Integrating Moodle In Aesthetic-Efferent Reading Comprehension Activities In Blended Learning Context

Erni Yulianti, Cucu Sutarsyah, Flora Flora

Abstract


Penelitian ini meneliti penggunaan moodle untuk mendukung pemahaman bacaan estetika-efferent dalam kegiatan belajar-mengajar pada konteks pembelajaran campuran. Penelitian ini merupakan penelitian kualitatif. Para siswa di salah satu sekolah menengah atas di Pangkalpinang adalah peserta dalam penelitian ini. Penelitian ini menggunakan tiga teknik dalam pengumpulan data; observasi, wawancara dan kuesioner. Data dari observasi di analisis secara qualitative untuk menginvestasi interaksi aktual dalam mengintegrasikan Moodle pada kegiatan membaca pemahaman secara estetika-efferent. Data dari wawancara di transkripsikan dan dianalisis berdasarkan pertanyaan penelitian, sedangkan kuesioner data di analisis menggunakan Skala Likert. Kuesioner menggambarkan sikap siswa terhadap Moodle dalam pembelajaran campuran yang dirumuskan ke dalam tiga kategori (positif, tidak pasti, dan negatif). Hasil penelitian menunjukkan bahwa empat fitur moodle, upload dan sharing materi, forum, kuis, dan penilaian diterapkan untuk mendukung kegiatan pemahaman bacaan secara estetika-efferent. Data menunjukkan bahwa moodle memfasilitasi siswa dalam kegiatan pemahaman bacaan secara estetika-efferent di dalam forum dan kuis. Sikap siswa terhadap pengintegrasian moodle pada aktivitas membaca secara estetika-efferent adalah positif.

This study investigated the use of moodle to support aesthetic-efferent readingcomprehension in teaching and learning activities for blended-learning context. This study was qualitative research. The students at one of senior high schools in Pangkalpinang were the participants in this study. This study employed three techniques in data collection; they were observation, interview and questionnaire.The data from observations were analyzed qualitatively to investigate their actual interaction in integrating moodle for aesthetic-efferent reading comprehension activities. The data from interviews were transcribed and analyzed based on research questions while the data from questionnaires were analyzed by using Likert Scales. The questionnaires portrayed the students attitude toward moodle in terms of blended learning, were formulated into three categories (positive, uncertain, and negative).The results of study showed that four moodle features, uploading and sharing materials, forum, quiz, and grade were applied to support classroom aesthetic-efferent reading comprehension activities. The data showed that moodle facilitated students in aesthetic-efferent reading comprehension activities in forum and quiz. And Students attitude toward integrating of moodle for aesthetic-efferent reading comprehension activities was positive.

Keywords: Aesthetic-efferent reading comprehension, blended learning, moodle.


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References


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