Nanik Istika Wati, Farah Rizkita Putri

Meningkatkan Hasil Belajar Siswa Dalam Pembelajaran Daring Pada Masa Pandemi Covid-19 di SDN Pasuruhan

Introduction

Meningkatkan hasil belajar siswa dalam pembelajaran daring pada masa pandemi covid-19 di sdn pasuruhan. Pelajari peningkatan hasil belajar siswa kelas VI SDN Pasuruhan dalam pembelajaran daring masa pandemi Covid-19 menggunakan media Zoom meeting, dari 56% menjadi 75%.

Abstract

Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar siswa dalam pembelajaran daring khususnya melalui media zoom meeting. Penelitian ini merupakan penelitian tindakan kelas dengan subyek penelitian siswa kelas VI SDN Pasuruhan sebanyak 30 orang. Penelitian dilaksanakan sebanyak 2 siklus yang masingmasing terdiri dari 2 pertemuan, setiap pertemuan terdiri dari 4 tahap yaitu perencanaan, pelaksanaan, observasi dan refleksi. Tahap pelaksanaan penelitian tindakan kelas ini sedikit berbeda karena dalam praktik pembelajarannya siswa berada di rumah masing-masing. Berdasarkan hasil penelitian yang telah dilakukan, didapat hasil pada siklus I diperoleh rata-rata hasil belajar siswa 56% (kategori cukup) pada ranah kognitif, sedangkan pada siklus II diperoleh rata-rata hasil belajar siswa 75% (kategori baik) pada ranah kognitif. Peningkatan hasil belajar antara siklus I dan siklus II terjadi sebesar 19%, dengan demikian dapat disimpulkan bahwa media zoom meeting dapat meningkatkan hasil belajar siswa dalam pembelajaran daring di masa pandemi Covid-19 pada kurikulum 2013.

Review

This study addresses a highly pertinent issue: enhancing student learning outcomes during the challenging period of online learning necessitated by the Covid-19 pandemic. Specifically, the research investigates the effectiveness of Zoom Meeting as a medium for improving learning outcomes for sixth-grade students at SDN Pasuruhan. Utilizing a Classroom Action Research (CAR) methodology across two cycles, the study successfully demonstrates a positive impact. The abstract clearly outlines the objective and methodology, setting a straightforward context for its findings. A significant strength of this research lies in its direct relevance to the practical pedagogical challenges faced by educators during the pandemic. The focus on Zoom Meeting, a widely adopted platform, makes the findings immediately applicable and understandable. The CAR approach, involving 30 students, provides a robust framework for identifying and addressing specific learning issues within a real classroom setting, albeit a remote one. The sequential cycles, each comprising planning, implementation, observation, and reflection, underscore a systematic approach to intervention and evaluation. The quantitative improvement from 56% (sufficient) in Cycle I to 75% (good) in Cycle II for cognitive learning outcomes provides clear evidence for the intervention's success. While the study effectively demonstrates an improvement in cognitive learning outcomes, the abstract would benefit from explicitly mentioning the specific pedagogical strategies employed *through* Zoom that led to this enhancement, moving beyond just stating the medium. Furthermore, the findings are specific to the context of SDN Pasuruhan and this particular group of students, which is characteristic of CAR, limiting direct generalizability to broader populations without further research. Future studies could explore the long-term impact of such interventions, compare the effectiveness of Zoom with other online learning platforms, or delve deeper into student and teacher perceptions regarding the use of Zoom in diverse learning domains beyond just cognitive aspects. Nevertheless, this research offers valuable practical insights for educators navigating online learning environments.

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