THE IMPLEMENTATION OF ONLINE PROJECT-BASED LEARNING MODEL WITH A COMBINATION OF COLLABORATIVE LEARNING TO IMPROVE THE LEARNING RESULT OF DIGITAL PHOTO COMPOSITION

Received Octo 12, 2018 Revised Oct 20, 2018 Accepted Oct 30, 2018 The purpose of this research was to improve the learning results of Digital Photo Composition through the implementation of the Online Project-Based Learning model with a combination of Collaborative Learning on Multimedia students of vocational high-school at Takeran. This research was Classroom Action Research (CAR) with the cycle model of collaboration between researcher dan teacher. This survey was conducted in two cycles with each cycle consisting of planning, acting, observing, and reflecting. These subjects were students of Multimedia eleventh grade of vocational high-school at Takeran, which consisted of 22 students. The data collection technique was a test, observation, interview, and documentation. The data validity tests of the research were a triangulation of source and triangulation of method. The data analyzed technique was quantitative-descriptive analysis technique. Based on the result of this survey, it could conclude that implementation of the Online Project-Based Learning model with a combination of Collaborative Learning can improve learning result at Multimedia eleventh grade of vocational high-school at Takeran. It proved by the increase of average scores in the cognitive test for each cycle. The average value of pra-cycle was 69,82 with the completeness of 22,73% or 5 of 22 students. While on the cycle, I was 77,5 with the completeness of 63,64% or 14 of 22 students. The average score of cycle II was 83,95 with the integrity of 81,82% or 18 of 22 students.


INTRODUCTION
Education is a conscious and systematic effort, undertaken by people who are responsible for influencing students to have nature and character according to the ideals of scholarship [1]. Therefore knowledge is expected directed to make students able to rea ch the process of maturity and independence. The quality of education cannot separate from the role of teachers in implementing the learning process in the classroom. Teachers should be able to create a fun, creative and dynamic learning environment. But in fact, the process of learning more using an expository strategy that emphasizes the delivery of material by teachers. It leads to teacher-centred learning. The success of the teaching and learning process in the classroom can see from the result of the students' achievement in accordance with the school standard, if t h e value obtained by students is appropriate or more than the rule of the school, it can be said that the teaching and learning process is successful and vice versa, if the value obtained by students is not appropriate or less from the school standard it can be said the teaching and learning process has not been successful.
Based on pre-test results conducted by researchers in August 2017 showed that there were only five students (22.73%) who scored above the Minimum Completion Criteria subjects Digital Photo Composition in class XI Multimedia 2 of vocational high-school at Takeran, which is 80. While 17 students (77.27%) scored less than KKM. The average grade is also below the KKM, which is 69.82. The data shows that the JOIVE e-ISSN:  9 Journal homepage: https://jurnal.uns.ac.id/joive/index results of learning in the class XI Multimedia 2 of vocational high-school at Takeran are still low. Therefore, there needs to be action to overcome the problem.
To realize the learning that can lead the students to achieve the goals that have set, it takes a fun learning and attracts the attention of students. Of the many existing learning models, researchers suggest an alternative model of learning to improve student learning outcomes is through the implementation o f Online Project-Based Learning model with a combination of Collaborative Learning.
Widespread use of the internet can be massive potential for the development of learning with online systems. Learning with an online system allows students to access info rmation flexibly without time and space. On the other hand, project-based learning (Project Based Learning) has tremendous potential to create a more engaging and rewarding learning experience for students [2] Project Based Learning is a learning model tha t uses schemes/activities as a medium. In project-based learning, students will be encouraged more actively in education. To involve the active participation of students requires an approach that provides opportunit ies t o lead to the success of learning practices. Through Collaborative Learning blend can provide a conducive environment for students to learn.
Based on the above problems, the researcher is interested in conducting a class action research entitled "The Implementation of Online Project-Based Learning Model with a Combination of Collaborative Learning to Improve Learning Results of Digital Photo Composition on Multimedia Student of vocational high-school at Takeran".

RESEARCH METHOD
The research conducted at vocational high-school at Takeran located in Kuwonharjo village, Takeran district, Magetan district, East Java. The subjects of this study were students of class XI Multimedia 2, which amounted to 22 students.
This research is a Classroom Action Research (CAR). Sources of data in this stu dy were teachers, students, observers, and documents. The data collection technique used is interview, observation, test, and documentation. The data variance test uses triangulation of data or source and method triangulation. Triangulation of this source to test the credibility of data done by checking the data that was obtained from several sources [3]. Triangulation method directs a researcher to collect similar data but by using different data collection methods.
Data analysis techniques used to analyze data that has been successfully collected using quantitative descriptive methods. The indicator of the success of this study is the increase of learning outcomes 80% of the number o f students obtaining the value of ≥ KKM is 80.

RESULT
The researcher performs a pretest before acting. Pra -cycle test conducted on August 26, 2017. Based on pre-cycle test results obtained data showing that the result cognitive value is low. Pra -action test results held on August 26, 2017, showed that there were only five students (about 22.73%) of the 22 students who scored above the KKM, which was ≥80.
The results of cognitive values can see in table 1 below. Based on table 1 students who scored under the KKM as many as 17 students or 77.27% and students who get the value of ≥80 is as many as five students or 22.73% of 22 students. It can conclude that the results of cognitive learning subjects Digital Photo Co mposition on students of class XI Multimedia of vocational high-school at Takeran are still low. Therefore, the need for action to overcome the small learning result of Digital Photo Composition is by applying Online Project-Based Learning model with a combination of Collaborative Learning. Through the implementation of this learning, the model is expected to improve the learning results of Digital Photo Composition in the students of class XI Multimedia of vocational highschool at Takeran.
After the implementation of the action on cycle I by applying Online Project -Based Learning model with a combination of Collaborative Learning, students' cognitive value has increased. It can be seen in Table 2 as follows. Based on the data in table 3 above, be aware that there is an increase in students cognitive value in cycle II. In period II of 22 students, there are 18 students or 81.82% students who get the value of ≥80 while four students or 18.18% still get the value under the KKM. The completene ss in the second cycle reached 81.82% so it can say the indicator of achievement that has targeted at this research has concluded.

DISCUSSION
Based on the data table from the research results can be seen that the students' learning outcomes have increased from pre-cycle, a cycle I, a cycle II, and cycle III. Then it can be concluded that through the implementation of the Online Project-Based Lea rning model with a combination, Collaborative Learning ca n improve student learning outcomes. This evidenced by the development of students' cognitive value from pre-cycle, a cycle I, cycle II, and III as listed in table 4 below. From the table 4 data above, it can conclude that at the lowest pra -cycle value is 50 while the highest value is 88 with an average grade of 69.82 and learning mastery of 22.73%, is as many as five students complete or get a value of ≥80.
In action cycle-I, by applying the learning model, Online Project-Based Learning with a combination Collaborative Learning the lowest score is 65 while the highest score is 94 with an average of 77.5 and learning completeness increased to 63,64% or 14 students complete.
In action cycle II by applying the learning model, Online Project -Based Learning with a combination Collaborative Learning the lowest score is 70 while the highest value is 99 with an average of 83.95 and learning completeness increased to 81.82% or 18 students complete.
Based on observation data and the results of interviews conducted with teachers and students of class XI Multimedia 2 after the implementation of the learning model can be concluded that the application of Online Project-Based Learning model with a combination Collaborative Learning can improve the learning result of Digital Photo Composition in the students of class XI Multimedia of vocational high-school at Takeran.

CONCLUSION
Based on the results of classroom action research that has been implemented in two cycles by applying Online Project-Based Learning model with a combination Collaborative Learning, it can be concluded that the implementation of Online Project -Based Learning model with a combination Collaborative Learning can improve the learning result of Digital Photo Composition in students of XI Multimedia 2 of vocational high-school at Takeran. This evidenced by the increase the value of student learning outcomes is on pre-cycle, students cognitive average score of 69.82, in cycle I the average grade of students increased to 77.5, and in period II it rises again to 83.95. Students learn mastery level on pra -cycle only 22.73% or as many as five students complete while 17 students or 77.27% students have not comp let ed with KKM that is ≥80.
In cycle, I percentage of mastery increased to 63.64% or 14 students completed and 8 or 36.3 6 % o f students have not completed. On the second period Increased again to 81.82% or as many as 18 students complete while four students or 18.18% of students have not finished.