MULTIMODAL MODEL MELALUI E-LEARNING PADA MATA KULIAH GEOMETRI BIDANG DI MASA PANDEMI COVID 19 - Titin Masfingatin; Wasilatul Murtafiah; Ika Krisdiana; Reza Kusuma Setyansah; Vera Dewi Susanti (UNIVERSITAS MUHAMMADIYAH METRO, 2021)
Pada masa pandemi covid 19 pembelajaran dilaksanakan secara online dengan memanfaatkan e-learning. Multimodal model merupakan komponen pokok dalam pembelajaran online, yang meliputi konten, sosial emosional, tanya jawab, refleksi dan evaluasi. Penelitian ini bertujuan untuk mendeskripsikan efektifitas penerapan multimodal model melalui e-learning pada pembelajaran geometri bidang. Jenis penelitian ini adalah deskriptif. Subjek penelitian adalah mahasiswa semester 1 program studi pendidikan matematika sebanyak 63 mahasiswa. Pengumpulan data menggunakan teknik dokumentasi, observasi dan tes. Hasil penelitian menunjukkan bahwa penerapan multimodal model efektif dalam pembelajaran geometri bidang. Komponen multimodal model meliputi konten, tanya jawab, sosial emosional, evaluasi dan refleksi dapat terlaksana dengan baik melalui e-learning. Penerapan multimodal model melalui e-learning membutuhkan aplikasi pendukung agar dapat optimal dalam pelaksanaannya, terutama pada komponen sosial emosional dan tanya jawab. selain itu, penerapan multimodal model dapat menumbuhkan kreatifitas dosen dalam menciptakan media yang mendukung pembelajaran online, seperti video berbasis powerpoint dan audio.Kata Kunci: E-learning; geometri bidang; multimodal model; pandemi covid 19. AbstractDuring the Covid 19 pandemic, learning was carried out online by utilizing e-learning. The multimodal model is a key component in online learning, which includes content, social emotional, question and answer, reflection and evaluation. This study aims to describe the effectiveness of the application of the multimodal model through e-learning in field geometry learning. This type of research is descriptive. The research subjects were the first semester students of the mathematics education study program, totaling 63 students. Collecting data using documentation techniques, observation and tests. The results showed that the application of the multimodal model was effective in learning field geometry. The multimodal components of the model including content, question and answer, social emotional, evaluation and reflection can be carried out well through e-learning. The application of the multimodal model through e-learning requires supporting applications so that it can be optimal in its implementation, especially in the social emotional component and question and answer. In addition, the application of the multimodal model can foster the creativity of lecturers in creating media that supports online learning, such as powerpoint-based videos and audio.Keywords: Covid-19 pandemic; e-learning; field geometry; multimodal.