Tugas Akhir Jurusan Teknik Elektro - Fakultas Teknik UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Peredaan Hasil Belajar Siswa yang Dibelajarkan Menggunakan Model Pembelajaran Kooperatif TGT dan STAD dengan Dikontrol Melalui Motivasi Tentang Pembelajaran Istalasi Penerangan Listrik di SMK Negeri 1 Singosari

MUHAMMAD NUR FAJRI

Abstrak


ABSTRAK

 

Fajri, Muhammad Nur. 2015. Peredaan Hasil Belajar Siswa yang Dibelajarkan Menggunakan  Model Pembelajaran Kooperatif TGT dan STAD dengan Dikontrol Melalui Motivasi Tentang Pembelajaran Istalasi Penerangan Listrik di SMK Negeri 1 Singosari.. Skripsi. Program Studi Pendidikan Teknik Elektro, Jurusan Teknik Elektro, Universitas Negeri Malang. Pembimbing (I) Drs. Setiadi C.P., M.T., M.Pd., (2) Drs. Dwi Prihanto, S.S.T., M.Pd.

 

Kata Kunci :   motivasi, variasi metode pembelajaran, Team Game Tournament,

Student Team Achievement Divisions, hasil belajar Instalasi

 

Penerangan Listrik

Penelitian ini bertujuan untuk mengungkap perbedaan rata-rata hasil belajar Instalasi Penerangan Listrik antara: (1) kelompok siswa tingkat motivasi tinggi mengikuti pembelajaran Team Game Tournament (XT1),dengan (2) kelompok siswa tingkat motivasi rendah mengikuti pembelajaran Team Game Tournament (XT2), dengan (3) kelompok siswa tingkat motivasi tinggi mengikuti pembelajaran Student Team Achievement Divisions (XS1), dan dengan (4) kelompok siswa tingkat motivasi rendah mengikuti pembelajaran Student Team Achievement Divisions(XS2).

Penelitian ini menggunakan rancangan penelitian eksperimen dengan faktorial 2x2. Uji hipotesis dilakukan dengan ANOVA dua jalur untuk mengungkap signifikansi interaksi antara motivasi dan metode pembelajaran, serta mengungkap signifikansi perbedaan hasil belajar berdasarkan tingkat motivasi dan metode pembelajaran. Guna mengungkap hasil belajar yang paling berbeda diantara XT1, XT2, XS1, XS2, maka dilakukan uji hipotesis dengan bantuan SPSS 16.

Hasil penelitian pada kelas XI TIPTL di SMK Negeri 1 Singosari, menunjukkan signifikansi bahwa: (1) ada interaksi antara faktor motivasi dan faktor metode pembelajaran (p = 0,002 < 0,05); (2) ada perbedaan hasil belajar antar perlakuan; (3) perbedaan masing-masing kelompok hasil belajar secara berturut adalah: (a) antara XT1 dan XS1 (p = 0,993 > 0,05) tidak ada perbedaan; (b) antara XT2 dan XS2 (p = 0,000 < 0,05) ada perbedaan; (c) antara XT1 dan XT2 (p = 0,004 < 0,05) ada perbedaan; dan (d) antara XS1 dan XS2 (p = 0,000 < 0,05) ada perbedaan.

Berdasarkan hasil penelitian, disarankan kepada peneliti selanjutnya agar melakukan penelitian mengenai cara meningkatkan motivasi siswa, dengan membuat range yang lebih halus, misalnya dengan taraf tingkat motivasi tinggi, sedang dan rendah, serta melakukan penelitian mengenai faktor-faktor yang dapat berinteraksi positif dengan metode pembelajaran.

 

Abstrak

 

Fajri, Muhammad Nur. 2015. The Difference of Students Achievement between Those who were Taught with Cooperative Learning Model TGT and STAD which Controled Motivation on Light Electrical Instalaition at SMK Negeri 1 singosari. Thesis. Electrical Engineering Departement , Faculty of Engineering, State University of Malang. Advisor (I) Drs. Setiadi C.P., M.T., M.Pd., (2) Drs. Dwi Prihanto, S.S.T., M.Pd.

Kata Kunci :   motivates, Learning Method Variation, Team Game Tournament,

Student Team Achievement Divisions, Base of Light Electrical Instalation

The purpose of this research is to find out of differences of Base of Light Electrical Instalation student's achievement between students with high level motivates which followed a learning by using team game tournament group (XT1), students with low level motivates which followed a learning by using Team Game Tournament group (XT2), students with high level motivates which followed a learning by using students team achievement divisions group (XS1), and students with high level motivates which followed a learning by using students team achievement divisions group (XS2).

This research used program experiment research by using design used factorial 2 x 2. The hypothesis test was analyzed using to way ANOVA test to recognize the differences of student's achievement significant level based on motivates and learning method, and also to recognize the interaction significant level between motivates and learning method, to recognize the difference between XT1, XT2, XS1, XS2, and the most difference  of X between that four groups was done with SPSS 16 software.

This research result showed that: (1) there was an interaction between the student's motivatelevel and learning method (p = 0,002 < 0,05); (2) there was significant differences on experiment group; (3) the differences of student's achievement significant level based on: (a)there was no significant differences on XT1 with XS1(p = 0,002 < 0,05); (b) there was significant differences on XT2 with XS2(p = 0,000 < 0,05); (c) there was significant differences on XT1 with XT2(p = 0,004 < 0,05); and (d) there was significant differences on XS1 with XS2 (p = 0,000 < 0,05).

                Based on this research result, it is suggested to the next researched to the next researcher to do the research about the way for increasing student motivates, to do the research by using software range, for instance for high level motivates, medium level motivates, and low level motivates, also doing the research about which can interact positively by using learning method.