Implementation and Strengthening of Visible Learning for Elementary School Students’ in Indonesia

Sri Buwono, Jagad Aditya Dewantara, Hadi wiyono

Abstract


Abstract: Implementation and Strengthening of Visible Learning for Elementary School Students in Indonesia. Objectives: The purpose of this study is to describe the strengthening of visible learning in basic education students. Methods: This research uses mixed methods, namely quantitative and qualitative methods. The participants were elementary and junior high school teachers in Sanggau Regency, West Kalimantan Province with a total sample of 50 teachers. Data collection techniques using questionnaires and interviews. Analysis of the data using correlation analysis techniques Moment Product and t-test. Findings: The results of the study found that the implementation of six variables, four variables in the very good category and two in the good category. The relationship between variables between r values of 0.470 to 0.808 shows a strong and positive relationship. Interest analysis shows that the overall value of the variables is very important, and the variables that need strengthening are the variables of students, homes and teaching approaches. Conclusion: The implementation of visible learning factors for elementary education students has been implemented well and very well.

Keywords: visible learning, elemenetary school students, mixed method.

Abstrak: Implementasi dan Penguatan Pembelajaran Visibel Pada Peserta Didik Sekolah Dasar di Indonesia. Tujuan: Tujuan penelitian ini untuk mendeskripsikan penguatan pembelajaran visibel pada peserta didik pendidikan dasar. Metode: Penelitian ini menggunakan metode campuran yaitu metode kuantitatif dan kualitatif. Partisipan merupakan guru-guru SD dan SMP di Kabupaten Sanggau Provinsi Kalimantan Barat dengan jumlah sampel sebanyak 50 guru. Teknik pengumpulan data menggunakan angket dan wawancara. Analisis data menggunakan teknik analisis Korelasi Produk Moment dan Uji-t. Temuan: Hasil penelitian menemukan bahwa implementasi dari enam variabel, empat variabel berkategori sangat baik dan dua berkategori baik. Hubungan antar variabel antara nilai r 0,470 sampai 0,808 menunjukkan hubungan yang kuat dan positif. Analisis kepentingan menunjukkan nilai keseluruhan variabel sangat penting, dan variabel yang perlu penguatan yaitu variabel peserta didik, rumah dan pendekatan pengajaran. Kesimpulan: Implementasi faktor-faktor pembelajaran visibel pada peserta didik Pendidikan Dasar sudah diimplementasikan dengan baik dan sangat baik.

Kata kunci: pembelajaran visibel, siswa sekolah dasar, metode campuran.


DOI: http:dx.doi.org/10.23960/jpp.v11.i2.202101


Full Text:

PDF

References


Anderson, L. ., & Krathwohl, D. . (2010). Pembelajaran, Pengajaran, dan Assesment. Yogyakarta: Pustaka Pelajar.

Atmaja, T. S., Dewantara, J. A., & Utomo, B. B. (2020). Penguatan Pendidikan Karakter Berbasis Sekolah Menengah Atas Perbatasan Entikong Kalimantan Barat. Jurnal Basicedu, 4(4), 1257–1266. https://doi.org/10.31004/basicedu.v4i4.545

Blyth, N. & Hunter, D. (2017). (2017). Improving Teacher Clarity : Enacting Visible Learning Theory into action.

Dewitt, P. (2018). Using visible learning research to influence collaborative leadership. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040219

Donohoo, J., Bryen, S., & Weishar, B. (2018). Implementing high-leverage influences from the visible learning synthesis: Six supporting conditions. Education Sciences, 8(4). https://doi.org/10.3390/educsci8040215

Fisher, D., Frey, N., & Hattie, J. (2016). Visible Learning For Literacy: Implementing the Practices that Work Best to Accelerate Student Learning Grades K-12. California: Corwin Literacy.

Hattie, J. (2008). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. In Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement. https://doi.org/10.4324/9780203887332

Hattie, J. (2012). Visible Learning for Teachers: Maximising Impact on Learning. London and New York: Routledge.

Hattie, J., Masters, D., & Birch, K. (2016). Visible Learning into Action: International Case Studies of Impact. New York: Routledge.

Hattie, J., & Zierer, K. (2019). Visible Learning Insights. London and New York: Routledge.

Ivan, S., John, O., John, C., O'neill, A. M., & Roger, O. (2009). Commentary invisible learnings? A commentary on John Hattie's book: Visible learning: A synthesis of over 800 meta-analyses relating to achievement. New Zealand Journal of Educational Studies, 44(1), 93–106.

Knight, J. (2019). Instructional coaching for implementing visible learning: A model for translating research into practice. Education Sciences, 9(2). https://doi.org/10.3390/educsci9020101

Larsen, S. N. (2019). Blindness in seeing: A philosophical critique of the visual learning paradigm in education. Education Sciences, 9(1), 1–12. https://doi.org/10.3390/educsci9010047

Lopez-Fernandez, O., & Molina-Azorín, J. F. (2011). The use of mixed methods research in interdisciplinary educational journals. International Journal of Multiple Research Approaches, 5(2), 269–283. https://doi.org/10.5172/mra.2011.5.2.269

McKnight, L., & Whitburn, B. (2020). Seven reasons to question the sovereignty of Visible Learning. Discourse, 41(1), 32–44. https://doi.org/10.1080/01596306.2018.1480474

Mezi, M., & Dewantara, J. A. (2020). Implementation Of Character Education In The Student Council. Jurnal Basicedu, 4(3), 765–774. https://doi.org/10.31004/basicedu.v4i3.429

Molina-Azorin, J. F. (2016). Mixed methods research: An opportunity to improve our studies and our research skills. European Journal of Management and Business Economics, 25(2), 37–38. https://doi.org/10.1016/j.redeen.2016.05.001

Nurgiansah, T. H., Dewantara, A., & Rachman, F. (2020). The Implementation of Character Education in the Civics Education Syllabus at SMA Negeri 1 Sleman. JED (Journal of Etika Demokrasi), 5(2), 110–121.

Penuel, W. R., Fishman, B. J., Cheng, B., & Sabelli, N. (2011). Organising research and development at the intersection of learning, implementation, and design. Educational Researcher, 40(7), 331–337. https://doi.org/10.3102/0013189X11421826

Qvortrup, L. (2019). Visible learning and its enemies–the missing link. Nordic Journal of Studies in Educational Policy, 5(1), 3–7. https://doi.org/10.1080/20020317.2019.1595386

Raiyn, J. (2016). The Role of Visual Learning in Improving Students’ High-Order Thinking Skills. Journal of Education and Practice, 7(24), 115–121. http://files.eric.ed.gov/fulltext/EJ1112894.pdf

Rømer, T. A. (2019). A critique of John Hattie’s theory of Visible Learning. Educational Philosophy and Theory, 51(6), 587–598. https://doi.org/10.1080/00131857.2018.1488216

Sharp, L., Dougherty, J., Baca, G., & Diego-Medrano, E. (2016). The Implementation of Visible Learning Practices among Refugee Learners in North-West Texas. Diversity, Social Justice, and the Educational Leader, 1(2), 4.

Terhart, E. (2011). Has John Hattie found the holy grail of research on teaching? An extended review of visible learning. Journal of Curriculum Studies, 43(3), 425–438. https://doi.org/10.1080/00220272.2011.576774


Refbacks

  • There are currently no refbacks.




Copyright (c) 2021 Jurnal Pendidikan Progresif

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.


View My Stats

Creative Commons License
The copyright is reserved to The Jurnal Pendidikan Progresif that is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.