Pengembangan Alat Evaluasi Berbasis Roblox Studio Pada Mata Pelajaran Chassis Otomotif Pada Siswa SMKN di Kota Malang
https://doi.org/10.51574/jrip.v5i1.3046
Keywords:
Roblox Studio, Game-based learning, Pendidikan vokasi, Evaluasi digital, Chassis OtomotifAbstract
Penelitian ini bertujuan untuk mengembangkan dan menguji alat evaluasi berbasis Roblox Studio pada mata pelajaran Chassis Otomotif bagi siswa SMK di Kota Malang. Tujuan utamanya adalah meningkatkan keterlibatan dan hasil belajar siswa melalui pendekatan evaluatif yang interaktif dan kontekstual. Pendekatan ini merujuk pada teori game-based learning yang menekankan pengalaman belajar yang aktif dan bermakna sesuai konteks. Metode penelitian yang digunakan adalah penelitian dan pengembangan (R&D) model Borg & Gall yang dimodifikasi dengan kerangka ADDIE. Proses pengembangan melibatkan dua validator ahli (ahli materi dan ahli media), satu guru produktif, dan 60 siswa dalam uji coba terbatas dan uji coba lapangan selama empat bulan. Pengumpulan data dilakukan melalui validasi ahli, penilaian guru, respon siswa, serta analisis hasil pre-test dan post-test. Hasil validasi menunjukkan bahwa alat evaluasi ini dinilai “sangat baik” oleh ahli materi dan “baik” oleh ahli media. Guru memberikan respons positif terhadap relevansi dan kegunaan media, sementara siswa menilai positif tampilan, kemudahan penggunaan, dan kebermanfaatannya dalam memahami materi. Secara statistik, penggunaan media ini terbukti meningkatkan hasil belajar siswa secara signifikan, dengan nilai N-gain sebesar 0,62 (kategori sedang). Penelitian ini menyimpulkan bahwa Roblox Studio efektif sebagai alat evaluasi alternatif di pendidikan vokasi dan mampu menjawab tantangan evaluasi konvensional dalam pembelajaran teknik otomotif. Penelitian ini berkontribusi sebagai studi awal pemanfaatan Roblox Studio dalam ranah evaluasi teknik otomotif yang sebelumnya belum banyak dieksplorasi di pendidikan vokasi Indonesia, serta membuka peluang penerapan lebih lanjut pada mata pelajaran teknik lainnya dan berbagai konteks pembelajaran.
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