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== Plus Minus E-learning ==

Seperti Sebagaimana yang disebutkan di atas, e-learning telah mempersingkat waktu pembelajaran

dan membuat biaya studi lebih ekonomis. E-learning mempermudah interaksi antara peserta didik

dengan bahan/materi, peserta didik dengan dosen/guru/instruktur maupun sesama peserta didik.Peserta didik dapat saling berbagi informasi dan dapat mengakses bahan-bahan belajar setiap saat

dan berulang-ulang, dengan kondisi yang demikian itu peserta didik dapat lebih memantapkan

penguasaannya terhadap materi pembelajaran.

Dalam e-learning, faktor kehadiran guru atau pengajar otomatis menjadi berkurang atau bahkan

tidak ada. Hal ini disebabkan karena yang mengambil peran guru adalah [[komputer]] dan panduan-

panduan [[elektronik]] yang dirancang oleh "contents writer", designer e-learning dan [[pemrogram

komputer]].

Dengan adanya e-learning para guru/dosen/instruktur akan lebih mudah :

# melakukan pemutakhiran bahan-bahan belajar yang menjadi tanggung jawabnya sesuai dengan

tuntutan perkembangan keilmuan yang mutakhir

# mengembangkan diri atau melakukan penelitian guna meningkatkan wawasannya

# mengontrol kegiatan belajar peserta didik.

Market

The worldwide e-learning industry is estimated to be worth over $48 billion US according to

conservative estimates.[2]

Developments in internet and multimedia technologies are the basicenabler of e-learning, with consulting, content, technologies, services and support beingidentified as the five key sectors of the e-learning industry.

[3]

[edit] Higher education

By 2006, 3.5 million students were participating in on-line learning at institutions of higher

education in the United States.[4] According to the Sloan Foundation reports,[5][6] there has been an increase of around 12±14 percent per year on average in enrollments for fully onlinelearning over the five years 2004±2009 in the US post-secondary system, compared with an

average of approximately 2 per cent increase per year in enrollments overall. Allen andSeamen (2009)[5] claim that almost a quarter of all students in post-secondary education were

taking fully online courses in 2008, and a report by Ambient Insight Research[7]

suggests thatin 2009, 44 per cent of post-secondary students in the USA were taking some or all of their courses online, and projected that this figure would rise to 81 per cent by 2014. Thus it can be



seen that e-learning is moving rapidly from the margins to being a predominant form of post-secondary education, at least in the USA.

Many higher education, for-profit institutions, now offer on-line classes. By contrast, only

about half of private, non-profit schools offer them. The Sloan report, based on a poll of academic leaders, indicated that students generally appear to be at least as satisfied with their

on-line classes as they are with traditional ones. Private institutions may become moreinvolved with on-line presentations as the cost of instituting such a system decreases.Properly trained staff must also be hired to work with students on-line. These staff membersneed to understand the content area, and also be highly trained in the use of the computer andInternet. Online education is rapidly increasing, and online doctoral programs have evendeveloped at leading research universities.

[8]

[edit] K-12 Learning

E-learning is also utilized by public K-12 schools in the United States. Some E-Learningenvironments take place in a traditional classroom; others allow students to attend classesfrom home or other locations.

[edit] History

In the early 1960s, Stanford University psychology professors Patrick Suppes and Richard C.Atkinson experimented with using computers to teach math and reading to young children inelementary schools in East Palo Alto, California. Stanford's Education Program for GiftedYouth is descended from those early experiments.

Early e-learning systems, based on Computer-Based Learning/Training often attempted toreplicate autocratic teaching styles whereby the role of the e-learning system was assumed to

be for transferring knowledge, as opposed to systems developed later based on Computer

Supported Collaborative Learning (CSCL), which encouraged the shared development of knowledge.

As early as 1993, William D. Graziadei[9] described an online computer-delivered lecture,tutorial and assessment project using electronic Mail, two VAX Notes conferences andGopher/Lynx [10] together with several software programs that allowed students and instructor to create a Virtual Instructional Classroom Environment in Science (VICES) in Research,Education, Service & Teaching (REST).[11] In 1997 Graziadei, W.D., et al.,[12] published anarticle entitled "Building Asynchronous and Synchronous Teaching-Learning Environments:Exploring a Course/Classroom Management System Solution".[12] They described a processat the State University of New York (SUNY) of evaluating products and developing anoverall strategy for technology-based course development and management in teaching-learning. The product(s) had to be easy to use and maintain, portable, replicable, scalable, andimmediately affordable, and they had to have a high probability of success with long-termcost-effectiveness. Today many technologies can be, and are, used in e-learning, from blogs to collaborative software, ePortfolios, and virtual classrooms. Most eLearning situations usecombinations of these techniques.

[edit] E-Learning 2.0



The term E-Learning 2.0[13][14]

is a neologism for CSCL systems that came about during theemergence of Web 2.0[15] From an E-Learning 2.0 perspective, conventional e-learning

systems were based on instructional packets, which were delivered to students usingassignments. Assignments were evaluated by the teacher. In contrast, the new e-learning

places increased emphasis on social learning and use of social software such as blogs, wikis, podcasts and virtual worlds such as Second Life.[16] This phenomenon has also been referred

to as Long Tail Learning[17] See also (Seely Brown & Adler 2008)[18]

E-Learning 2.0, by contrast to e-learning systems not based on CSCL, assumes thatknowledge (as meaning and understanding) is socially constructed. Learning takes placethrough conversations about content and grounded interaction about problems and actions.Advocates of social learning claim that one of the best ways to learn something is to teach itto others.[18]

However, it should be noted that many early online courses, such as those developed byMurray Turoff andStarr Roxanne Hiltz in the 1970s and 80s at the New Jersey Institute of Technology,[19] courses at the University of Guelph in Canada,[20] the British OpenUniversity,

[20]and the online distance courses at the University of British Columbia (where

Web CT, now incorporated into Blackboard Inc. was first developed),[21] have always madeheavy use of online discussion between students. Also, from the start, practitioners such asHarasim (1995)[22] have put heavy emphasis on the use of learning networks for knowledgeconstruction, long before the term e-learning, let alone e-learning 2.0, was even considered.

There is also an increased use of virtual classrooms (online presentations delivered live) as anonline learning platform and classroom for a diverse set of education providers such asMinnesota State Colleges and Universities and Sachem School District.[23]

In addition to virtual classroom environments, social networks have become an important part of E-learning 2.0.

[24]Social networks have been used to foster online learning

communities around subjects as diverse as test preparation and language education. MobileAssisted Language Learning (MALL) is a term used to describe using handheld computers or cell phones to assist in language learning.

[edit] Approaches to e-learning services

E-learning services have evolved since computers were first used in education. There is atrend to move towards blended learning services, where computer-based activities areintegrated with practical or classroom-based situations.

Bates and Poole (2003)[25] and the OECD (2005)[26] suggest that different types or forms of e-learning can be considered as a continuum, from no e-learning, i.e. no use of computers

and/or the Internet for teaching and learning, through classroom aids, such as makingclassroom lecture Powerpoint slides available to students through a course web site or learning management system, to laptop programs, where students are required to bringlaptops to class and use them as part of a face-to-face class, to hybrid learning, whereclassroom time is reduced but not eliminated, with more time devoted to online learning,through to fully online learning, which is a form of distance education. This classification issomewhat similar to that of the Sloan Commission reports on the status of e-learning,[

citation

needed ] which refer to web enhanced, web supplemented and web dependent to reflect



increasing intensity of technology use. In the Bates and Poole continuum, 'blended learning'can cover classroom aids, laptops and hybrid learning, while 'distributed learning' can

incorporate either hybrid or fully online learning.

It can be seen then that e-learning can describe a wide range of applications, and it is often byno means clear even in peer reviewed research publications which form of e-learning is being

discussed.[27] However, Bates and Poole argue that when instructors say they are using e-learning, this most often refers to the use of technology as classroom aids, although over time, there has been a gradual increase in fully online learning (see Market above).

[edit] Computer-based learning

Computer-based learning, sometimes abbreviated to CBL, refers to the use of computers as akey component of the educational environment. While this can refer to the use of computersin a classroom, the term more broadly refers to a structured environment in which computersare used for teaching purposes.

Cassandra B. Whyte researched about the ever increasing role that computers would play inhigher education. This evolution, to include computer-supported collaborative learning, inaddition to data management, has been realized. The type of computers have changed over the years from cumbersome, slow devices taking up much space in the classroom, home, andoffice to laptops and handheld devices that are more portable in form and size and thisminimalization of technology devices will continue.[28]

[edit] Computer-based training

Computer-Based Trainings (CBTs) are self-paced learning activities accessible via acomputer or handheld device. CBTs typically present content in a linear fashion, much likereading an online book or manual. For this reason they are often used to teach static

processes, such as using software or completing mathematical equations. The termComputer-Based Training is often used interchangeably with Web-based training (WBT)

with the primary difference being the delivery method. Where CBTs are typically deliveredvia CD-ROM, WBTs are delivered via the Internet using a web browser . Assessing learningin a CBT usually comes in the form of multiple choice questions, or other assessments thatcan be easily scored by a computer such as drag-and-drop, radial button, simulation or other interactive means. Assessments are easily scored and recorded via online software, providingimmediate end-user feedback and completion status. Users are often able to print completionrecords in the form of certificates.

CBTs provide learning stimulus beyond traditional learning methodology from textbook,manual, or classroom-based instruction. For example, CBTs offer user-friendly solutions for

satisfying continuing education requirements. Instead of limiting students to attendingcourses or reading printing manuals, students are able to acquire knowledge and skillsthrough methods that are much more conducive to individual learning preferences.[citation needed ] For example, CBTs offer visual learning benefits through animation or video, not typicallyoffered by any other means.[citation needed ]

CBTs can be a good alternative to printed learning materials since rich media, includingvideos or animations, can easily be embedded to enhance the learning. Another advantage to



CBTs are that they can be easily distributed to a wide audience at a relatively low cost oncethe initial development is completed.[citation needed ]

However, CBTs pose some learning challenges as well. Typically the creation of effective

CBTs requires enormous resources. The software for developing CBTs (such as Flash or Adobe Director ) is often more complex than a subject matter expert or teacher is able to use.

In addition, the lack of human interaction can limit both the type of content that can be presented as well as the type of assessment that can be performed. Many learningorganizations are beginning to use smaller CBT/WBT activities as part of a broader onlinelearning program which may include online discussion or other interactive elements.

[edit] Computer-supported collaborative learning (CSCL)

Computer-supported collaborative learning (CSCL) is one of the most promising innovations

to improve teaching and learning with the help of modern information andcommunication technology. Most recent developments in CSCL have been called E-Learning 2.0, but the concept of collaborative or group learning whereby instructionalmethods are designed to encourage or require students to work together on learning tasks hasexisted much longer. It is widely agreed to distinguish collaborative learning from thetraditional 'direct transfer' model in which the instructor is assumed to be the distributor of knowledge and skills, which is often given the neologism E-Learning 1.0, even though thisdirect transfer method most accurately reflects Computer-Based Learning systems (CBL).

In Datacloud: Toward a New Theory of Online Work , Johndan Johnson-Eilola describes aspecific computer-supported collaboration space: The Smart Board. According to Johnson-Eilola, a ³Smart Board system provides a 72-inch, rear projection, touchscreen, intelligentwhiteboard surface for work´ (79). In Datacloud , Johnson-Eilola asserts that ³[w]e areattempting to understand how users move within information spaces, how users can existwithin information spaces rather than merely gaze at them, and how information spaces must

be shared with others rather than being private, lived within rather than simply visited´ (82).He explains how the Smart Board system offers an information space that allows his studentsto engage in active collaboration. He makes three distinct claims regarding the functionalityof the technology: 1) The Smart Board allows users to work with large amounts of information, 2) It offers an information space that invites active collaboration, 3) The work

produced is often ³dynamic and contingent´ (82).[29]

Johnson-Eilola further explains that with the Smart Board ³«information work becom[es] aodied experience´ (81). Users have the opportunity to engage with²inhabit²the technology

by direct manipulation. Moreover, this space allows for more than one user; essentially, itinvites multiple users.

[29]

When using smart boards information is able to be introduced to students in a new, fun, andengaging way. Teachers and/or students are able to draw on the board using different colors.

This can help focus ones attention on particular areas of the screen. The marks made on thesmart board are able to be erased. This makes it easy to show the information in its original

form. When using smart boards teaching and learning become a more active experience for both the student and the teacher.

Locus of Control remains an important consideration in successful engagement of E-learnerswhether using the Smart Board or another E-learning modality. According to the work of



Cassandra B. Whyte, the continuing attention to aspects of motivation and success in regardto E-learning should be kept in context and concert with other educational efforts.

Information about motivational tendencies can help educators, psychologists, andtechnologists develop insights to help students perform better academically.[30]

[edit] Technology-enhanced learning (TEL)

Main article: Technology-Enhanced Learning

Technology enhanced learning (TEL) has the goal to provide socio-technical innovations(also improving efficiency and cost effectiveness) for e-learning practices, regardingindividuals and organizations, independent of time, place and pace. The field of TELtherefore applies to the support of any learning activity through technology.

[edit] Technology issues

Main article: Educational technology

Along with the terms learning technology, instructional technology, and EducationalTechnology, the term is generally used to refer to the use of technology in learning in a much

broader sense than the computer-based training or Computer Aided Instruction of the 1980s.It is also broader than the terms Online Learning or Online Education which generally refer to purely web-based learning. In cases where mobile technologies are used, the term M-learning has become more common. E-learning, however, also has implications beyond just

the technology and refers to the actual learning that takes place using these systems.

E-learning is naturally suited to distance learning and flexible learning, but can also be usedin conjunction with face-to-face teaching, in which case the term Blended learning iscommonly used. E-Learning pioneer Bernard Luskin argues that the "E" must be understood

to have broad meaning if e-Learning is to be effective. Luskin says that the "e" should beinterpreted to mean exciting, energetic, enthusiastic, emotional, extended, excellent, andeducational in addition to "electronic" that is a traditional national interpretation. This

broader interpretation allows for 21st century applications and brings learning and media psychology into the equation.[citation needed ]

In higher education especially, the increasing tendency is to create a Virtual LearningEnvironment (VLE) (which is sometimes combined with a Management Information System

(MIS) to create a Managed Learning Environment) in which all aspects of a course arehandled through a consistent user interface standard throughout the institution. A growing

number of physical universities, as well as newer online-only colleges, have begun to offer aselect set of academic degree and certificate programs via the Internet at a wide range of

levels and in a wide range of disciplines. While some programs require students to attendsome campus classes or orientations, many are delivered completely online. In addition,

several universities offer online student support services, such as online advising andregistration, e-counseling, online textbook purchase, student governments and student

newspapers.



E-Learning can also refer to educational web sites such as those offering learning scenarios,worksheets and interactive exercises for children. The term is also used extensively in the

business sector where it generally refers to cost-effective online training.

The recent trend in the E-Learning sector is screencasting. There are many screencastingtools available but the latest buzz is all about the web based screencasting tools which allow

the users to create screencasts directly from their browser and make the video availableonline so that the viewers can stream the video directly. The advantage of such tools is that itgives the presenter the ability to show his ideas and flow of thoughts rather than simplyexplain them, which may be more confusing when delivered via simple text instructions.With the combination of video and audio, the expert can mimic the one on one experience of the classroom and deliver clear, complete instructions. From the learner's point of view this

provides the ability to pause and rewind and gives the learner the advantage of moving attheir own pace, something a classroom cannot always offer.

[edit] Communication technologies used in E-learning

Communication technologies are generally categorized as asynchronous or synchronous. Asynchronous activities use technologies such as blogs, wikis, and discussion boards. Theidea here is that participants may engage in the exchange of ideas or information without thedependency of other participants involvement at the same time. Electronic mail (Email) isalso asynchronous in that mail can be sent or received without having both the participants¶involvement at the same time. Asynchronous learning also gives students the ability to work at their own pace. This is particularly beneficial for students who have health problems. Theyhave the opportunity to complete their work in a low stress environment.

Synchronous activities involve the exchange of ideas and information with one or more participants during the same period of time. A face to face discussion is an example of synchronous communications. Synchronous activities occur with all participants joining in at

once, as with an online chat session or a virtual classroom or meeting.

Virtual classrooms and meetings can often use a mix of communication technologies.Participants in a virtual classroom use icons called emoticons to communicate feelings andresponses to questions or statements. Other communication technologies available in a virtualclassroom include text notes, microphone rights, and breakout sessions. Breakout sessionsallow the participants to work collaboratively in a small group setting to accomplish a task.

In asynchronous online courses, students proceed at their own pace. If they need to listen to alecture a second time, or think about a question for awhile, they may do so without fearingthat they will hold back the rest of the class. Through online courses, students can earn their diplomas more quickly, or repeat failed courses without the embarrassment of being in a class

with younger students. Students also have access to an incredible variety of enrichmentcourses in online learning, and can participate in internships, sports, or work and stillgraduate with their class.

In many models, the writing community and the communication channels relate with the E-learning and the M-learning communities. Both the communities provide a general overviewof the basic learning models and the activities required for the participants to join the learningsessions across the virtual classroom or even across standard classrooms enabled by



(distance Learning) yang memanfaatkan teknologi komputer, jaringan komputer dan/atau Internet. E-Learningmemungkinkan pembelajar untuk belajar melalui komputer di tempat mereka masing-masing tanpa harus secarafisik pergi mengikuti pelajaran/perkuliahan di kelas. E-Learning sering pula dipahami sebagai suatu bentuk

pembelajaran berbasis web yang bisa diakses dari intranet di jaringan lokal atau internet. Sebenarnya materi e-Learning tidak harus didistribusikan secara on-line baik melalui jaringan lokal maupun internet, distribusi secara

off-line menggunakan media CD/DVD pun termasuk pola e-Learning. Dalam hal ini aplikasi dan materi belajar dikembangkan sesuai kebutuhan dan didistribusikan melalui media CD/DVD, selanjutnya pembelajar dapat

memanfatkan CD/DVD tersebut dan belajar di tempat di mana dia berada.

Ada beberapa pengertian berkaitan dengan e-Learning sebagai berikut :

y P embelajaran jarak jauh.

E-Learning memungkinkan pembelajar untuk menimba ilmu tanpa harus secara fisik menghadiri kelas. P embelajar bisa berada di Semarang, sementara ³instruktur´ dan pelajaran yang diikuti berada di tempat lain, di kot a lain

bahkan di negara lain. Interaksi bisa dijalankan secara on-line dan real-time ataupun secara off-line atau archieved.

P embelajar belajar dari komputer di kantor ataupun di rumah dengan memanfaatkan koneksi jaringan lokal ataupun jaringan Internet ataupun menggunakan media CD/DVD yang telah disiapkan. Materi belajar dikelola oleh sebuah pusat penyedia materi di kampus/universitas, atau perusahaan penyedia content tertentu. P embelajar bisa

mengatur sendiri waktu belajar, dan tempat dari mana ia mengakses pelajaran.

y P embelajaran dengan perangkat komputer

E-Learning disampaikan dengan memanfaatkan perangkat komputer. P ada umumnya perangkat dilengkapi perangkat multimedia, dengan cd drive dan koneksi Internet ataupun Intranet lokal. Dengan memiliki komputer yang terkoneksi dengan intranet ataupun Internet, pembelajar dapat berpartisipasi dalam e-Learning. Jumlah

pembelajar yang bisa ikut berpartisipasi tidak dibatasi dengan kapasitas kelas. Materi pelajaran dapat diketengahkan dengan kualitas yang lebih standar dibandingkan kelas konvensional yang tergantung pada kondisi dari pengajar.

y P embelajaran formal vs. informal

E-Learning bisa mencakup pembelajaran secara formal maupun informal. E-Learning secara formal, misalnyaadalah pembelajaran dengan kurikulum, silabus, mata pelajaran dan tes yang telah diatur dan disusun berdasarkan

jadwal yang telah disepakati pihak-pihak terkait (pengelola e-Learning dan pembelajar sendiri). P embelajaranseperti ini biasanya tingkat interaksinya tinggi dan diwajibkan oleh perusahaan pada karyawannya, atau

pembelajaran jarak jauh yang dikelola oleh universitas dan perusahaan-perusahaan (biasanya perusahankonsultan) yang memang bergerak di bidang penyediaan jasa e-Learning untuk umum. E-Learning bisa jugadilakukan secara informal dengan interaksi yang lebih sederhana, misalnya melalui sarana mailing list, e-newsletter atau website pribadi, organisasi dan perusahaan yang ingin mensosialisasikan jasa, program, pengetahuan atauketerampilan tertentu pada masyarakat luas (biasanya tanpa memungut biaya).

y P embelajaran yang ditunjang oleh para ahli di bidang masing-masing.

Walaupun sepertinya e-Learning diberikan hanya melalui perangkat komputer, e-Learning ternyata disiapkan,ditunjang, dikelola oleh tim yang terdiri dari para ahli di bidang masing-masing, yaitu:

1. Subject Matter Expert (SME) atau nara sumber dari pelatihan yang disampaikan 2. Instructional Designer (ID), bertugas untuk secara sistematis mendesain materi dari SME menjadi materi

e-Learning dengan memasukkan unsur metode pengajaran agar materi menjadi lebih interaktif, lebihmudah dan lebih menarik untuk dipelajari

3. G raphic Designer ( G D), mengubah materi text menjadi bentuk grafis dengan gambar, warna, dan layout yang enak dipandang, efektif dan menarik untuk dipelajari

4. Ahli bidang Learning Management System (LMS). Mengelola sistem di website yang mengatur lalu lintas



interaksi antara instruktur dengan siswa, antarsiswa dengan siswa lainnya.

Di sini, pembelajar bisa melihat modul-modul yang ditawarkan, bisa mengambil tugas-tugas dan test-test yangharus dikerjakan, serta melihat jadwal diskusi secara maya dengan instruktur, nara sum ber lain, dan pembelajar lain. Melalui LMS ini, siswa juga bisa melihat nilai tugas dan test serta peringkatnya berdasarkan nilai (tugasataupun test) yang diperoleh.

E-Learning tidak diberikan semata-mata oleh mesin, tetapi seperti juga pembelajaran secara konvensional di kelas,e-Learning ditunjang oleh para ahli di berbagai bidang terkait.

R abu, 18 Februari 2009

IM LEMENTASI ENGELOLAAN CR EATIVE R OBLEM SOLVING

BER BASIS TEKNOLOGI UNTUK MENINGKATKAN R OSES

EMBELAJAR AN MATEMATIKA

THE IM LEMENTATION OF CR EATIVE R OBLEM SOLVING MANAGEMENT BASED ON TECHNOLOGY TO INCR EASE THE MATHEMATIC SUBJECT IN

TEACHING LEAR NING R OCESS

(An Action R esearch for the TIK third class at Vocational High School Lebong Tengah)

ELFI HER AWATI SITOM UL*)

Abstract

The purpose of this research is to describe about the implementation of creative problemsolving management based on technology to increase the mathematic subject inteachinglearning process at Vocational High School Lebong Tengah. The method ofthis research wasAn Action Research. The main subject of this research is all students in the TIK third class atVocational High School Lebong Tengah which consist of twenty seven students. While thesupport subject in this research is the teachers who¶s teaching in the third class of TIK

program at Vocational High School Lebong Tengah. The data collected in this researchanalyzed with observation technique, test technique, and documentation technique.The general result of this research showed that the implementation management of creative

problem solving based on technology could be increased the qualities and the results of themathematic teaching learning process for the third class TIK program at Vocational HighSchool Lebong Tengah.

R ingkasan Masalah umum yang dibahas dalam penelitian ini adalah apakah implementasi pengelolaancreative problem solving berbasis teknologi dapat meningkatkan proses pembelajaran

matematika pada siswa kelas III TIK SMK Negeri Lebong Tengah? Selanjutnya masalahumum tersebut dirinci kembali menjadi masalah khusus sebagai berikut:



1. apakah implementasi pengelolaan creative problem solving berbasis teknologi dapatmeningkatkan kualitas pembelajaran matematika pada siswa kelas III TIK SMK

Negeri Lebong Tengah? dan2. Apakah implementasi pengelolaan creative problem solving berbasis teknologi dapat

meningkatkan hasil pembelajaran matematika pada siswa kelas III TIK SMK NegeriLebong Tengah?

Secara umum penelitian ini bertujuan untuk meningkatkan proses

pembelajaran matematika pada siswa kelas III TIK SMK Negeri Lebong Tengah melaluiimplementasi pengelolaan creative problem solving berbasis teknologi. Selanjutnya secarakhusus tujuan penelitian adalah sebagai berikut:

1. untukmeningkatkan kualitas pembelajaran matematika pada siswa kelas III TIK SMKNegeri Lebong Tengah melalui implementasi pengelolaan creative problemsolving berbasis teknologi dan

2. untuk meningkatkan hasil pembelajaran matematika pada siswa kelas III TIK SMK Negeri Lebong Tengah melalui implementasi pengelolaan creative problem solving

berbasis teknologi.

Penelitian ini adalah penelitian tindakan. Subyek penelitian adalah siswa kelas III jurusanTeknologi Informasi dan Komunikasi (TIK) SMKN Lebong Tengah dengan jumlah siswadua puluh tujuh siswa, jumlah siswa laki-laki sebelas siswa dan jumlah siswa perempuanenam belas siswa. Pengumpulan data yang digunakan dalam penelitian ini adalah:dokumentasi, tes, pengamatan/observasi. Semua data yang diperoleh dianalisis dengandeskriptif kualitatif dan kuantitatif dengan uji tes (t-test).Hasil pengamatan pada kualitas pembelajaran adalah penilaian minat siswa, indikator sikapsiswa, hasil observasi guru, dan penilaian konsep diri siswa, sedangkan hasil pengamatan

pada hasil pembelajaran adalah nilai-nilai belajar siswa.

Hasil penelitian menunjukkan bahwa:

1. kualitas pembelajaran matematikadengan creative problem solving berbeda antarasiklus satu, dua dan tiga. Ini menunjukkan bahwa makin sering siswa baca buku dan

bertanya, maka makin tinggi hasil yang diperoleh pada proses pembelajaranmatematika. Pada siklus satu gurutidak melayani pertanyaan-pertanyaan siswa,sehingga mereka mencari sendiri dari buku-buku lain, pada siklus ke dua dan ke tigaguru melayani pertanyaan-pertanyaansiswa, sehingga terjadi peningkatan hasil pada

proses pembelajaran matematika.2. hasil pembelajaran matematika dengan creative problem solving berbeda antara siklus

satu, dua dan tiga. Perbedaan tersebut dapat dijelaskan sebagai berikut: pada siklus

satu siswa sudah berminat, tetapi hasil pembelajaran belum optimal karena penilaianindikator sikap siswa dengan konsep diri siswa juga belum sesuai dengan yangdiharapkan. Pada siklus dua dan tiga hasilnya tidak jauh berbeda, dimana siswa sudahsangat berminat dan hasil pembelajaran sudah optimal karena penilaian indikator sikap siswa dengan konsep diri siswa sudah sesuai dengan yang diharapkan.

Berdasarkan hasil dan pembahasan penelitian dapat disimpulkan bahwa:



1. terdapat peningkatan kualitas pembelajaran matematika pada siswa kelas III TIK SMKN Lebong Tengah dengan model pembelajaran creative problem solving

berbasis teknologi2. terdapat peningkatan hasil pembelajaran matematika pada siswa kelas III TIK SMKN

Lebong Tengah dengan model pembelajaran creative problem solving berbasisteknologi.

Diposkan oleh TKJ LEBONG di 00.11 http://leotkj.blogspot.com/2009/02/implementasi-pengelolaan-creative.html

Kehadiran guru sebagai makhluk yang hidup yang dapat berinteraksi secara langsungdengan para

murid telah menghilang dari ruang-ruang elektronik e-learning ini. Inilah yang menjadi ciri khas dari

kekurangan e-learning yang tidak bagus. Sebagaimana asal kata dari e-learning yang terdiri dari e

(elektronik) dan learning (belajar), maka sistem ini mempunyai kelebihan dan kekurangan.

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plus minus e

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