DISERTASI dan TESIS Program Pascasarjana UM, 2016

Ukuran Huruf:  Kecil  Sedang  Besar

Pengaruh Strategi Pembelajaran Reciprocal Peer Questioning Vs Kerjasama Kelompok dan Efikasi Diri Terhadap Penguasaan Konsep dan Keterampilan Teknikal Materi Sistem Radio

Yetursance Yulsiana Manafe

Abstrak


ABSTRAK

 

Manafe, Yetursance, Y. 2016. Pengaruh Strategi Pembelajaran Reciprocal Peer Questioning Vs Kerjasama Kelompok dan Efikasi Diri terhadap Penguasaan Konsep dan Keterampilan Teknikal Materi Sistem Radio. Disertasi. Program Studi Teknologi Pembelajaran. Pascasarjana. Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. Punaji Setyosari, M.Pd. M.Ed., (II) Dr. Dedi Kuswandi, M.Pd., (III) Saida Ulfa, M.Edu.,Ph.D.

 

Kata Kunci: reciprocal peer questioning, kerjasama kelompok, efikasi diri, penguasaan konsep, keterampilan teknikal.

Pembelajaran mengandung makna memfasilitasipebelajar agar aktif belajar. Kondisi pada lokasi penelitian menunjukkan tingkat partisipasi pebelajar masih rendah pada materi sistem radio khususnya mata pelajaran Memperbaiki Radio Penerima dengan tingkat ketuntasan 65,3%  dan yang belum tuntas 34,7%.

Penelitian ini bertujuan untuk membuktikan ada atau tidak adanya pengaruh strategi pembelajaran reciprocal peer questioning versus kerjasama kelompok terhadap perolehan penguasaan konsep dan keterampilan teknikal. Apakah  efikasi diri pebelajar mempunyai pengaruh terhadap perolehan penguasaan konsep dan keterampilan teknikal pebelajar dan apakah terjadi interaksi antara strategi pembelajaran dan efikasi diri dengan menggunakan metode eksperimental semu (quasi experimental) dan rancangan faktorial 2x2 versi non equivalent control group design. Penelitian ini dilakukan di SMK Negeri 2 Kupang. Subyek penelitian adalah pebelajar kelas X Teknik Audio Video (TAV)berjumlah 82 orang (TAV 1 berjumlah 42 orang dan TAV 2 berjumlah 40 orang) yang memprogram mata pelajaran Memperbaiki Radio Penerima tahun ajaran 2015/2016. Pengujian hipotesis menggunakan  MANOVA (Multivariate Analysis of Variance).

Hasil penelitian adalah: (1) ada perbedaan penguasaan konsep pebelajaryang diajar menggunakan pembelajaran reciprocal peer questioningdibanding pembelajaran kerjasama kelompok;(2) ada perbedaan penguasaan konsep antara pebelajar yang  memiliki efikasi diri tinggi dengan pebelajar yang memiliki  efikasi diri rendah;(3) tidak ada interaksi antara strategi pembelajaran dan efikasi diri pebelajar terhadap penguasaan konsep materi sistem radio; (4) tidak ada perbedaan keterampilan teknikal pebelajar yang diajar menggunakan strategi pembelajaran reciprocal peer questioning dengan strategi pembelajaran kerjasama kelompok;(5) ada perbedaan keterampilan teknikal pebelajar yang  memiliki  efikasi diri tinggi dengan pebelajar yang memiliki  efikasi diri rendah;(6) dan ada interaksi antara strategi pembelajaran dan efikasi diri pebelajar terhadap hasil belajar keterampilan teknikal mata pelajaran Memperbaiki Radio Penerima.

Berdasarkan hasil penelitian dapat sarankan: (1)Strategi pembelajaran reciprocal peer questioningditerapkan pada mata pelajaran memperbaiki radio penerima karena terbukti efektif meningkatkan hasil belajar penguasaan konsep maupun keterampilan teknikal;(2) Strategi kerjasama kelompok sama baiknya dengan Reciprocal Peer Questioning untuk mata pelajaran praktek sehingga dapat diterapkan pada mata pelajaran praktek lainnya; (3)Efikasi diri pebelajar menjadi salah satu faktor yang perlu diperhatikan terutama pada saat kegiatan belajar praktek;dan (4) Penelitian selanjutnya dapat dicoba pada kelas berbeda dengan kompetensi keahlian yang berbeda seperti mesin, listrik, elektronika, sipil dan informatika pada Sekolah Menegah Kejuruan.

 

ABSTRACT

 

Manafe, Yetursance, Y. 2016. The Effect of Instructional Strategies of Reciprocal Peer Questioning Vs Group Cooperative Learning and Self Efficacy Toward Mastery of Concepts and Technical Skills Subject of Radio System. Dissertation. Program of Instructional Technology. Graduate University of Malang. State University of  Malang. Advisors: (1) Prof. Dr. Punaji Setyosari, M.Pd.,M.Ed., (II) Dr. Dedi Kuswandi, M.Pd., (III) Saida Ulfa, M.Edu.,Ph.D.

 

Key Words: Reciprocal Peer Questioning, Group Cooperation, Self Efficacy, Mastery Concepts, Technical Skills.

The instructional implies facilitate learners to be active learning. The conditions at the site showed the level of participation of learners is still low on the radio system subjects of Improving Radio Receiver with the level of completeness of 65.3 % and 34.7% unresolved.

The aim of this study is to to prove the presence or absence of reciprocal peer questioning instructional strategy versus group cooperation learning to gain control of the radio system concepts and technical skills specially Fixing Radio Receiver subject. The study also wanted to test whether self-efficacy of learners have an influence on the acquisition of mastery of concepts and technical skills of learners and whether there is interaction between the learning strategies and self efficacy against the acquisition of mastery of concepts and technical skills in the radio system.This study designed using a quasi-experimental research methods and the 2x2 factorial design with non equivalent control group design. The research location on SMK Negeri 2 Kupang with research subjects numbered 82 members, namely class X Engineering Audio Video (TAV) which is programmed subjects Fixing Radio Receiver academic year 2015/2016 is divided into two classes TAV 1 amounted to 42 people and TAV 2 of 40 people. Hypothesis testing using MANOVA (Multivariate Analysis of Variance).

The results obtained are: (1) there is a difference mastery of concepts learners are taught using learning reciprocal peer questioning than cooperative learning groups;   (2) there is a difference between the concept mastery learners who have high self-efficacy with learners who have low self-efficacy; (3) there is no interaction between the learning strategies and self efficacy of learners towards mastery of the material concept of radio systems; (4) there was no difference in the technical skills of learners are taught using instructional strategies reciprocal peer questioning the group cooperative learning strategies; (5) there are differences in technical skills of learners who have high self-efficacy with learnersthen who have low self-efficacy; and (6) There is no interaction between the learning strategies and self efficacy of learners towards learning outcomes technical skills subjects of Improving Radio Receiver .

Based on the results of this research suggest that: (1)Reciprocal peer questioning instructional strategies can be applied to Fixing Radio Receiver subject since proven effective in improving learning outcomes mastery of concepts and technical skills; (2) Strategy of group cooperation as well as reciprocal peer questioning for the practice subjects that can be applied to other practices subjects; (3) Self-efficacy of learners is one factor to be considered, especially on the practice subjects; and (4) Subsequent studies can be tried in a different class to the content of the subjects or the competence of different skills such as machinery, electrical, electronics, civil and informatics in vocational secondary schools.