PEMBELAJARAN ADAPTIF BERBASIS SISTEM CERDAS UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS MAHASISWA DI PERGURUAN TINGGI
DOI:
https://doi.org/10.52972/hoaq.vol15no2.p136-145Keywords:
Pembelajaran Adaptif, Sistem Cerdas, Gaya Belajar, Berpikir KritisAbstract
Penelitian ini bertujuan untuk menganalisis penerapan pembelajaran adaptif berbasis sistem cerdas dalam meningkatkan keterampilan berpikir kritis mahasiswa dalam proses pembelajaran online selama perkuliahan. Pembelajaran adaptif dapat menyediakan konten materi kuliah yang sesuai dengan karakteristik dan gaya belajar mahasiswa secara mandiri. Pembelajaran adaptif berbasis sistem cerdas yang dikembangkan mampu mendeteksi gaya belajar mahasiswa sesuai dengan hasil kuesioner VARK sebagai dasar untuk mengenali karakteristik mahasiswa, serta dapat merekomendasikan konten pembelajaran yang sesuai dengan gaya belajar mahasiswa. Dengan demikian, mahasiswa diharapkan dapat meningkatkan keterampilan berpikir kritis yang akan berdampak pada peningkatan hasil belajar. Untuk menguji efektivitas sistem yang dikembangkan, digunakan uji T Independen dengan membagi sampel 100 menjadi dua kelompok (eksperimen kuasi), yaitu kelas eksperimen dan kelas kontrol. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang sangat signifikan antara hasil kelas eksperimen dan kelas kontrol dengan nilai signifikansi (P=0,020) <(0,050), sehingga dapat disimpulkan bahwa sistem adaptif yang dikembangkan berjalan dengan baik, terlihat dari nilai rata-rata pada setiap kelas dimana kelas eksperimen memperoleh nilai rata-rata lebih tinggi dari kelas kontrol.
This study aims to analyze the application of intelligent system-based adaptive learning in enhancing students' critical thinking skills in the online learning process during lectures. Adaptive learning can provide lecture material content that suits the characteristics and learning styles of students independently. The intelligent system-based adaptive learning developed is capable of detecting student learning styles according to the results of the VARK questionnaire as a basis for recognizing the characteristics of these students, as well as being able to recommend learning content according to student learning styles. So that in the end students can improve critical thinking skills which will have an impact on improving learning outcomes. To test the effectiveness of the system being developed, the Independent T test was used by dividing a sample of 100 into two groups (quasi-experiments), namely the experimental class and the control class. The results showed that there was a very significant effect between the results of the experimental class and the control class with a significant value (P=0.020) <(0.050), so it can be concluded that the adaptive system developed went well, this can be seen from the average value on each class where the experimental class obtained an average score higher than the control class.
References
S. M. Wechsler, C. Saiz, S. F. Rivas, C. M. M. Vendramini, L. S. Almeida, M. C. Mundim, and A. Franco, "Creative and critical thinking: Independent or overlapping components?" Thinking Skills and Creativity, 2018. doi: 10.1016/j.tsc.2017.12.003.
C. Jerome, J. A. C. Lee, and S. H. Ting, "What students really need: Instructional strategies that enhance higher order thinking skills (HOTS) among unimas undergraduates," International Journal of Business and Society, vol. 18, no. S4, pp. 661–668, 2017.
S. A. Vong and W. Kaewurai, "Instructional model development to enhance critical thinking and critical thinking teaching ability of trainee students at regional teaching training center in Takeo province, Cambodia," Kasetsart Journal of Social Sciences, vol. 38, no. 1, pp. 88–95, 2017. doi: 10.1016/j.kjss.2016.05.002.
M. H. Yee, C. S. Lai, T. K. Tee, and M. M. Mohamad, "The role of higher order thinking skills in green skill development," EDP Sciences, vol. 70, p. 05001, 2016.
S. Živkovi?, "A model of critical thinking as an important attribute for success in the 21st century," Procedia - Social and Behavioral Sciences, vol. 232, pp. 102–108, 2016. doi: 10.1016/j.sbspro.2016.10.034.
C. P. Dwyer, M. J. Hogan, and I. Stewart, "An integrated critical thinking framework for the 21st century," Thinking Skills and Creativity, vol. 12, pp. 43–52, 2014. doi: 10.1016/j.tsc.2013.12.004.
S. Forawi, "Standard-based science education and critical thinking," Thinking Skills and Creativity, vol. 20, pp. 52–62, 2016. doi: 10.1016/j.tsc.2016.02.005.
A. Chitra and M. Raj, "E-Learning," Journal of Applied and Advanced Research, vol. 3, p. 11, 2018. doi: 10.21839/jaar.2018.v3iS1.158.
E. O'Donnell and L. O'Donnell, "Challenges in developing Adaptive Educational Hypermedia Systems," in Encyclopedia of Information Science and Technology, Fourth Edition, Information Resources Management Association (IRMA), 2017.
T. Güyer and A. Çebi, "Türkiye’deki uyarlanabilir e?itsel hiper ortam çal??malar?na yönelik içerik analizi," E?itim ve Bilim, vol. 40, no. 178, 2015.
C. Howlin and D. Lynch, "A framework for the delivery of personalized adaptive content," in 2014 International Conference on Web and Open Access to Learning (ICWOAL), IEEE, 2014. doi: 10.1504/IJMLO.2011.038691.
A. Elmabaredy and A. Elkholy, "Web-based adaptive presentation techniques to enhance learning outcomes in higher education," Research and Practice in Technology Enhanced Learning, vol. 15, no. 1, 2020.
C. Evans and J. D. Vermunt, "Styles, approaches, and patterns in student learning," British Journal of Educational Psychology, 2013.
M. Tmimi, "A Proposed Conception of the domain Model for Adaptive Hypermedia," International Journal of Advanced Trends in Computer Science and Engineering, vol. 9, pp. 3261–3269, 2020. doi: 10.30534/ijatcse/2020/121932020.
U. C. Apoki, H. K. M. Al-Chalabi, and G. C. Crisan, "From Digital Learning Resources to Adaptive Learning Objects: An Overview," Communications in Computer and Information Science, vol. 1126, pp. 18–32, 2020.
K. Green, Campus computing 2018: The 29th national survey of computing and information technology in American higher education, 2018. [Online]. Available: https://www.campuscomputing.net/content/2018/10/31/the-2018-campus-computing-survey.
K. C. Pai, B. C. Kuo, C. H. Liao, and Y. M. Liu, "An application of Chinese dialogue-based intelligent tutoring system in remedial instruction for mathematics learning," Educational Psychology, pp. 1–16, 2020.
M. Xiao and H. Yi, "Building an efficient artificial intelligence model for personalized training in colleges and universities," Computer Applications in Engineering Education, 2020.
M. Gharib, M. Zolfaghari, R. Mojtahedzadeh, A. Mohammadi, and A. Gharib, "Promotion of critical thinking in e-learning: a qualitative study on the experiences of instructors and students," Advances in Medical Education and Practice, 2016. doi: 10.2147/amep.s105226.
L. Jakobsone, "Critical design as approach to next thinking," The Design Journal, 2017. doi: 10.1080/14606925.2017.1352923.
M. L. Styers, P. A. Van Zandt, and K. L. Hayden, "Active learning in flipped life science courses promotes development of critical thinking skills," CBE Life Sciences Education, 2018. doi: 10.1187/cbe.16-11-0332.
R. Akerkar, Introduction to artificial intelligence, New Delhi: Prentice-Hall, 2014.
L. F. Daghestani, L. F. Ibrahim, R. S. Al-Towirgi, and H. A. Salman, "Adapting gamified learning systems using educational data mining techniques," Computer Applications in Engineering Education, vol. 28, no. 3, pp. 568–589, 2020. doi: 10.1002/cae.22227.
J. Palanca, A. Terrasa, C. Carrascosa, and V. Julian, "Improving the programming skills of students in multiagent systems master courses," Computer Applications in Engineering Education, vol. 27, no. 4, pp. 836–845, 2019. doi: 10.1002/cae.22113.
M. Monova-Zheleva, "Adaptive learning in Web-based educational environments," Cybernetics and Information Technologies, vol. 5, no. 1, pp. 44–55, 2005.
J. Y. K. Yau and M. Joy, "An adaptive context-aware mobile learning framework based on the usability perspective," International Journal of Mobile Learning and Organisation, vol. 4, no. 4, pp. 378–390, 2010.
P. Rosmalen, H. Vogten, R. Van Es, H. Passier, P. Poelmans, and K. Koper, "Authoring a full life cycle model in standards-based adaptive e-learning," Educational Technology & Society, vol. 9, no. 1, pp. 72–83, 2006.
X. Zhao and T. Okamoto, "Adaptive multimedia content delivery for context aware u-learning," International Journal of Mobile Learning and Organisation, vol. 5, no. 1, pp. 46–63, 2011.
M. Yaghmaie and A. Bahreininejad, "A context-aware adaptive learning system using agents," Expert Systems with Applications, vol. 38, no. 4, pp. 3280–3286, 2011. doi: 10.1016/j.eswa.2010.08.113.
T. C. Yang, G. J. Hwang, and S. J. H. Yang, "Development of an adaptive learning system with multiple perspectives based on students’ learning styles and cognitive styles," Journal of Educational Technology & Society, vol. 16, no. 4, pp. 185–200, 2013.
G. M. Sullivan and A. R. Artino, "Analyzing and interpreting data from Likert-type scales," Journal of Graduate Medical Education, 2013. doi: 10.4300/jgme-5-4-18.
A. Bailey, N. Vaduganathan, T. Henry, R. Laverdiere, and L. Pugliese, Making digital learning work: Success strategies from six leading universities and community colleges, 2018. [Online]. Available: https://edplus.asu.edu/sites/default/files/BCG-MakingDigital-Learning-Work-Apr-2018.pdf.
M. Holthaus, T. Pancar, and P. Bergamin, "Recommendation acceptance in a simple adaptive learning system," The Eleventh International Conference on Mobile, Hybrid, and On-Line Learning, ELmL 2019, Athens, Greece, 2019.
L. Yarnall, B. Means, and T. Wetzel, Lessons learned from early implementations of adaptive courseware, Menlo Park, CA: SRI International, 2016.
J. Daines, T. Troka, and J. Santiago, "Improving performance in trigonometry and pre-calculus by incorporating adaptive learning technology into blended models on campus," 123rd Annual ASEE Conference & Exposition, New Orleans, Louisiana, 2016. doi: 10.18260/p.25624.
C. Shen and A. Qi, "Mode Pembelajaran Adaptif ‘Psikologi Publik’ Berbasis Berpikir Kreatif dengan Teknologi Simulasi Virtual," International Journal of Emerging Technologies in Learning (iJET), vol. 15, no. 23, pp. 131–144, 2020. doi: 10.3991/ijet.v15i23.18957.
R. Li, "Model Pembelajaran Adaptif Berbasis Algoritma Koloni Semut," International Journal of Emerging Technologies in Learning (iJET), vol. 14, no. 1, pp. 49–57, 2019. doi: 10.3991/ijet.v14i01.9487.
D. Lasfeto and S. Ulfa, "Modeling of Online Learning Strategies Based on Fuzzy Expert Systems and Self-Directed Learning Readiness: The Effect on Learning Outcomes," Journal of Educational Computing Research, 2022. doi: 10.1177/07356331221094249.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2024 HOAQ (High Education of Organization Archive Quality) : Jurnal Teknologi Informasi
This work is licensed under a Creative Commons Attribution 4.0 International License.
Jurnal HOAQ (High Education of Organization Archive Quality) : Jurnal Teknologi Informasi diterbitkan berdasarkan lisensi Creative Commons Attribution 4.0 International License (CC BY 4.0). Lisensi ini memungkinkan setiap orang untuk Berbagi: menyalin dan mendistribusikan kembali materi ini dalam format atau bentuk apapun; Adaptasi: merombak, mengubah, dan membuat turunan dari materi ini untuk keperluan apa pun, termasuk keperluan komersial, asalkan mereka memberikan pengakuan kepada Penulis Asli atas hasil karya aslinya.
