SKRIPSI Jurusan Teknik Elektro - Fakultas Teknik UM, 2013

Ukuran Huruf:  Kecil  Sedang  Besar

Penerapan Strategi Pembelajaran Aktif Tipe True or False untuk Meningkatkan Aktivitas dan Hasil Belajar dalam Mata Pelajaran Produktif TKJ di SMK Negeri 2 Malang

Happy Nur Prasetyo Wibowo

Abstrak


ABSTRAK

 

Wibowo, Happy N.P. 2013. Penerapan Strategi Pembelajaran Aktif Tipe True  or False  untuk Meningkatkan Aktivitas dan Hasil Belajar dalam Mata Pelajaran Produktif TKJ di SMK Negeri 2 Malang. Skripsi. S1 Pendidikan Teknik Informatika. Jurusan Teknik Elektro. Fakultas Teknik. Universitas Negeri Malang. Pembimbing (I) Dr. H. Tri Atmadji S, M.Pd, (II) M. Rodhi Faiz, S.T., M.T

Kata Kunci :  Strategi Pembelajaran Aktif  Tipe True  or False, Aktivitas Belajar, Hasil Belajar.

 

Permasalahan yang dialami guru TKJ saat mengajar mata pelajaran produktif TKJ di kelas X TKJ 3 SMKN 2 Malang adalah siswa kurang termotivasi dalam proses pembelajaran dan kurangnya keinginan siswa dalam mengerjakan latihan terutama pada mata pelajaran produktif  TKJ. Siswa juga masih pasif dalam bertanya dan berpendapat. Proses pembelajaran yang dilakukan masih terpusat pada guru dan berlangsung monoton, guru memberikan materi dan contoh soal, siswa mendengarkan penjelasan yang diberikan guru, kemudian mengerjakan latihan yang diberikan guru. Komunikasi juga berlangsung hanya satu arah yaitu dari guru ke siswa dan kurangnya keaktifan siswa dalam proses pembelajaran. Jika penguasaan materi hanya dilakukan siswa dengan tergantung pada apa yang disampaikan guru, maka aktivitas belajar siswa menjadi terbatas. Aktivitas belajar ini juga dapat mengakibatkan hasil belajar yang kurang maksimal. Selama ini guru hanya menjelaskan dengan metode ceramah sehingga siswa menjadi tidak kondusif dan cenderung tidak terlibat aktif dalam proses pembelajaran. Selain itu, siswa juga tidak akan bertanya atau berpendapat karena merasa apa yang disampaikan oleh guru sudah cukup.

Dengan keadaan yang ada di lapangan peneliti berinisiatif membantu memecahkan permasalahan guru yaitu dengan melakukan penelitian tindakan kelas melalui penerapan strategi pembelajaran aktif  tipe True  or False dalam kegiatan belajar mengajar produktif TKJ yang diharapkan mampu meningkatkan aktivitas dan hasil belajar dimana siswa menjadi lebih aktif dan hasil belajar menjadi lebih maksimal.

Dalam pelaksanaan strategi pembelajaran aktif tipe True Or False ini siswa dibagi atas beberapa kelompok kecil yang terdiri atas 4 atau 5 anggota. Setiap siswa akan mendapatkan lembaran yang berisi pernyataan-pernyataan yang menyangkut tentang materi yang diajarkan. Siswa di minta untuk mengidentifikasi mana pernyataan yang benar atau yang salah. Siswa diberikan kesempatan untuk menjawab atau mengemukakan pendapat semampu mereka dalam batas waktu yang telah ditentukan.

 Rancangan penelitian yang digunakan adalah rancangan penelitian tindakan kelas (PTK) dan dirancang dalam tiga siklus. Masing-masing terdiri dari empat tahap, yaitu: perencanaan (planning), pelaksanaan tindakan (action), pengamatan (observation), dan refleksi (reflection). Subjek penelitian adalah siswa kelas X TKJ 3 SMKN 2 Malang yang berjumlah 34 siswa.

Pencapaian aktivitas belajar siswa pada siklus I antara lain mental activities 47%, visual activities 35,2%, writing activities 29,4%, oral activities 52,9%, listening activities 70,5%, dan emotional activities 38,2%. Pencapaian aktivitas belajar siswa pada siklus II antara lain mental activities 85,2%, visual activities 73,5%, writing activities 50%, oral activities 70,5%, listening activities 85,2%, dan emotional activities 76,4%. Pencapaian aktivitas belajar siswa pada siklus III antara lain mental activities 94,1%, visual activities 76,4%, writing activities 73,5%, oral activities 82,3%, listening activities 79,4%, dan emotional activities 82,3%. Penerapan strategi pembelajaran aktif tipe True Or False juga meningkatkan hasil belajar siswa dengan persentase ketuntasan hasil belajar siswa adalah pada siklus I sebesar 48,3%, pada siklus II sebesar 66,6%, dan  pada siklus III sebesar 79,4%.

Dengan hasil penelitian ini, diharapkan guru TKJ dapat terus menerapkan strategi pembelajaran aktif tipe True Or False dalam proses pembelajarannya dan mengupayakan kelas lebih kondusif.

 ABSTRACT

Wibowo, Happy N.P. 2013. Implementation of Active Learning Strategy True Or False Type to increase Activity and Achievement Student on Productive TKJ subject at SMK Negeri 2 Malang. Thesis. S1 Education of Informatic Engineering. Electro Department. Technic Faculty. University of Malang. Advisor: (I) Dr. H. Tri Atmadji S, M.Pd, (II) M. Rodhi Faiz, S.T., M.T

Keywords :     Active Learning Strategy Type True Or False, Learning Activity Student, Learning Achievement Student.

 

The problems that faced by TKJ teachers in teaching productive TKJ subjects at X Grade TKJ 3 in SMK Negeri 2 Malang is the motivation of the students which is still low in the learning process. Students also lack of desire to do the exercises given, especially on productive TKJ subjects. Students are also passive in asking questions and giving opinion. The teaching and learning processes done is still teacher centered and monotonous where the teacher explains, the students just listen to the explanation given and do some exercises. The Communication happens is one way communication, from the teacher to the students. It makes the students have lack of involvement in the learning process. If the students’ understanding about the materials is only received from the teacher, the students will have limited activity. That kind of learning activity cannot bring good result in the teaching and learning process. During this time, teachers only explain the materials conventionally. It makes the classroom condition not conducive. The students cannot engage actively in the learning process. In addition, most of the students have no willingness to ask questions or give comments about the teacher’s explanation. It is because they feel that the teacher’s explanation is clear enough.

According to the explanations above, the researcher intends to solve the problems faced by the teacher by conducting classroom action research through the application of active learning strategies using True or False type on productive TKJ subject. It is expected to increase the students’ activity and achievement in the learning process. So, the students become more active and learning achievement becomes higher.

In the implementation of active learning strategies using True Or False type, students were divided into small groups consisting of 4 or 5 members. Each student got a sheet contained some statements concerning about the material that was taught. Students were asked to identify which statements are true or false. In this method, the students were also given an opportunity to respond or express opinions as possible within a specified time limit.

 The design of this study is classroom action research (CAR). It was designed in three cycles. Each cycle conducted in four stages, namely: planning action, observation, and reflection. The subjects of this study were students of X Grade of TKJ 3 in SMK Negeri 2 Malang, consisting 34 students.

The learning Achievement of students in the first cycle were 47%of mental activities, 35.2% of visual activities, 29.4% of writing activities, 52.9% of oral activities, 70.5% of listening activities, and 38.2% of emotional activities. The Achievement of the student in the learning activities in the second cycle were 85.2% of mental activities, 73.5% of visual activities, 50% of writing activities, 70.5% of oral activities, 85.2% listening activities, and 76.4% of emotional activities. The Achievement of student learning activities in the third cycle were 94.1%of mental activities, 76.4% of visual activities, 73.5% of writing activities, 82.3% of oral activities, 79.4% of listening activities, and 82.3% of emotional activities %. The Application of active learning strategies using True Or False type also improved the students’ learning achievement with pass score percentage in the first cycle was 48.3%, in the second cycle was 66.6%, and the third cycle was 79.4%.

 The results of this study is expected can be useful, so that  TKJ teachers can implement this active learning strategy using True Or False type in the teaching learning process. The teachers are also expected to create more conducive class.