DISERTASI dan TESIS Program Pascasarjana UM, 2010

Ukuran Huruf:  Kecil  Sedang  Besar

Meningkatkan aktivitas dan hasil belajar melalui metode pemberian tugas yang berkaitan dengan materi sumber daya alam di kelas XI IS SMA Assa’adah Bungah Gresik. (Tesis)

Rina Natalina

Abstrak


Permasalahan yang terjadi dalam pembelajaran geografi di SMA Assa'adah Bungah Gresik 87% siswa tidak dapat menjawab pertanyaan tentang materi sumber daya alam, 80% siswa sama sekali tidak aktif dalam proses pembelajaran. Permasalahan tersebut terjadi akibat dari kondisi siswa yang pasif dan banyak diam. Sehingga mengalami kebosanan dan kejenuan yang berdampak pada hasil belajar siswa yang cenderung rendah, dari faktor guru monoton menggunakan metode ceramah tidak memberi kesempatan yang proposional kepada siswa untuk mengajukan pertanyaan. Untuk mengatasi permasalahan tersebut diperlukan suatu metode pembelajaran yang dipandang dapat meningkatkan aktivitas dan hasil belajar siswa. penerapan metode pemberian tugas individu dan kelompok siswa menjadi lebih aktif dan tidak lagi menghafal fakta-fakta tetapi siswa mengkonstruksi pengetahuan siswa sendiri. Metode pemberian tugas individu dan kelompok dapat mengembangkan keterampilan mengamati gejala geografi secara langsung. Membuat pelajaran menjadi lebih jelas dan konkrit, memudahkan siswa memahami bahan pelajaran, merangsang siswa untuk  lebih aktif mengamati dan mencoba sendiri sehingga pembelajaran menjadi lebih menarik.

Penelitian ini bertujuan untuk mengetahui peningkatan aktivitas dan hasil belajar siswa dalam pembelajaran geografi pada pokok bahasan tentang sumber daya alam dengan menerapkan metode pemberian tugas individu dan kelompok. Untuk mencapai tujuan tersebut dilakukan penelitian tindakan kelas pada semester genap tahun 2007/2008, tepatnya januari 2007. subjek penelitian ini adalah siswa kelas XI IS sebanyak 46 siswa putra.

Hasil penelitian pada siklus I menunjukan bahwa pembelajaran geografi pada materi sumber daya alam dengan mengunakan metode pembeerian tugas individu dan kelompok dapat meningkatkan aktivitas dan hasil belajar. Rata-rata aktivitas belajar pada siklus I sebesar 67,34% siklus II sebesar 75,69% sehingga mengalami peningkatan sebesar 8,35% pada siklus I ke siklus II. Rata-rata hasil belajar siswa siklus I sebesar 67,34% siklus II sebesar 75,69% sehingga terjadi peningkatan hasil belajar dari siklus I ke siklus II sebesar 8,35%.

Temuan penelitian pada siklus I adalah: 1) ada peningkatan aktivitas dari 55,43% siswa yang aktif menjadi 67,34% yang aktif dalam pembelajaran, 2) ada peningkatan hasil belajar yaitu yang semula mendapat niilai antara nilai 85-100 dari tidak ada (0%) menjadi ada 6 siswa (13%), nilai 70-84 dari 6 siswa menjadi 6 (13%) siswa, nilai 55-69 ada 19 siswa (41%) menjadi 22 siswa (48%) dan nilai 50-54 dari 3 siswa (7%) menjadi 12 siswa (26%), nilai 0-49 dari 18 siswa (39%) menjadi 0% (tidak ada). Temuan penelitian pada siklus II adalah: 1) ada peningkatan aktivitas siswa dari 67,34% siswa yang aktif menjadi 75,69%, 2) ada peningkatan hasil belajar siswa yaitu yang mendapat nilai antara 85-100 dari 6 (13%) siswa menjadi 10 (22%) siswa, nilai antara 70-84 dari 6 (13%) siswa menjadi 26 (56%) siswa dan nilai 50-54 tidak ada. Dengan demikian dapat disimpulkan penelitian bahwa penerapan metode pemberian tugas individu dan kelompok dalam pembelajaran geografi dapat meningkatkan aktivitas dan hasil belajar siswa khususnya siswa kelas XI IS SMA Assa'adah Bungah Gresik.

Berdasarkan hasil penelitian ini disarankan agar guru geografi di SMA hendaknya menerapkan metode pemberian tugas individu dan kelompok dalam pembelajaran geografi pada materi tentang sumber daya alam karena terbukti dapat meningkatkan aktivitas dan hasil belajar siswa. Bagi sekolah diharapkan melalui penelitian ini dapat memberikan sumbangan positif dalam rangka memperbaiki proses belajar geografi, dan bagi peneliti lanjut agar dapat memodifikasi dan mengembangkan penerapan metode pemberian tugas individu dan kelompok.

Abstract:

Keywords: Increment, activity, result of study, giving individual assignment and group assignment method.

The problem come up in the geographical learning of at the state senior high school Assa'adah Bungah Gresik is that 87% of the students could not answer the guestion abaut soil material and 80% of the students absolu tety did not active in the learning process. This problem was due to the condition of the students who were so passive and silent, so that they underwent boring and tiring and by which give the impact on the learning result of the student tend tobe low. Beside that the teacher teach them monotone by using a lectude method by which not to give an opportunity to ask a guestion proportionally for a students.

learning method that is regarded to be able to increase the activity and the result of the study of the students is needed in order to solve this problem. The application of the giving individual assignment and group assignment method in the geographical learning especially on the soil material is suitable. Through the giving individual assignment and group assignment method the students are more active and no more to learn by heart the faets but the students construct their own knowledge. The giving individual assignment and group assignment method coula be able to develop the skill in observing geographical phenomenon directly, making the subject matterto be more clear and concrete, to make easier for the student to understand the lesson, to excite the students to be more aetive to abserve and to try themselves so that the lesson to be more interesting.

The objective of the researchis to know the increment of activity and the result of the students study in the learning of the geography on the discussion principal about soil by using the giving individual assignment and group assignment method. In order to reach this objective a research on the class action at the odd semester of school year 2007/2008, more exaet during Januari 2007. the subject of this research was the student at XI IS class of about 46 students, it was consists of 18 male students and 13 famale students.

The result of the research on cycle I showed that the geographical learning on soil material by using the giving individual assignment and group assignmentmethod could be able to increase the activity and the result of study. The average of learning activity on the cycle I was as much as 67,34%, cycle II of about 75,69%, so that it underwent the increment from cycle I to cycle II. The average learning result of the students on cycle I was 67,34%, cycle II was 75,69%. So that there was an increment of the learning result from cycle I to cycle II of abaut 8,35%.

The research finding on cycle I was: 1) there was an increasing of activity from 55,43% to 67,34% of the students who active in the learning, 2) there werean increment in the result of the study, that was for the students who reach the test value 85-100 to be non of them (0%) was increase for 6 students (13%), for the test value 70-84 was increase from 6 students before to be 6 (13%) students after, for the test value 55-69 was increase from 19 students (41%) before to be 22 students (48%) after, and for the test value 40-54 was de crease from 3 students (7%) to be 12 students (26%), for the test value 0-39 was decrease from 18 students (39%) to be non of them (0%) after. The research finding on cycle II was: 1) there was an increment of the student activity from 67,34% students before to be 75,69% students after, for the test value 85-100 was increase from 6(13%) students to be 10 (22%), for the test value 70-84 was increase 6 (13%) students to be 26 (56%) students and for the test value 50-54 was non of the students (0%). So that it could be concluded that the application of the giving individual assignment and group assignment method in the geographical learning could be able to increase the activity and the result of the study of the students particularly for the students of the XI IS class of the senior high school (SMA) Assa'adah Bungah Gresik degency.

From the result of this research could be suggested that teacher of geography at the senior high school (SMA) should apply the giving individual assignment and group assignment method it could activity and the result of study of the student. For schools it was hopefully that though this research could give a positive contri bution in order to improve the learning-teaching processon geography or another subject matter. And for the further research should be able to modify and develop the application of the giving individual assignment and group assignment.