Efektivitas Model Integratif Digital Storytelling, Design Thinking, dan PjBL dalam Pembelajaran GEDSI bagi Mahasiswa dengan Disabilitas
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Abstract
This study examines the effectiveness of an integrated DST, DT, and PjBL model in GEDSI learning for students with disabilities. A quasi-experimental one-group pretest–postest design was employed with nine students with disabilities from the Special Education Study Program at the University of PGRI Argopuro Jember, selected through purposive sampling. Data were collected using learning activeness observation sheets and conceptual understanding tests, and analyzed using the non-parametric Sign Test with a significance level of α = 0.05. The findings show that the model is effective, as evidenced by significant improvements in both variables (p-value = 0.00195). The average learning activeness score increased from 1.70 to 3.18, while the average conceptual understanding score increased from 7.20 to 8.02. All participants obtained higher posttest scores than pretest scores, indicating a consistent positive change. These results suggest that the synergy of the three approaches creates a student-centered, empathetic, contextual, and accessible learning ecosystem.
Penelitian ini menguji efektivitas model integratif DST, DT, dan PjBL dalam pembelajaran GEDSI bagi mahasiswa dengan disabilitas. Metode yang digunakan adalah kuasi-eksperimen dengan desain one-group pretest–posttest. Sampel penelitian terdiri atas 9 mahasiswa dengan disabilitas dari Program Studi Pendidikan Luar Biasa Universitas PGRI Argopuro Jember yang dipilih melalui purposive sampling. Data dikumpulkan menggunakan lembar observasi keaktifan dan tes pemahaman konseptual, kemudian dianalisis menggunakan Sign Test non-parametrik dengan taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa model ini efektif, ditandai dengan peningkatan signifikan pada kedua variabel (p-value = 0,00195). Rata-rata skor keaktifan belajar meningkat dari 1,70 menjadi 3,18, sedangkan rata-rata pemahaman konseptual meningkat dari 7,20 menjadi 8,02. Seluruh responden memperoleh skor posttest yang lebih tinggi dibandingkan pretest, menunjukkan perubahan positif yang konsisten. Temuan ini mengindikasikan bahwa sinergi ketiga pendekatan tersebut menciptakan ekosistem pembelajaran yang berpusat pada mahasiswa, empatik, kontekstual, dan aksesibel.
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