Pengembangan Media Pembelajaran Story Maps pada Materi Flora dan Fauna di Indonesia di SMA Kemala Bhayangkari 1 Surabaya

Abstract

Hasil wawancara dari guru mata pelajaran geografi di SMA Kemala Bhayangkari 1 Surabaya bahwa penggunaan media pembelajaran yang diterapkan pada materi persebaran flora dan fauna di Inonesia adalah gambar peta dua dimensi yang bersumber dari buku paket geografi. Hal ini menyebabkan rendahnya tingkat pencapaian standar kompetensi minimal yang harus dikuasai oleh peserta didik pada materi tersebut. Berdasarkan data dari tugas penempatan flora dan fauna di Indonesia terdapat 17 dari 31 peserta didik dengan persentase 54% yang mendapat nilai di bawah kriteria ketuntasan minimal. Story maps sebagai media pembelajaran sangat cocok diterapkan pada pembelajaran abad 21 karena menuntut peserta didik memiliki keterampilan dan pengetahuan di bidang teknologi, media dan informasi. Kurikulum 2013 terkait kompetensi dasar geografi terdapat salah satu tujuan materi pelajaran geografi adalah peserta didik harus memiliki kemampuan memahami pola spasial. Story maps memanfaatkan teknologi geospasial yang bisa diterapkan pada materi flora dan fauna untuk mengetahui persebarannya di Indonesia.

Tujuan pengembangan media pembelajaran story maps adalah pemanfaatan dan memaksimalkan teknologi dalam dunia pendidikan. Penelitian ini menggunakan metode penelitian pengembangan (Research and Development) dengan menggunakan model pengembangan ADDIE. Teknik pengumpulan data berupa angket validasi ahli media, ahli materi, guru geografi dan peserta didik. Teknik analisis data menggunakan skala likert untuk angket validasi dan menggunkan skala guttman untuk angket respon peserta didik yang berjumlah 31 orang.

Hasil dari penilitian adalah berupa produk software story maps. Peserta didik mendapatkan pengalaman untuk mengeksplor informasi mengenai materi tersebut karena disetiap jenis flora dan fauna terdapat hyperlink website lain tentang penjelasan lebih lanjut mengenai jenis flora dan fauna tersebut. Hyperlink yang terdapat pada story maps membuat peserta didik tertarik dan penasaran serta mendapatkan informasi yang tak terhingga karena tidak ada keterbatasan untuk mengakses informasi di internet. Pengembangan media story maps mendapat penilaian dari ahli media dengan nilai rata-rata 4,4 termasuk dalam kategori “sangat layak”. Penilaian respon peserta didik yang berjumlah 31 orang memberikan nilai sebesar 92,6%. Media pembelajaran story maps mendapat respon positif dari peserta didik karena mendapatkan nilai sebesar ≥ 61%.

Kata Kunci: Media pembelajaran, story maps, flora fauna

Abstract

The results of interviews from teacher of geography subjects at SMA Kemala Bhayangkari 1 Surabaya that the use of learning media that is applied to the material for the distribution of flora and fauna in Indonesia ia a two-dimensional map sourced from a geography package book. This matter causes the low level of achievement of minimum competency standards that must be mastered by students in the material of opportunity. Based on data from the assignent of flora and fauna placement in Indonesia, there were 17 of 31 students with a percentage of 54% who scoed below the minimum completeness criteria. Story maps as learning media are veri suitable to be applied to 21st century learning because require students to have skills and knowledge in the fields of technology, media and information. In the 2013 curriculum related to basic geography competencies. One of the objectives of geography subject matter is that students must have the ability to understand spatial patterns. Story maps utilize geospatial technology that can be applied to flora and fauna material to determine their distribution in Indonesia.

This research uses the type of research development (research and development) using the ADDIE development model. Data collection technique used a questionnaire validation of learning media experts, material experts, geography teacher and response of students. The data analysis  technique uses a likert scale for validation questionnaire and uses the guttman scale for students responses totalling 31 people.

The results of the research are in the form of story maps software products. Learners get experience to explore information about the material because in each type of flora and fauna there are hyperlink to other websites for further explanations about these types of flora and fauna. Hyperlink contained in story maps make students interested and curious and also get unlimited informations to accessing information on the internet. The development of media story maps received an assesment from media experts with an average score of 4.4. this value is in the range of values from 4.2 to5.00 which is included in the “very feasible” category. Assesment from material experts with an average score of 4.2. This value is in the range of values from 4.2 to5.00 which is included in the “very feasible” category. Assesment from geography subject teacher obtained an average score of 5.00. this value is in the range of values from 4.2 to5.00 which is included in the “very feasible” category. While the assesment of students responses, which amounted to 31 people gave a value of 92.6%. based on these data, it can be said that the story maps learning media received a positive response from students because it got a score of 61%

Keyword: learning media, story maps, flora fauna