Abstract
The research was conductedon for the first semester students of mathematics education faculty at STKIP-BIM Surabaya. The purpose of this research included:1) Obtain data on Implementation of Online Learning Program (OLP) with Media Multimedia-Based Learning, 2) Obtaindataonstudentcomprehension, 3) Obtainthe datapassing gradestudents, 4) Obtain data on Student Response. The research method which is used in this research is byusing the Classroom Action Research (Classroom Action Research). The results from this study include: view sof students' understanding forthe learning ability of OLP in the first cycle of 60.2 %, where asin the second cycle of 97% resulting in an increase in the percentage of 36.8% and the learning is successful. View ed from masteryof learning out comes in the first cycle was 68.5% while the second cycle of 80.5%, an increase of 12%. The students response for the Online Learning Program (OLP) model based multimedia which is including positive category. From this case, it can be said already managed to apply the learning for the student.
Highlights
The research was conductedon for the first semester students of mathematics education faculty at STKIP-BIM Surabaya
The research method which is used in this research is byusing the Classroom Action Research (Classroom Action Research)
The results from this study include: view sof students' understanding forthe learning ability of Online Learning Program (OLP) in the first cycle of 60.2 %, where asin the second cycle of 97% resulting in an increase in the percentage of 36.8% and the learning is successful
Summary
Berdasarkan data angket respon di atas, sudah tidak ditemukan kesulitan yang dihadapi mahasiswa ketika menerapkan pembelajaran model OLP. Berdasarkan hasil penilaian terhadap kemampuan pemahaman mahasiswa terhadap matakuliah biologi umum pada Tabel 1. Aspek kemampuan pemahaman siswa untuk keterampilan dan opini memperoleh skor terendah, yaitu hanya 5 mahasiswa yang dapat menguasai. Dari data tersebut dapat dikatakan bahwa mahasiswa belum dapat memahami matakuliah biologi umum yang diajarkan. Hal ini menyebabkan pemahaman mahasiswa dalam aspek keterampilan dan opini menjadi rendah. (Skinner, 1994) Berdasarkan teori tersebut seharusnya peneliti memberikan stimulus-stimulus yang dapat meningkatkan respons mahasiswa dalam pembelajaran di kelas. Setelah dilakuakn siklus II, hasil penilaian terhadap kemampuan pemahaman mahasiswa dapat dilihat pada Tabel 4.4. Aspek faktual, konsep, dan prosedur sudah dikuasai oleh seluruh mahasiswa. Untuk mahasiswa yang belum menguasai kemampuan pemahaman matakuliah biologi umum pada aspek visual, keterampilan, dan opini diberikan remedial secara individu oleh peneliti sehinggal mahasiswa tersebut dapat menguasai seluruh aspek yang dinilai
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