PENERAPAN SCAFFOLDING PENGGUNAAN CHROMEBOOK UNTUK MENINGKATKAN KONSENTRASI BELAJAR SISWA PADA PEMBELAJARAN PENDIDIKAN PANCASILA DI SMPN 13 MADIUN

Abstract

The use of Chromebooks in learning can support technology-based learning activities; however, access to various applications and websites may potentially cause digital distractions that interfere with students’ concentration. This study aimed to improve students’ learning concentration through the implementation of instructional scaffolding in Chromebook use in Pendidikan Pancasila learning. This study employed Classroom Action Research (CAR) using the Kemmis and McTaggart model, consisting of planning, action, observation, and reflection. The subjects were 31 ninth-grade students of Class IX A at SMPN 13 Madiun. Instructional scaffolding was implemented through Google Sites containing instructions, activity guidelines, learning resources, assignments, reminders, and learning games. Data were collected through a learning concentration questionnaire and observations of digital distraction behavior and were analyzed descriptively and quantitatively. The results showed that the mean learning concentration score increased from 46.13 at the initial stage to 55.68 in Cycle I and 69.32 in Cycle II. Meanwhile, the mean digital distraction score decreased from 58.32 to 46.87 in Cycle I and 36.52 in Cycle II. Improvements in the intervention were made by simplifying instructions, adding interactive activities, and gradually reducing teacher assistance. Thus, instructional scaffolding supported by Google Sites showed positive changes in students’ learning concentration while reducing digital distractions in Chromebook use during Pendidikan Pancasila learning.