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Penggunaan Jobsheet Proyeksi Piktorial terhadap Hasil Belajar Menggambar Proyeksi Piktorial pada Siswa

Introduction

Penggunaan jobsheet proyeksi piktorial terhadap hasil belajar menggambar proyeksi piktorial pada siswa. Penelitian ini mengkaji efektivitas jobsheet proyeksi piktorial 3D dalam meningkatkan hasil belajar kognitif dan psikomotorik siswa. Terbukti cukup efektif sebagai media pembelajaran inovatif.

Abstract

Hasil Belajar siswa pada Materi Proyeksi Piktorial 3D dominan masih di bawah KKM (75). Karena itu diperlukan media pembelajaran yang inovatif dan kreatif yang dapat dipahami dengan mudah oleh siswa. Dengan kata lain, media tersebut harus mampu memudahkan siswa dalam mempelajari proyeksi piktorial 3D. Penelitian ini bertujuan untuk mengetahui perbedaan rata – rata hasil belajar siswa baik aspek kognitif maupun psikomotorik dan mengetahui efektivitas penggunaan jobsheet proyeksi piktorial pada mata pelajaran Dasar – Dasar Program Keahlian DPIB. Melalui metode quasi experiment, penelitian ini menyimpulkan bahwa terdapat perbedaan kemampuan siswa pada ranah kognitif dan psikomotortik antara yang menggunakan jobsheet dengan tanpa menggunakan jobsheet, serta keefektifan penggunaan jobsheet termasuk dalam kategori cukup efektif. Jobsheet yang mampu memudahkan siswa adalah jobsheet yang memenuhi aspek-aspek kevalidan jobsheet, yaitu materi, kebahasaan, tampilan, penggunaan, konsistensi, format, kegrafikan, manfaat, kelayakan. Selain itu, jobsheet juga harus praktis, yang ditunjukkan dengan keterpenuhan aspek- aspek antara lain kejelasan isi, kejelasan cakupan materi, kejelasan informasi, pemanfaatan bahasa secara efektif dan efisien (jelas dan singkat), kebermaknaan, tampilan, adanya daya tarik pembaca, penggunaan font tulisan, lay out jobsheet, kejelasan tata letak struktur karakteristik jobsheet.

Review

This paper addresses a relevant and practical educational challenge concerning low student learning outcomes in 3D Pictorial Projection. The authors propose the use of an innovative pictorial projection jobsheet as a potential solution, employing a quasi-experimental design to assess its impact. A significant strength of the study lies in its focus on both cognitive and psychomotor learning aspects, providing a comprehensive view of student capability development. The findings indicate a positive difference in learning outcomes for students utilizing the jobsheet compared to those who did not, with the intervention being categorized as "cukup efektif" (quite effective). This research offers a valuable contribution by identifying an instructional tool that demonstrably aids students in mastering a complex technical drawing skill. While the study presents a promising intervention, certain aspects from the abstract warrant further detail for a comprehensive evaluation. The finding that the jobsheet is "quite effective" raises questions about what might prevent it from being "highly effective," suggesting potential avenues for refinement that the abstract does not fully explore. Additionally, the extensive list of validity and practicality criteria for the jobsheet, while useful for development, occupies a significant portion of the abstract without clarifying how these specific criteria were empirically tested or validated within the scope of this particular study. More importantly, the abstract lacks crucial methodological specifics, such as the sample size, duration of the intervention, or the specific statistical analyses employed, which would allow for a better assessment of the robustness and generalizability of the reported differences and effectiveness. Despite these minor points for clarification, the study makes a meaningful contribution to educational practice, particularly in vocational or technical subjects where practical skills are paramount. The identification of a jobsheet that improves both cognitive understanding and psychomotor execution is highly valuable for educators. Future research could delve deeper into the factors limiting the jobsheet's effectiveness to move it beyond "quite effective," perhaps through detailed qualitative analysis of student and teacher feedback or comparative studies with other instructional methods. Further, providing more detailed methodological information in subsequent publications would enhance the scholarly rigor and allow for greater replicability and impact of this innovative teaching aid.

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