SKRIPSI Jurusan Teknik Elektro - Fakultas Teknik UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

Perbandingan Penerapan “CBL” Dipadu Strategi “SL” dan “CPS” Dipadu Strategi “SL” Pengaruhnya Terhadap Hasil Belajar “IML” pada Siswa Kelas XI TITL di SMKN 6 Malang

Rusma Maqhrisa

Abstrak


ABSTRAK

Rusma, Maqhrisa. 2019. Perbandingan Penerapan “CBL” Dipadu Strategi “SL” dan “CPS” Dipadu Strategi “SL” Pengaruhnya Terhadap Hasil Belajar “IML” pada Siswa Kelas XI TITL di SMKN 6 Malang. Skripsi. Jurusan Teknik Elektro, Program Studi Pendidikan Teknik Elektro, Fakultas Teknik, Universitas Negeri Malang. Pembimbing: (1) Dr. Setiadi Cahyono Putro, M.Pd., M.T., (2) Drs. Hari Putranto, M.Pd.

Kata Kunci: Model Pembelajaran Challenge Based Learning, Creative Problem Solving, Strategi Scaffolding Learning, Hasil Belajar Pengetahuan, Sikap dan Keterampilan, Pembelajaran Instalasi Motor Listrik

Penelitian eksperimen ini dilatarbelakangi oleh permasalahan yang terdapat pada siswa Kelas XI Teknik Instalasi Tenaga Listrik (TITL) di SMKN 6 Malang. Permasalahan yang terjadi, yaitu kurangnya minat belajar siswa, siswa kesulitan memahami materi, nilai yang diperoleh siswa masih rendah dan dibawah standar. Berdasarkan permasalahan tersebut maka perlu adanya eksperimen perbandingan model pembelajaran yang inovatif seperti Challenge Based learning yang dipadu strategi Scaffolding Learning dan Creative Problem Solving yang dipadu strategi Scaffolding Learning. Tujuan utama penelitian ini adalah referensi pembelajaran inovatif yang dapat meningkatkan minat belajar siswa dan berdampak pada peningkatan hasil belajar siswa.

Metode penelitian ini menggunakan eksperimen semu (Quasi Experiment research) dengan “Pre-Test Post-Test Design”. Subjek penelitian yang digunakan adalah siswa kelas XI TITL A sebagai kelompok eksperimen A dan siswa kelas XI TITL B sebagai kelompok eksperimen B. Kelompok eksperimen A diberi perlakuan model pembelajaran CBL yang dipadu strategi SL sedangkan kelompok eksperimen B diberi perlakuan model pembelajaran CPS yang dipadu strategi SL. Pengumpulan data dilakukan melalui Pre-Test, Post-Test dan Observasi.

Hasil penelitian menunjukkan bahwa nilai rata-rata Post-Test setelah diberi perlakuan model pembelajaran CBL yang dipadu strategi SL adalah 89,78 untuk kelompok A dengan ketuntasan 100%. Kelompok B dengan perlakuan model pembelajaran CPS yang dipadu strategi SL mendapat nilai rata-rata Post-test adalah 85,64 dengan ketuntasan 82,34%. Kemudian data nilai rata-rata hasil belajar sikap dan keterampilan kelas A adalah 87,49 dan kelas B adalah 84,02. Uji perbedaan rata-rata hasil belajar siswa bagian pengetahuan menggunakan metode Independent T-Test menghasilkan nilai 0,042 yang berarti kurang dari 0,05. Begitu pun dengan perbedaan rata-rata hasil belajar bagian sikap dan keterampilan menghasilkan nilai 0,031.

Berdasarkan hasil penelitian tersebut, dapat disimpulkan bahwa terdapat perbedaan yang signifikan antara model pembelajaran Challenge Based learning yang dipadu strategi Scaffolding Learning dengan Creative Problem Solving yang dipadu strategi Scaffolding Learning pada bagian pengetahuan, sikap dan keterampilan. Berdasarkan hasil penelitian tersebut hasil perbedaan kedua model tersebut, model Challenge Based learning yang dipadu strategi Scaffolding Learning lebih baik dari hasil belajar bagian pengetahuan, sikap dan keterampilan.

ABSTRACT

Rusma, Maqhrisa. 2019. Comparison of the application “CBL” combined with “SL” and “CPS” Combined with “SL” Strategy Influence on “IML” Learning Result in Grade XI TITL Students in SMKN 6 Malang. Thesis. Department of Electrical Engineering, Electrical Engineering Teaching Program, Faculty of Engineering, State University of Malang. Supervisor: (1) Dr. Setiadi Cahyono Putro, M.Pd., M.T., (2) Drs. Hari Putranto, M.Pd.

Keywords : Challenge Based Learning, Creative Problem Solving, Strategi Scaffolding Learning, study result  Cognitif , Attitudes, and Psychomotoric domain, Electric of Motor Installation Learning

This experimental research is based on the issue graders XI  TITL in SMKN 6 Malang . The issue is regarding the low interest in learning in which the students find it hard to comprehend the materials; their scores are still low and below standad. Based on these problems it is necessary to have an experimental comparison of innovative learning models such as Challenge Based learning combined with Scaffolding Learning strategies and Creative Problem Solving strategies combined with Scaffolding Learning strategies. The main purpose of this study is innovative learning references that can increase student learning interest and have an impact on improving student’s Scores .

This research method uses quasi-experimental (Quasi-Experiment research) with "Pre-Test Post-Test Design". The research subjects used were class XI TITL A students as experimental group A and class XI TITL B students as experimental group B. The experimental group A was treated with the CBL learning model combined with the SL strategy while the experimental group B was treated with the CPS learning model combined with the SL strategy. Data are collected through Pre-Test, Post-Test, and Observation.

The results showed that the average value of Post-Test after being treated with the CBL learning model combined with the SL strategy was 89.78 for group A with 100% completeness. Group B with the treatment of the CPS learning model combined with the SL strategy got an average score of Post-Test was 85.64 with the completeness of 82.34%. Then the data value of the average learning result of attitudes and psychomotoric class A is 87.49 and class B is 84.02. The difference test of the average learning result of students in the cognitive section using the Independent T-Test method produces a value of 0.042, which means less than 0.05. The difference in the average learning result of the attitude and psychomotoric is value of 0.031, which means less 0,05 as well.

Based on the results of these studies, it can be concluded that there is a significant difference between the CBL model combined with SL strategy and CPS combined with SL strategies in the cognitive, attitudes and psychomotoric section. Based on the results of these studies the results of the differences between the two models, the CBL model combined with SL strategy strategies are better than the learning result of the cognitive, attitudes and psychomotoric.