Electronic Theses and Dissertation

Iyuni Nura (2026). Penerapan Desain Gagné (Nine Events of Instruction) berbasis Infografis Digital terhadap Rewiring Minds, Keterampilan Digital dalam Sains, dan Pemahaman Siswa pada Materi Perubahan Lingkungan. [Tesis. Universitas Syiah Kuala]. Dibawah bimbingan Prof. Dr. Djufri, M.Si dan Prof. Dr. Abdullah, S.Pd., M.Si

Pembelajaran pada materi perubahan lingkungan memerlukan strategi yang mampu meningkatkan pemahaman peserta didik sekaligus mendukung pengembangan Rewiring Minds (regulasi diri) dan keterampilan digital dalam sains. Penelitian ini bertujuan menganalisis perbedaan pemahaman peserta didik, Rewiring Minds (regulasi diri), dan keterampilan digital dalam sains antara peserta didik yang mengikuti pembelajaran menggunakan desain Gagné (Nine Events of Instruction) berbasis infografis digital dan peserta didik pada kelompok kontrol. Penelitian ini menggunakan pendekatan kuantitatif dengan metode quasi experiment dan desain pretest–posttest control group design. Populasi penelitian adalah peserta didik kelas X SMA Negeri 1 Takengon dan SMA Negeri 8 Takengon. Sampel ditentukan menggunakan teknik purposive sampling. Data dikumpulkan melalui tes pemahaman berbasis Higher Order Thinking Skills (HOTS), angket Rewiring Minds (regulasi diri), dan angket keterampilan digital dalam sains. Analisis data menggunakan uji N-Gain dan uji Mann–Whitney. Hasil penelitian menunjukkan bahwa pemahaman peserta didik pada kelompok eksperimen dan kelompok kontrol sama-sama mengalami peningkatan dengan kategori N-Gain tinggi. Namun, hasil uji Mann–Whitney menunjukkan bahwa tidak terdapat perbedaan peningkatan pemahaman yang signifikan antara kedua kelompok. Selain itu, tidak terdapat perbedaan yang signifikan pada Rewiring Minds (regulasi diri) maupun keterampilan digital dalam sains antara peserta didik yang mengikuti pembelajaran menggunakan desain Gagné (Nine Events of Instruction) berbasis infografis digital dan peserta didik pada kelompok kontrol. Disimpulkan bahwa penerapan desain Gagné (Nine Events of Instruction) berbasis infografis digital belum menunjukkan perbedaan yang signifikan dibandingkan pembelajaran pada kelompok kontrol terhadap peningkatan pemahaman peserta didik, Rewiring Minds (regulasi diri), maupun keterampilan digital dalam sains pada materi perubahan lingkungan.

Kata kunci: Desain Gagné, Infografis Digital, Rewiring Minds, Regulasi Diri, Keterampilan Digital dalam Sains, Pemahaman Peserta Didik.

Iyuni Nura (2026). The Implementation of Gagné’s Instructional Design (Nine Events of Instruction) Based on Digital Infographics toward Rewiring Minds, Digital Skills in Science, and Students’ Understanding of Environmental Change. [Master’s Thesis, Syiah Kuala University]. Supervised by Prof. Dr. Djufri, M.Si. and Prof. Dr. Abdullah, S.Pd., M.Si. Learning on environmental change requires instructional strategies that not only improve students' conceptual understanding but also foster Rewiring Minds (self-regulated learning) and digital skills in science. This study aimed to analyze the differences in students' conceptual understanding, Rewiring Minds (self-regulated learning), and digital skills in science between students who learned through the Gagné (Nine Events of Instruction) design integrated with digital infographics and those who received conventional instruction. This study employed a quantitative approach using a quasi-experimental method with a pretest–posttest control group design. The population consisted of tenth-grade students from SMA Negeri 1 Takengon and SMA Negeri 8 Takengon, with samples selected using purposive sampling. Data were collected using a Higher Order Thinking Skills (HOTS)-based conceptual understanding test, a Rewiring Minds (self-regulated learning) questionnaire, and a digital skills in science questionnaire. Data were analyzed using the N-Gain test and the Mann–Whitney test. The results showed that students' conceptual understanding improved in both the experimental and control groups, with both achieving a high N-Gain category. However, the Mann–Whitney test indicated no significant difference in the improvement of conceptual understanding between the two groups. Likewise, no significant differences were found in Rewiring Minds (self-regulated learning) or digital skills in science between students who learned through the Gagné (Nine Events of Instruction) design integrated with digital infographics and those in the control group. In conclusion, the implementation of the Gagné (Nine Events of Instruction) design integrated with digital infographics did not demonstrate a significantly greater effect than conventional instruction in improving students' conceptual understanding, Rewiring Minds (self-regulated learning), or digital skills in science on environmental change topics. Keywords: Gagné’s Nine Events of Instruction, Digital Infographics, Rewiring Minds, Self-Regulated Learning, Digital Skills in Science, Students’ Conceptual Understanding