Dampak implementasi media audiobook terhadap motivasi dan hasil belajar: Studi evaluasi di MTs SLB/A Yaketunis

Wahyono, Joko
Rachman, Dzul

Teacher in Educational Research
Vol. 5 No. 1 (2023)

Penelitian ini mengevaluasi keberhasilan pelaksanaan media audiobook pada pembelajaran di MTs SLB/A Yaketunis Yogyakarta dengan menggunakan kerangka empat level Kirkpatrick (reaksi, proses/pembelajaran, perilaku, dan hasil/dampak). Desain penelitian berupa evaluasi program dengan pendekatan deskriptif kualitatif melalui kuesioner, observasi, dan wawancara terstruktur kepada peserta didik dan pendidik. Hasil menunjukkan (1) reaksi peserta didik sangat positif (97%), menandakan penerimaan dan kenyamanan penggunaan yang tinggi; (2) pada level proses/pembelajaran, keterlibatan dan pemahaman materi meningkat dengan kategori cukup–sangat berhasil (dilaporkan 99%); (3) perubahan perilaku belajar seperti kemandirian dan partisipasi kelas teridentifikasi pada kategori berhasil (100%); (4) dampak/hasil pembelajaran menunjukkan keberhasilan umum (95%); namun (5) motivasi dan hasil belajar belum menunjukkan peningkatan yang konsisten. Faktor pembatas meliputi kesiapan pendidik dalam desain instruksional berbasis audiobook, ketersediaan sarana bantu, serta kesesuaian konten dengan karakteristik peserta didik berkebutuhan khusus. Implikasi praktis merekomendasikan penyesuaian desain pembelajaran, pelatihan pendidik, kurasi materi yang ramah akses, dan pemantauan berkelanjutan agar implementasi lebih berdampak pada motivasi dan capaian belajar. Secara keseluruhan, media audiobook diterima baik dan mendukung proses belajar, tetapi memerlukan penguatan praktik implementasi untuk menghasilkan peningkatan motivasi dan hasil belajar yang terukur.   The impact of audiobook implementation on motivation and learning outcomes: An evaluation study at MTs SLB/A Yaketunis   Abstract: This study evaluates the implementation of audiobook media in instruction at MTs SLB/A Yaketunis, Yogyakarta, using the four-level Kirkpatrick framework (reaction, learning/process, behavior, and results). A program-evaluation design with a qualitative descriptive approach was employed, drawing on questionnaires, observations, and structured interviews with students and teachers. The findings indicate highly positive reactions (97%), reflecting strong acceptability and comfort of use; at the learning/process level, engagement and content comprehension improved, reported within the fairly to highly successful range (99%); behavioral indicators such as independence and classroom participation improved (100%); and results showed general success (95%). However, improvements in motivation and learning outcomes were not consistently observed. Limiting factors include teachers’ readiness for audiobook-based instructional design, availability of assistive infrastructure, and alignment of materials with the characteristics of learners with special needs. Practical implications recommend refining instructional design, providing targeted teacher training, curating accessible content, and instituting ongoing monitoring to achieve measurable gains in motivation and attainment. Overall, audiobook media is well received and supports learning processes; nevertheless, stronger implementation practices are required to translate acceptance and process gains into consistent improvements in motivation and learning outcomes.