Persepsi Guru Biologi terhadap Mobile Learning dalam Pembelajaran Biologi

Dina Hizhwati; Susilo Susilo; Gufron Amirullah; Supardi Supardi

doi:10.30998/edubiologia.v2i2.12973

Persepsi Guru Biologi terhadap Mobile Learning dalam Pembelajaran Biologi

Dina Hizhwati^(1*), Susilo Susilo⁽²⁾, Gufron Amirullah⁽³⁾, Supardi Supardi⁽⁴⁾

(1) *Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Prof. Dr. HAMKA *Program Studi Pendidikan MIPA, Fakultas Pascasarjana, Universitas Indraprasta PGRI
(2) Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Prof. Dr. HAMKA
(3) Program Studi Pendidikan Biologi, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Prof. Dr. HAMKA
(4) Fakultas Pascasarjana Universitas Indraprasta PGRI
(*) Corresponding Author

Abstract

Teknologi mobile learning berperan dalam merubah cara berkomunikasi, berinteraksi, juga berperilaku siswa dan guru. Penelitian ini dilakukan untuk menguji reliabilitas instrumen penerapan mobile learning dalam pembelajaran biologi berdasrkan pandangan guru. Desain mix-method diadopsi dalam pelaksanannya. Data kualitas item dan responden, reliabilitas item dan responden, pengelompokan item dan responden, konsistensi, dan perbedaan persepsi responden berdasarkan data demografi dianalisis menggunakan Rasch Model melalui perangkat lunak Winstep 4.4.4. Sejumlah 62 guru biologi dari 46 sekolah menengah di provinsi DKI Jakarta, Jawa Barat, Banten, Bengkulu, dan Sulawesi Selatan digunakan sebagai sampel yang diperoleh melalui purposive sampling. Instrumen persepsi berupa kuesioner atas 65 butir pernyataan dan dua butir pertanyaan mengenai pengetahuan, pemanfaatan, dan pengaruh mobile learning dalam pembelajaran biologi untuk mengumpulkan informasi. Temuan mengungkap bahwa instrumen persepsi guru terhadap mobile learning berada pada kategori baik sampai sangat baik. 32 item kuesioner memiliki nilai di bawah nilai rata-rata logit +0.00 yang berarti item relatif mudah disetujui responden dan 49 responden sangat konsisten dalam menjawab (logit + 1.35). Hambatan penerapan mobile learning yang sering terjadi adalah siswa menyalahgunakan smartphone dalam proses pembelajaran. Instrumen persepsi ini diharapkan mampu menjadi media evaluasi mobile learing yang efektif dan efisien, sehingga hambatan-hambatan dalam pembelajaran tersebut dapat teratasi dengan baik.

Keywords

Persepsi; Mobile learning; Smartphone; Pemodelan Rasch

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DOI: http://dx.doi.org/10.30998/edubiologia.v2i2.12973