Davina Aldira, Diana Susanti, Vivi Fitriani

Pengembangan Microlearning pada Materi Perubahan dan Pelestarian Lingkungan Hidup Tingkat SMA/MA

Introduction

Pengembangan microlearning pada materi perubahan dan pelestarian lingkungan hidup tingkat sma/ma. Kembangkan media microlearning tentang perubahan & pelestarian lingkungan hidup untuk siswa SMA/MA. Terbukti sangat valid & praktis, tingkatkan minat belajar.

Abstract

Microlearning is a learning method that utilizes media in the form of videos to stimulate students' interest in learning. This research aims to produce microlearning-based learning media on the topic of environmental change and conservation for high school (SMA/MA) students. The research method used is a quantitative approach with a development research type, employing the 4D model (Define, Design, Development, Dissemination), which is limited to the Development stage. Validity testing was conducted by expert validators, while practicality testing was performed on users. The results of the study indicate that the development of microlearning achieved a validity percentage of 94.5% and a practicality percentage of 81.8%. The conclusion of this research is that the microlearning media on the topic of environmental change and conservation for phase E high school (SMA/MA) students that has been developed is categorized as very valid and very practical. Abstrak. Microlearning adalah metode pembelajaran yang menggunakan media berupa video untuk merangsang minat belajar peserta didik. Penelitian ini bertujuan untuk menghasilkan media pembelajaran berbentuk microlearning pada materi perubahan dan pelestarian lingkungan hidup untuk tingkat SMA/MA. Metode penelitian yang digunakan adalah pendekatan kuantitatif dengan jenis penelitian pengembangan, menggunakan model 4D (Define, Design, Development, Dissemination), yang dibatasi hanya sampai tahap Development. Uji validitas dilakukan oleh ahli validator, sedangkan uji praktikalitas dilakukan pada pengguna. Hasil penelitian menunjukkan bahwa pengembangan microlearning memperoleh uji validitas dengan persentase 94,5% dan uji praktikalitas dengan persentase 81,8%. Kesimpulan dari penelitian ini adalah bahwa media microlearning pada materi perubahan dan pelestarian lingkungan hidup untuk fase E tingkat SMA/MA yang telah dikembangkan dikategorikan sebagai sangat valid dan sangat praktis.

Review

This study presents a timely and relevant effort in educational technology, focusing on the development of microlearning media for high school students. The abstract effectively highlights the potential of microlearning, described as a video-based method, to enhance student engagement with critical topics. The chosen subject matter, environmental change and conservation, is particularly significant, underscoring the research's contribution to improving pedagogical tools for essential ecological literacy among SMA/MA students. The clear objective to produce a valid and practical learning resource is well-articulated, establishing the foundation for the subsequent development process. The methodology employed is a quantitative development research approach, utilizing the well-regarded 4D model (Define, Design, Development, Dissemination). Crucially, the research was delimited to the "Development" stage, which allowed for a focused assessment of the media's quality through expert validity and user practicality testing. The quantitative findings are robust, with the microlearning achieving an impressive validity percentage of 94.5% from expert validators and a strong practicality percentage of 81.8% from users. These results lend strong support to the conclusion that the developed media is "very valid" and "very practical," indicating a successful initial design and development phase. While the study successfully demonstrates the high validity and practicality of the developed microlearning media, the explicit limitation to the "Development" stage means that its actual impact on student learning outcomes or sustained engagement was not empirically tested. The abstract does not elaborate on the specific nature or duration of the "user" practicality testing, which could offer more insight into its real-world applicability. Future research would greatly benefit from extending the study to the "Dissemination" stage of the 4D model, incorporating direct classroom implementation and evaluating the microlearning's effectiveness in terms of knowledge acquisition, attitude change towards environmental issues, and long-term retention among phase E high school students. This would provide a more comprehensive understanding of its pedagogical efficacy beyond its developmental merits.

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