Electronic Theses and Dissertation

Learning loss merupakan kondisi di mana siswa kehilangan pengetahuan dan keterampilan secara akademis akibat situasi dan kondisi tertentu, seperti pademi, libur sekolah yang berkepanjangan, dan keadaan darurat lainnya. Salah satu upaya yang dapat dilakukan guru untuk mendiagnosis learning loss yang terjadi pada siswa adalah dengan melakukan tes diagnostik. Penelitian ini dilakukan di SMAN 5 Banda Aceh dan bertujuan untuk mengetahui proses pengembangan dan hasil dari pengembangan tes diagnostik berbasis e-learning untuk mengidentifikasi learning loss siswa SMA pada materi trigonometri. Penelitian ini menggunakan model pengembangan Tessmer. Tahapan penelitian meliputi self-evaluation, expert review, one-to-one, small group, dan field test. Instrumen penelitian yang digunakan adalah lembar validasi, angket, dan tes diagnostik. Penelitian ini menghasilkan 13 soal dengan kategori valid dan memiliki kualifikasi reliabel dengan kategori tinggi. Pada tahap self evaluation dilakukan analisis kurikulum, materi, IPK dan perancangan soal, tahap expert review dilakukan evaluasi dan validasi oleh para validator, tahap one-to-one tidak ditemukan kesalahan penulisan dan penafsiran ganda pada soal, tahap small group tidak ditemukan penafsiran ganda dan diperoleh 13 soal yang siap diujikan pada tahap field test. Pada tahap field test dilakukan berbasis e-learning diperoleh 48,5% siswa yang mengikuti tes mengalami learning loss pada 13 soal yang diujikan. Pada identifikasi perorangan terdapat 48,5% siswa yang teridentifikasi mengalami learning loss.

Learning loss is a condition where students lose academic knowledge and skills due to certain situations and conditions, such as pandemics, prolonged school holidays, and other emergencies. One effort that teachers can make to diagnose learning loss that occurs in students is to carry out diagnostic tests. This research was conducted at SMAN 5 Banda Aceh and aims to determine the development process and results of developing an e-learning based diagnostic test to identify high school students' learning loss in trigonometry material. This research uses the Tessmer development model. Research stages include self-evaluation, expert review, one-to-one, small group, and field test. The research instruments used were validation sheets, questionnaires and diagnostic tests. This research produced 13 questions in the valid category and had reliable qualifications in the high category. At the self-evaluation stage, analysis of the curriculum, materials, GPA and question design was carried out, at the expert review stage, evaluation and validation were carried out by the validators, at the one-to-one stage there were no writing errors or double interpretations in the questions, at the small group stage no double interpretations were found and 13 questions were obtained that were ready to be tested at the field test stage. At the field test stage which was carried out based on e-learning, it was found that 48.5% of students who took the test experienced learning loss on the 13 questions tested. In individual identification, 48.5% of students were identified as experiencing learning loss.