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All Journal Attractive : Innovative Education Journal Didaktika: Jurnal Kependidikan
Citra Fitri Kholidya
Universitas Negeri Surabaya, Indonesia
Education Languange, Linguistic, Communication & Media Mathematics Other

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Pengaruh Paket Flipped Classroom Berbantuan Video Microlearning dan Gaya Belajar terhadap Kemampuan Reading dan Speaking Siswa Sman 19 Surabaya Dyah Kartika Susanti; Mustaji; Andi Kristanto; Lamijan Hadi Susarno; Citra Fitri Kholidya
Attractive : Innovative Education Journal Vol. 8 No. 4 (2026): Attractive : Innovative Education Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/aj.v8i4.2962

Abstract

This study examines differences in students’ reading and speaking abilities based on instructional conditions and visual, auditory, and kinesthetic learning styles. It involved 350 students, comprising 174 students from SMAN 19 Surabaya who participated in a flipped classroom supported by microlearning videos and 176 students from SMAN 20 Surabaya who received conventional lecture-based instruction. Data were analyzed using Multivariate Analysis of Variance (MANOVA) to examine the effects of instructional conditions, learning styles, and their interaction. The mean reading scores were 77.66 and 66.79 for the flipped classroom and lecture-based groups, respectively, while the mean speaking scores were 77.80 and 65.46, respectively. These results indicate descriptive mean differences of 10.87 points in reading and 12.34 points in speaking. The findings suggest statistically significant multivariate differences associated with instructional conditions, learning styles, and their interaction. However, these results require verification against the original statistical output. An important limitation is that each instructional condition was implemented in only one school, making it difficult to distinguish instructional effects from school-level differences. Nevertheless, the findings highlight the potential of microlearning video-supported flipped classrooms to enhance students’ reading and speaking skills through independent learning, discussion, and communicative practice. Future research should involve multiple schools for each instructional condition and account for student clustering to establish stronger empirical evidence for effective English language teaching.
Pengembangan Multimedia Interaktif Pelajaran Informatika dengan Model Problem Based Learning untuk Meningkatkan Kemampuan Analisis dan Penerapan Berpikir Komputasional Siswa Kelas X Sekolah Menengah Atas Nurhayati N.LR Nurhayati N.LR; Bachtiar Sjaiful Bachri; Fajar Arianto; Citra Fitri Kholidya
Didaktika: Jurnal Kependidikan Vol. 15 No. 4 November (2026): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.5232

Abstract

Penelitian ini bertujuan menguji efektivitas multimedia interaktif “KomputaThink” berbasis Problem Based Learning (PBL) terhadap kemampuan analisis dan penerapan berpikir komputasional siswa kelas X pada pembelajaran Informatika. Penelitian menggunakan pendekatan kuantitatif dengan metode kuasi eksperimen dan desain Nonequivalent Control Group Design. Partisipan terdiri atas 60 siswa yang terbagi menjadi kelompok eksperimen dan kontrol, masing-masing 30 siswa. Kelompok eksperimen mengikuti pembelajaran menggunakan multimedia interaktif yang mengintegrasikan sintaks PBL, sedangkan kelompok kontrol mengikuti pembelajaran pembanding. Instrumen penelitian berupa tes kemampuan analisis dan tes penerapan berpikir komputasional yang mencakup dekomposisi, pengenalan pola, abstraksi, dan algoritma. Validitas isi instrumen diperiksa menggunakan Aiken’s V, validitas empiris butir menggunakan korelasi Pearson, dan reliabilitas internal menggunakan Cronbach’s Alpha. Analisis data meliputi statistik deskriptif, uji asumsi, paired-samples t-test, independent-samples t-test terhadap change score, normalized gain, Cohen’s d, dan ANCOVA dengan skor pre-test sebagai kovariat. Dalam dataset sintetis yang digunakan untuk penyusunan draf ini, rerata kemampuan analisis kelompok eksperimen meningkat dari 54,48 menjadi 74,51, sedangkan kelompok kontrol meningkat dari 55,53 menjadi 67,69. Pada penerapan berpikir komputasional, rerata kelompok eksperimen meningkat dari 52,41 menjadi 73,35, sedangkan kelompok kontrol meningkat dari 52,83 menjadi 62,44. Perbedaan change score menghasilkan Cohen’s d sebesar 1,56 untuk kemampuan analisis dan 2,28 untuk penerapan berpikir komputasional. ANCOVA menunjukkan perbedaan adjusted post-test yang signifikan pada kedua outcome setelah skor awal dikendalikan. Hasil tersebut menunjukkan pola peningkatan yang lebih besar pada kelompok yang memperoleh multimedia interaktif berbasis PBL.
Co-Authors Andi Kristanto Bachtiar Sjaiful Bachri Dyah Kartika Susanti Fajar Arianto Lamijan Hadi Susarno Mustaji Nurhayati N.LR Nurhayati N.LR