-experimental nonequivalent control group design, this study involved 240 students from 6 classes (3 experimental classes, 3 control classes) at a university. The experimental classes received the SCRLM intervention with an alternating pattern of five cycles between case study-based material sessions and flipped classroom project sessions over 13 meetings, while control classes used conventional learning. The results showed that SCRLM obtained a validity score of 94.2% from experts (very valid category). The experimental group demonstrated proposal submission timeliness (90%) and final article submission timeliness (85%) significantly higher than the control group (60% and 50%) with significant Chi-Square tests (p < 0.05). The civic disposition of the experimental group increased with an N-Gain of 0.58 (medium category), significantly higher than the control group (N-Gain 0.21) with Independent Sample T-Test showing significant differences (p < 0.05). Student responses to SCRLM were very positive (92.1%). This model has proven effective in improving project timeliness and student civic disposition and can be recommended as an innovative learning model for Civics Education in higher education.
Penelitian pengembangan ini bertujuan menghasilkan Spiral Civic Research Learning Model (SCRLM) yang valid dan efektif. Sebuah model Flipped Classroom berbasis Cognitive Apprenticeship dalam Project-Based Learning dengan pendekatan spiral lima siklus untuk meningkatkan ketepatan waktu proyek dan civic disposition mahasiswa pada matakuliah Kewarganegaraan. Menggunakan pendekatan Research and Development dengan model ADDIE yang diintegrasikan prinsip spiral curriculum Bruner dan desain kuasi-eksperimen tipe nonequivalent control group, penelitian ini melibatkan 240 mahasiswa dari 6 kelas (3 kelas eksperimen, 3 kelas kontrol) di salah satu perguruan tinggi. Kelas eksperimen menerima intervensi SCRLM dengan pola selang-seling lima siklus antara sesi materi berbasis studi kasus dan sesi proyek flipped classroom selama 13 pertemuan, sementara kelas kontrol menggunakan pembelajaran konvensional. Hasil penelitian menunjukkan SCRLM memperoleh skor validitas 94,2% dari ahli (kategori sangat valid). Kelompok eksperimen menunjukkan ketepatan waktu pengumpulan proposal (90%) dan artikel final (85%) yang secara signifikan lebih tinggi dibanding kelompok kontrol (60% dan 50%) dengan uji Chi-Square signifikan (p < 0,05). Civic disposition kelompok eksperimen meningkat dengan N-Gain 0,58 (kategori sedang) signifikan lebih tinggi dibanding kelompok kontrol (N-Gain 0,21) dengan Independent Sample T-Test menunjukkan perbedaan signifikan (p < 0,05). Respons mahasiswa terhadap SCRLM sangat positif (92,1%). Model ini terbukti efektif meningkatkan ketepatan waktu proyek dan civic disposition mahasiswa serta dapat direkomendasikan sebagai inovasi pembelajaran Kewarganegaraan di perguruan tinggi.
Keywords
Full Text:
PDFReferences
Akker, J. van den, Branch, R. M., Gustafson, K., Nieveen, N., & Plomp, T. (1999). Design approaches and tools in education and training. Kluwer Academic Publishers.
Al Zayyan, A., & Laura, I. (2025). Penerapan model pembelajaran berbasis proyek dalam pembelajaran PKn SD. Jurnal Intelek Dan Cendikiawan Nusantara, 2(1), 45-53.
Bergmann, J., & Sams, A. (2012). Flip your classroom: Reach every student in every class every day. International Society for Technology in Education.
Branch, R. M. (2009). Instructional design: The ADDIE approach. Springer.
Branson, M. S. (1999). Belajar "civic education" dari Amerika. LKiS.
Bruner, J. S. (1960). The process of education. Harvard University Press.
Cham, J., Lee, J., & Migunov, D. (2024). Quasi-experimental methods in educational research: When and how to use them. Asia Pacific Education Review, 25(3), 345–358. https://doi.org/10.1007/s12564-023-09876-4
Cholisin, dkk. (2002). Civic education pendidikan kewarganegaraan. Pimpinan Pusat Muhammadiyah.
Collins, A., Brown, J. S., & Newman, S. E. (1989). Cognitive apprenticeship: Teaching the crafts of reading, writing, and mathematics. Dalam L. B. Resnick (Ed.), Knowing, learning, and instruction: Essays in honor of Robert Glaser (hlm. 453-494). Lawrence Erlbaum Associates.
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
Creswell, J. W., & Clark, V. L. P. (2011). Designing and conducting mixed methods research (2nd ed.). SAGE Publications.
Field, A. (2018). Discovering statistics using IBM SPSS statistics (5th ed.). SAGE Publications.
Gregory, R. J. (2000). Psychological testing: History, principles, and applications (3rd ed.). Allyn & Bacon.
Hake, R. R. (1999). Analyzing change/gain scores. American Journal of Physics, 66(1), 64-74.
Hwang, G. J., & Tu, Y. F. (2021). A spiral curriculum approach to developing computational thinking in K-12 education. Computers & Education, 171, 104238. https://doi.org/10.1016/j.compedu.2021.104238
Lai, C. H., Tseng, C. Y., & Hsia, Y. T. (2024). 應用翻轉教學融入認知學徒制於程式設計教學 [Penerapan flipped classroom dengan pendekatan cognitive apprenticeship dalam pengajaran pemrograman]. 人文社會學報 (Journal of Humanities and Social Sciences), 20(3), 301-318.
Li, R. Y., & Sun, J. C. Y. (2024). Identifying key factors of dynamic ADDIE model for instructional virtual reality design: An exploratory study. Interactive Learning Environments, 32(10), 6984–6996. https://doi.org/10.1080/10494820.2023.2187425
Miles, M. B., Huberman, A. M., & Saldaña, J. (2014). Qualitative data analysis: A methods sourcebook (3rd ed.). SAGE Publications.
Putri, R. D., & Wibowo, A. (2025). The effect of spiral project-based learning on students' time management skills. Innovations in Education and Teaching International, 62(1), 78–92. https://doi.org/10.1080/14703297.2024.2316789
Saputra, R., Adha, M. M., Mentari, A., & Rohman. (2025). Pengaruh kecerdasan interpersonal terhadap civic disposition mahasiswa. Repository Universitas Lampung.
Sugiyono. (2019). Metode penelitian pendidikan: Pendekatan kuantitatif, kualitatif, dan R&D. Alfabeta.
Supriadi. (2016). Pembelajaran pendidikan kewarganegaraan berdasarkan kurikulum berbasis KKNI dalam meningkatkan watak kewarganegaraan (civic disposition) mahasiswa. Universitas Riau.
Susanti, S. (2022). Pengembangan flipped classroom untuk pelatihan guru baru dengan pendekatan cognitive apprenticeship (Tesis). Universitas Negeri Jakarta.
Thomas, J. W. (2000). A review of research on project-based learning. Autodesk Foundation. http://www.bobpearlman.org/BestPractices/PBL_Research.pdf
Zhang, X., & Liu, J. (2024). Spiral curriculum design for character education in Asian higher education contexts. Asia Pacific Education Review, 25(2), 301–315. https://doi.org/10.1007/s12564-023-09889-z
DOI: https://doi.org/10.17509/e.v25i2.98155
Refbacks
- There are currently no refbacks.
Copyright (c) 2026 EDUTECH
Ciptaan disebarluaskan di bawah Lisensi Creative Commons Atribusi-BerbagiSerupa 4.0 Internasional.