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Jurnal Inovasi dan Teknologi Pembelajaran
Published by Universitas Negeri Malang
ISSN : 24068780     EISSN : 26547953     DOI : https://doi.org/10.17977/um031
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Jurnal Inovasi dan Teknologi Pembelajaran is a peer reviewed journal that covers the entire spectrum of innovative educational technology applications including the design development utilization management and evaluation to solve learning problems and knowledge exchange The journal welcomes a variety of approaches to empirical research qualitative quantitative R and D and mixed methods as well as high quality systematic reviews and meta analysis Jurnal Inovasi dan Teknologi Pembelajaran is a channel for authors to disseminate their high quality of systematice review meta analysis research and development case study experimental research that are useful in the field of educational and learning technologies The journals goal is to serve as a medium for researcher communication as well as a link between researchers practitioners and policymakers The journal publishes research articles in the following areas Design and implementation of instructional technology Innovative curriculum development Strategies and models of general and specific learning Cooperative learning collaborative learning peer learning Problem based project based and inquiry based learning Research and development methods Emerging technologies Integration of technology in learning Development learning media Smart learning environment Online learning Adaptive learning Learning analytics Learners characteristics Mobile learning Digital classroom digital learning resources and environments Hypermedia in learning Quality assurance of learning STEM STEAM education MOOCs TPACK Augmented reality virtual reality mixed reality Virtual laboratory Innovative assessment and evaluation
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Articles 94 Documents
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Application of the problem based learning model and guided inquiry on learning outcomes and student interest Anna Juniar; Debora Renita Paulina Siahaan
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 2 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22024p095

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah terdapat perbedaan dengan penerapan model pembelajaran berbasis masalah dan inkuiri terbimbing terhadap hasil belajar dan minat siswa. Sifat penelitian adalah eksperimen semu dengan desain kelompok kontrol pre-test dan post-test. Sampel penelitiannya adalah Kelas XI IPA 2 sebagai kelas eksperimen I dengan menggunakan model pembelajaran berbasis masalah dan Kelas XI IPA 4 sebagai kelas eksperimen II dengan menggunakan model inkuiri terbimbing. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar dan minat siswa pada materi asam dan basa, dengan rata-rata nilai post-test Kelas Eksperimen I sebesar 88,90 dan rata-rata minat akhir sebesar 83,12; kelas adalah 83,12.Kelas II sebesar 88,90, 86,62 dan hasil akhir sebesar 82,46.Hasil temuan menunjukkan bahwa terdapat perbedaan hasil dan minat belajar siswa, serta terdapat korelasi positif antara minat dan hasil belajar pada kedua model. Kami berharap hasil penelitian ini dapat membantu para pendidik memahami dan menerapkan model pembelajaran yang inovatif dan efektif kepada siswa. Abstract: This study explores the differences between the application of problem-based learning models and guided inquiry on students’ learning outcomes and interest. This research is a pseudo-experiment with a pre-test and post-test control group design. The research sample consisted of students in the eleventh grade 2 science class who served as the experimental class I using a problem-based learning model and students in the eleventh grade 4 science class as the experimental class II using the guided inquiry model. The results showed differences in learning outcomes and student interest in acid and base materials, with an average post-test score of 88.90 and an average final interest of 83.12 from Experimental Class I. Meanwhile, the experimental class II attained an average post-test score of 88.90, 86.62 and the final result was 82.46. The findings indicated differences in student learning outcomes and interest, with a positive correlation between interest and learning outcomes in both models. It is hoped that the results of this study will assist educators in understanding and applying innovative and effective learning models to students.
The implementation of Kahoot! based assessment and its impact on students' motivation in learning mathematics Indah Syafrina Lubis; Syafika Ulfah
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 2 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i22024p106

Abstract

Abstrak: Penelitian menggunakan aplikasi Kahoot! mempengaruhi motivasi belajar peserta didik dalam pembelajaran matematika menjadi tujuan penelitian ini. Penelitian ini menggabungkan prosedur pra-eksperimental dengan metode kualitatif dan kuantitatif dalam desain one group pretest-posttest. Peneliti menemukan bahwa ketika peserta didik menggunakan aplikasi Kahoot!, motivasi belajar matematika mereka meningkat sebesar 12% (60.58 > 54.03). Berdasarkan hasil analisis kualitatif menyatakan bahwa aplikasi Kahoot! membuat pembelajaran matematika lebih menarik, tidak membosankan, meningkatkan interaksi sosial terhadap pembelajaran matematika, serta memberikan dorongan kompetitif yang positif. Selain itu, berdasarkan hasil analisis kuantitatif menunjukkan adanya perbedaan yang signifikansi antara nilai motivasi belajar matematika sebelum dan sesudah penerapan aplikasi Kahoot!. Hasil uji t menunjukkan nilai signifikansi (Sig) lebih rendah dari nilai alpha (0,000 < 0.05), sehingga H0 ditolak dan H1 diterima yang berarti terdapat pengaruh yang signifikan antara sebelum dan sesudah menggunakan aplikasi Kahoot!. Hasil uji N-Gain motivasi belajar matematika sebesar 0.30, skor ini dikategorikan sedang yang artinya penggunaan aplikasi Kahoot! dalam pembelajaran matematika cukup efektif dalam meningkatkan motivasi mempelajari mata pelajaran tersebut. Abstract: This research uses the Kahoot! to influence students' learning motivation in learning mathematics is the goal of this study. This study combines pre-experimental procedures with qualitative and quantitative methods in a single-group pretest-posttest design. Researchers found that when students used the Kahoot! app, their motivation to learn math increased by 12% (60.58 > 54.03). Based on the qualitative analysis results, it is stated that the Kahoot! application makes mathematics learning more interesting, not boring, enhances social interaction in mathematics learning, and provides positive competitive motivation. Additionally, based on the quantitative analysis results, there is a significant difference in motivation for learning mathematics before and after the implementation of the Kahoot! application. The t-test results show a significance value (Sig) lower than the alpha value (0.000 < 0.05), thus rejecting the null hypothesis (H0) and accepting the alternative hypothesis (H1), which means there is a significant impact between before and after using the Kahoot! application. The N-Gain test result for motivation in learning mathematics is 030, categorized as moderate, indicating that the use of the Kahoot! application in mathematics education is quite effective in improving motivation to study the subject.
The influence of the guided inquiry method and critical thinking on the learning outcomes of culinary arts in class X high school students Wawan Gunawan; Yunus Karyanto; Yoso Wiyarno; Atiqoh Atiqoh; Suharti Suharti; Harwanto Harwanto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 1 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12024p001

Abstract

Abstrak: Pembelajaran yang memberikan pengalaman dan partisipasi siswa adalah pembelajaran inkuiri karena pembelajaran inkuiri menuntut siswa untuk melakukan aktivitas, mengamati, menganalisis, dan menarik kesimpulan dari aktivitas yang diamati. Artinya metode inkuiri dapat mengembangkan kemampuan berpikir siswa sehingga menuntut siswa untuk mengambil inisiatif dalam memecahkan masalah. Tujuan dari penelitian ini adalah untuk mengetahui ada pengaruh hasil belajar tata boga antara yang menggunakan metode guided inquiry dan metode ekspositori, pada siswa yang mempunyai kemampuan berpikir kritis berbeda. Penelitian ini menggunakan rancangan kuasi eksperimental faktorial 2X2. Hasil penelitian ini dapat ditarik simpulan sebagai berikut: Ada perbedaan hasil belajar tata boga siswa yang memiliki kemampuan berpikir kritis tinggi dengan kemampuan berpikir kritis rendah dan ada interaksi antara penerapan metode guided inquiry dan kemampuan berpikir kritis terhadap hasil belajar tata boga siswa. Berdasarkan temuan penelitian dapat disimpulkan bahwa penggunaan metode guided inquiry dan keterampilan berpikir kritis dapat meningkatkan hasil belajar tata boga pada siswa SMA Kelas X. Abstract: Learning that provides student experience and participation is inquiry learning because inquiry learning requires students to carry out activities, observe, analyze and draw interesting conclusions from the activities observed. This means that the inquiry method can develop students' thinking abilities so that it requires students to take the initiative in solving problems. The aim of this research is to determine whether there is an influence on culinary learning outcomes between those using the guided inquiry method and the expository method, on students who have different critical thinking abilities. This research uses a 2X2 factorial quasi-experimental design. The following conclusions can be drawn from the results of this research: There are differences in the culinary learning outcomes of students who have high critical thinking abilities and those with low critical thinking abilities and there is an interaction between the application of the guided inquiry method and critical thinking abilities on students' culinary cooking learning outcomes. Based on research findings, it can be concluded that the use of guided inquiry methods and critical thinking skills can improve culinary learning outcomes in Class X high school students.
Development of augmented reality feature modules on the introduction of historical monuments in Timor Leste Imelda Florenciana Usfinit; Dedi Kuswandi; Yerry Soepriyanto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 1 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12024p011

Abstract

Abstrack: Tujuan dari penelitian ini adalah untuk menghasilkan modul monumen bersejarah yang dilengkapi dengan fungsi augmented reality (AR) untuk siswa kelas IX yang valid/cocok untuk melengkapi pengajaran dan praktis untuk meningkatkan hasil belajar siswa. Penelitian ini menggunakan model pengembangan Lee dan Owens. Persentase hasil yang diperoleh dari validasi ahli media adalah 80%, dalam kategori valid dan layak. Pengetahuan material menyumbang 96,6% dari kelas yang valid dan layak. Siswa dan nilai ujian diterima dengan baik. Sementara itu, siswa yang ditugaskan secara acak mendapat nilai 93% (nilai bagus) dalam ujian mereka. Rata-rata pretest sebesar 90,75% dan rata-rata posttest sebesar 88,1%. Itu menunjukkan n-gain atau difference sebesar 65,52%. Oleh karena itu, dapat dikatakan bahwa terdapat perbedaan yang signifikan terhadap hasil belajar sebelum dan sesudah ujian. Berdasarkan kriteria, termasuk kriteria hasil belajar. Abstract: This study aims to produce a historical monument module equipped with augmented reality (AR) functions for the 9th-grade gymnasium, which is suitable for supplementing teaching and improving student learning outcomes. The study employed the development model suggested by Lee and Owens. The percentage results obtained through the validation of media experts were 80% of valid and feasible categories. The data yielded 96.6% valid and feasible in categories. The students' test results were well received. Meanwhile, randomly assigned students scored 93% (good grades) in their exams. The average of the pretest was 90.75% and the average of the posttest was 88.1%. This shows a gain or difference (n-gain) of 65.52%. Therefore, it could be claimed that there is a significant difference in learning results between pretest and posttest based on various criteria, including learning outcomes criteria.
The influence of E-PjBL and student learning interest on critical thinking skills Prihatin Prihatin; Wawan Gunawan
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 1 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12024p024

Abstract

Abstrak: Penelitian ini bertujuan untuk menguji pengaruh model pembelajaran electronic project-based learning (E-PjBL) dan minat belajar terhadap kemampuan berpikir kritis pada materi pola pemotongan busana tanpa perca. Penelitian dilakukan di lembaga kursus dan pelatihan di Surabaya dengan jumlah responden sebanyak 120 peserta didik dan terbagi menjadi 2 kelompok yaitu 60 peserta didik pada kelompok kontrol dan 60 peserta didik pada kelompok eksperimen. Hasil analisis menunjukkan sebagai berikut: terdapat pengaruh model pembelajaran electronic project-based learning (E-PjBL) dan metode konvensional serta minat belajar terhadap kemampuan berpikir kritis pada materi pola pemotongan busana tanpa perca dan terdapat interaksi antara model pembelajaran electronic project-based learning (E-PjBL) dan minat belajar terhadap kemampuan berpikir kritis pada materi pola pemotongan busana tanpa perca. Maka dapat disimpulkan dari hasil penelitian bahwa model pembelajaran electronic project-based learning (E-PjBL) dan minat belajar dapat meningkatkan kemampuan berpikir kritis peserta didik. Abstract: This study attempted to see the impact of the electronic project-based learning (E-PjBL) learning model and learning interest on students' critical thinking skills using Lean pattern fashion design materials. The research was carried out at a course and training institute in Surabaya, with 120 students divided into two groups and surveyed: 60 in the control group and 60 in the experimental group. According to the findings, the electronic project-based learning (E-PjBL) learning model and the traditional learning method and interest increase student's critical thinking skills in fashion design through lean patterns. It also unveiled the relationship between modeling and a desire to learn with critical thinking skills in lean pattern fashion design. As a result of the research findings, the current study concluded that the electronic project-based learning (E-PjBL) learning model and students' interest in learning can improve students' critical thinking abilities.
Web-based teaching media innovation to improve understanding of science learning Muhamad Fahmi Yulianto; I Nyoman Sudana Degeng; Made Duananda Kartika Degeng
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 1 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12024p033

Abstract

Abstrak: Penelitian ini berfokus pada rendahnya minat siswa di salah satu sekolah menengah pertama di Kota Malang dalam mempelajari sains, terutama kesulitan dalam memahami istilah-istilah ilmiah dalam materi sains yang diberikan. Keterbatasan sumber belajar dan kurangnya perubahan dalam strategi pengajaran diidentifikasi sebagai penyebab rendahnya minat tersebut. Minimnya penggunaan media pembelajaran oleh guru yang hanya monoton menggunakan ppt dan buku teks membuat pembelajaran menjadi kurang variatif dan membuat siswa kurang tertarik untuk mengikuti pembelajaran. Penelitian ini mengevaluasi dampak penggunaan media pembelajaran berbasis web pada materi perkembangan hewan dan tumbuhan terhadap hasil belajar siswa kelas IX. Dengan menggunakan metode kuantitatif dan uji ANOVA, media web yang menyajikan konten melalui video, teks, dan gambar dibandingkan dengan PPT dan buku pelajaran konvensional di dua kelas. Hasil analisis data menunjukkan adanya perbedaan yang signifikan antara kedua kelompok (F hitung = 7,691, signifikansi = 0,008). Respons positif siswa terhadap media web menegaskan keefektifannya dalam meningkatkan minat dan pemahaman sains Abstract: This research focuses on the low interest of students in one of the junior high schools in Malang City in learning science, especially the difficulty in understanding scientific terms in the given science material. Limited learning resources and lack of change in teaching strategies were identified as the causes of low interest. The lack of use of teaching media by teachers, who only monotonously use PPTs and textbooks, makes learning less varied and makes students less interested in participating in learning. This study evaluates the impact of web-based learning media on animal and plant development material on the learning outcomes of Grade IX students. Using quantitative methods and the ANOVA test, web media presenting content through video, text, and images were compared with PPT and conventional textbooks in two classes. The results of the data analysis showed a significant difference between the two groups (F count = 7.691, significance = 0.008). The students' positive response to the web media confirmed its effectiveness in increasing interest and understanding of science.
Designing a laboratory assistant attendance system using Radio Frequency Identification (RFID) technology based on IOT Maulana Krisna Bayu Pratama; Yulia Puspita Dewi; Tri Ika Jaya Kusumawati; Dwi Pebrianti
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 11 No. 1 (2024)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v11i12024p044

Abstract

Abstrak: Tujuan penelitian ini untuk menghasilkan perangkat presensi RFID (Radio Frequency Identification) sebagai sistem presensi asisten lab di Lab Information and Communication of Technology (ICT) Terpadu Budi Luhur untuk mengatasi permasalahan yang sedang terjadi seperti antrean, kerumitan saat menginput, dan manipulasi waktu kehadiran sampai kepulangan. Pengembangan sistem ini menggunakan metode agile yang bisa menangani risiko ketidakberhasilan dalam tahap pengembangan sistem skala kecil maupun besar. Tahapan merancang sistem memanfaatkan Unified Modeling Language (UML). Pengumpulan data dilakukan dengan teknik observasi, wawancara, dan kuesioner terhadap lingkungan LAB ICT Terpadu Budi Luhur. Hasil penilaian ahli kelayakan pengujian mencapai persentase 90 (sangat pantas), pengujian praktis mencapai persentase 92 (sangat pantas), uji keamanan mencapai persentase 90 (layak), dan uji coba kelompok besar mencapai persentase 90 (sangat pantas). Dapat disimpulkan perancangan sistem dengan menggunakan UML dengan teknologi RFID dapat meningkatkan efektivitas presensi serta menyelesaikan permasalahan dalam presensi. Abstract: The current study attempted to generate an RFID (Radio Frequency Identification) attendance device as a bridge of attendance for the Computer Lab Assistant of Budi Luhur to overcome ongoing problems such as queues, complexity when inputting, and manipulation of attendance time to return. The development of this system uses agile methods that can handle the risk of failure in the small and large-scale system development stages. The system design stage uses UML. The data was collected using observation, interviews, and questionnaires in the Budi Luhur Integrated ICT LAB environment. The outcomes of the viability examination expert assessment attained a rate of 90 percent (highly achievable), the practicality test achieved a level of 92 (highly achievable), the security test attained a level of 90 (practicable), the large-group trial achieved a level of 90 (highly achievable). It can be concluded that designing a system using UML with RFID technology can increase the effectiveness of attendance and solve problems in it.
Development of an Android-based virtual laboratory as a database learning media for vocational school Riza Umami; Ibut Priono Leksono; Ujang Rohman
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 10 No. 3 (2023)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i32023p212

Abstract

Abstract: Tujuan pengembangan dan penelitian ini adalah menghasilkan produk laboratorium virtual berbasis android sebagai media pembelajaran basis data kelas XI SMK dilengkapi buku petunjuk penggunaan “Vlab base” dan meningkatkan pemahaman serta hasil belajar siswa pada topik pengelolaan tabel pada basis data menggunakan Bahasa SQL. Prosedur pengembangannyamenggunakan metode Research and Development (R&D) dan pendekatan pengembangan aplikasi model waterfall. Hasil validasi dari ahli media mencapai prosentase 92 (sangat layak), ahli desain 93 (sangat layak), dan ahli materi 94 (sangat layak). Uji kepraktisan mencapai prosentase 95 (sangat layak), kelompok kecil 90,67 (sangat layak), dan uji coba kelompok besar 93 (sangat layak) yang mempermudah siswa belajar dan praktikum mandiri memahami pengelolaan database berkategori sangat layak dan dapat digunakan guru dalam pembelajaran. Hasil pre dan post test siswa meningkatkan nilai hasil belajar siswa sebesar 100% berdasarkan kriteria efektivitas ketika digunakan dalam pembelajaran. Abstract: The goal of this research and development is to create an Android-based virtual laboratory product as a database learning medium for class XI Vocational School equipped with a manual for using "Vlab base" and to improve understanding and results of student learning in the topic of managing tables in databases using SQL language. The development procedure employed the research and development (R&D) method to create Android-based learning materials and the waterfall model application development approach. The validation results are 92% (very feasible) from the media experts, 93% (very decent) from the design experts, and 94% (very decent) from the material experts. The practicality test reaches 95% (very feasible), the small group reaches 90.67% (very feasible), and the large group trial obtains 93% (very feasible), making individual practice and learning simpler for pupils to understand database management that is categorized as very feasible and can be used by teachers in learning. Based on the criteria of effectiveness for learning, the results of the students' pre-test and post-test showed a 100% improvement in the value of student learning outcomes.
Students’ collaboration and communication skills with problem-based learning model Cynthia Nora Dwi Putri; Retna Ngesti Sedyati; Mukhamad Zulianto
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 10 No. 3 (2023)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i32023p225

Abstract

Abstrak: Penelitian ini bertujuan untuk mengetahui tingkat keterampilan kolaborasi dan komunikasi peserta didik dengan model Problem Based Learning (PBL). Subjek penelitian ini adalah 77 peserta didik yang dipilih dengan teknik purposive sampling. Penelitian ini menggunakan jenis penelitian deskriptif kuantitatif. Pengukuran data menggunakan lembar observasi yang dianalisis dengan persentase. Berdasarkan hasil penelitian keterampilan kolaborasi dan komunikasi dengan model Problem Based Learning (PBL) menunjukkan bahwa secara keseluruhan peserta didik kelas XI IPS SMAN di Banyuwangi sudah mencerminkan keterampilan kolaborasi dan komunikasi. Persentase keterampilan kolaborasi peserta didik kelas XI IPS SMAN di Banyuwangi sebesar 60,5 persen yang termasuk dalam kategori “cukup”. Selanjutnya persentase keterampilan komunikasi peserta didik kelas XI IPS SMAN di Banyuwangi sebesar 53,2 persen yang termasuk dalam kategori “cukup”. Hasil dari keterampilan kolaborasi dan komunikasi peserta didik ini menyatakan bahwa setiap peserta didik telah menunjukkan sikap dari keterampilan-keterampilan tersebut. Abstract: This study aims to determine the level of collaboration and communication skills of students with problem-based learning models. The sample of this research was 77 students which were selected by purposive sampling technique. This research uses a type of quantitative descriptive research. Measurement of data using observation sheets were analyzed by calculating the average value of the percentage. Based on the results of research on collaboration and communication skills with the Problem Based Learning (PBL) learning model, it shows that overall the students of class XI Social Sciences at Senior High School in Banyuwangi already reflect collaboration and communication skills. The percentage of collaboration skills of class XI Social students at Senior High School in Banyuwangi is 60.5 percent, which is in the "enough" category. Furthermore, the percentage of communication skills of class XI Social students at Senior High School in Banyuwangi is 53.2 percent, which is in the "enough" category. The results of these students' collaboration and communication skills state that each student has shown an attitude of these skills.
The SAMR model for the development of learning device innovations in the subject of applying electronic circuits Rykha Avadian Wahyudi; Ibut Priono Leksono; Ujang Rohman
Jurnal Inovasi dan Teknologi Pembelajaran Vol. 10 No. 3 (2023)
Publisher : Universitas Negeri Malang in collaboration with APSTPI and IPTPI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um031v10i32023p234

Abstract

Abstrak: Pengembangan dan penelitian ini menghasilkan perangkatapembelajaran dengan model SAMR (substitution, augmentation, modification, redefinition) untuk mengintegasikanateknologi agar pembelajaranalebih inovatif danakreatif serta meningkatkan pemahaman siswa. Prosedur pengembangan perangkat pembelajaran menggunakan metode pengembangan research and development (R&D) dan pendekatan model SAMR. Teknik pengumpulanadata dilakukan dengan observasiadan angket. Tahap pengujianakelayakan dilakukanaoleh ahli media, ahli desain, ahli materi, temanasejawat dan siswa. Hasil penilaian kelayakan ahli desain diperoleh prosentase 95,5 (valid). Ahli materiadiperoleh prosentase 93,8 (valid). Ahli media diperoleh prosentase 83,8 (valid). Uji kepraktisan oleh teman sejawat diperoleh prosentase 91,7 (baik). Hasil respon terhadap produk di kelompok kecil diperoleh prosentase 98,9 (baik) dan uji coba kelompok besar diperoleh prosentasea97,5 (baik). Hasil data dan analisis penelitian, disimpulkan bahwa pengembangan perangkat pembelajaran penerapan rangkaian elektronika dengan model SAMR kelas XI memudahkan siswa dan guru berkolaborasi mencapai tujuan pembelajaran dan mengembangkan kreatifitas dan inovasi siswa dengan mengintegrasikan teknologi serta dapat diterapkan dalam pembelajaran lainnya. Abstract: By incorporating technology, this Research and Development creates learning aids that use the SAMR (substitution, augmentation, modification, redefinition) model to make learning more original and creative while improving student's knowledge. The SAMR model approach and the Research and Development (R&D) method were used in the process of creating learning tools. Questionnaires and observation were used as data-collecting tools. Media specialists, design experts, material experts, coworkers, and students participated in the feasibility testing stage. A percentage of 95.5 (valid) was attained in the design expert feasibility evaluation results. Experts in material score 93.8 (valid). A valid percentage of 83.8 was given by media professionals. Colleagues' practicality test scored 91.7 out of 100, which is good. The results of the response to the product in the small group obtained a percentage of 98.9 (good), and in large group trials, it was 97.5 (good). The results of the research data and analysis concluded that the development of learning tools applying electronic circuits using the class XI SAMR model makes it easier for students and teachers to collaborate in achieving learning goals and develops student creativity and innovation by integrating technology and can be applied in other learning.

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