PEMBERDAYAAN HASIL BELAJAR AFEKTIF MAHASISWA MELALUI MODEL PEMBELAJARAN SEARCH, SOLVE, CREATE, AND SHARE (SSCS) BERBANTUAN MEDIA VIDEO - Widyaningrum, Diyah Ayu; Wijayanti, Titik (Didaktika Biologi: Jurnal Penelitian Pendidikan Biologi, 2017)
Pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses pemerolehan ilmu dan pengetahuan, penguasaan kemahiran, serta pembentukan sikap dan kepercayaan pada peserta didik. Sikap peserta didik dikenal dengan kemampuan afektif. Selain sikap, kemampuan afektif berhubungan dengan minat dan nilai-nilai. Berdasarkan observasi di IKIP Budi Utomo Malang pada matakuliah Biokimia menunjukkan bahwa kemampuan afektif siswa belum diberdayakan. Pembelajaran yang dilakukan hanya menilai kemampuan kognitif peserta didik. Hasil belajar afektif peserta didik dapat diketahui dengan penerapan model pembelajaran Search, Solve, Create and Share (SSCS). Model pembelajaran SSCS dapat dilengkapi dengan media video. Tujuan penelitian adalah menjelaskan pemberdayaan hasil belajar afektif mahasiswa melalui model pembelajaran SSCS dengan media video. Rancangan penelitian yang digunakan ialah eksperimen semu (quasi) dengan Pretest-Postest Nonequivalent Control Group Design. Variabel bebas adalah model pembelajaran SSCS. Variabel terikat adalah hasil belajar afektif. Hasil belajar afektif diukur dengan tes dan angket yang berisi pernyataan negatif dan positif. Data diperoleh berdasarkan hasil pretest dan postest. Uji hipotesis menggunakan anakova dengan taraf signifikansi 0,5%. Hasil penelitian menunjukkan bahwa hasil belajar afektif dapat diberdayakan menggunakan model pembelajaran SSCS dengan media video. Saran berdasarkan hasil penelitian adalah model pembelajaran SSCS dengan media video sebaiknya diaplikasikan dalam pembelajaran.Learning was an aid provided by educators in order to occur the acquiring knowledge and science, the mastery of skills, and the formation of students' attitude and confidence. The attitude of students was known as affective ability. In addition to attitude, the affective ability was related to interests and values. Based on the observation in IKIP Budi Utomo Malang on Biochemistry material showed that students' affective ability has not been empowered. The learning done only assessed students' cognitive ability. Students' affective learning outcome could be known by the application of Search, Solve, Create and Share (SSCS) learning model. SSCS learning model could be equipped with video media. The purpose of this research was to explain the empowerment of students' affective learning outcome through SSCS learning model with video media. The research design used was quasi experiment with Pretest-Posttest Nonequivalent Control Group Design. The independent variable was SSCS learning model. The dependent variable was students' affective learning outcome that measured by the affective learning outcome test and a questionnaire contained negative and positive statements. The data were obtained based on results of pretest and posttest. The hypothesis test used anakova with significance at 5%. The result showed that the affective learning outcome could be empowered using the SSCS learning model with video media. The suggestion based on research result was SSCS learning model with video media should be applied in learning.