SKRIPSI Jurusan Ekonomi Pembangunan - Fakultas Ekonomi UM, 2019

Ukuran Huruf:  Kecil  Sedang  Besar

PERBEDAANHASIL BELAJAR SISWA MENGGUNAKAN PERPADUANMODEL PEMBELAJARANSTUDENT TEAMS ACHIEVEMENT DIVISION (STAD) DAN PROBLEM SOLVING DENGAN MODEL PEMBELAJARANCERAMAH KELAS X MIPA3DAN MIPA4SMA NEGERI 2 PARE-KEDIRI

BELLA AMELIA ROSA

Abstrak


RINGKASAN

Bella, Amelia Rosa. 2019. Perbedaan Hasil Belajar Menggunakan Perpaduan Model Pembelajaran Student Teams Achievement Division (STAD) dan Problem Solving dengan Model Pembelajaran Ceramah Siswa Kelas X MIPA3 dan MIPA4 SMA Negeri 2 Pare-Kediri. Skripsi. Program Studi Pendidikan Ekonomi. Jurusan Ekonomi Pembangunan. Fakultas Ekonomi. Universitas Negeri Malang. Pembimbing: Dr. Ir. Yohanes Hadi S. S. Th., M. Div., M.E.

 

Kata Kunci: Hasil belajar, STAD (Student Teams Achievement Division), problem solving, ceramah.

Metode pembelajaran adalah suatu cara yang digunakan untuk mencapai suatu tujuan tertentu dalam proses pembelajaran. Metode pembelajaran cukup banyak diantaranya yaitu model pembelajaran kooperatif STAD (Student Teams Achievement Division), problem solving, dan ceramah. Penelitian ini menggunakan perpaduan model pembelajaran antara STAD (Student Teams Achievement Division) dan problem solving yang kemudian akan dibandingkan dengan model pembelajaran ceramah, metode manakah yang dapat meningkatkan hasil belajar siswa. Pemilihan perpaduan model pembelajaran STAD (Student Teams Achievement Division) dan problem solving dirasa tepat untuk memberikan solusi pada permasalahan yang ada di elas X MIPA3 dan X MIPA4 SMA Negeri 2 Pare-Kediri, dimana siswa cenderung lebih cepat bosan dengan model pembelajaran yang digunakan oleh guru selama ini yaitu model pembelajaran ceramah tanpa adanya variasi model pembelajaran.

Penelitian ini menggunakan metode penelitian kualitatif dengan jenis penelitian uji beda. Subyek penelitian adalah siswa kelas X MIPA3 dan X MIPA4 SMA Negeri 2 Pare-Kediri dengan jumlah setiap kelasnya 36 anak. Siswa kelas X MIPA3 dan X MIPA4 diberikan perlakuan yang berbeda dimana kelas X MIPA3 diberikan perlakuan dengan model pembelajaran cermahan sedangkan kelas X MIPA4 diberikan perlakuan perpaduan model pembelajaran STAD (Student Teams Achievement Division), problem solving. Sebelum adanya perlakuan siswa diberikan pre-test untuk mengetahui kemampuan awal siswa dan kemudian diberikan post-test untuk mengetahui kemampuan akhir siswa setelah adanya perlakuan. Penentuan hipotesis dalam penelitian ini menggunakan uji Independent Sample Test (Uji t).Teknik analisis data menggunakan uji t dengan taraf kepercayaan  = 0,05.

Penelitian ini menunjukkan bahwa perpaduan perpaduan  model pembelajaran STAD (Student Teams Achievement Division) dan problem solving dapat meningkatkan hasil belajar siswa dibandingkan dengan model pembelajaran ceramah. Hal tersebut terlihat dari peningkatan hasil belajar siswa yang diperoleh dari hasil pre-test dan post-test pada kelas X MIPA3 dan X MIPA4 dimana kelas X MIPA4 menggunakan perpaduan  model pembelajaran STAD (Student Teams Achievement Division) dan problem solving lebih tinggi dibandingkan dengan siswa kelas X MIPA3 yang menggunakan model pembelajaran ceramah.  

 

SUMMARY

Bella, Amelia Rosa. 2019. The Difference of Learning Outcome when Using Student Teams Achievement Division (STAD) Learning Model and Problem Solving by Using Lecturing Model for the Tenth Grade Students of Science 3 and Science 4 at SMA Negeri 2 Pare-Kediri. Sarjana’s Thesis. Department of Management, Faculty of Economics State University of Malang. Advisor: Dr. Ir. Yohanes Hadi S. S. Th., M. Div., M.E.

 

Keywords: Learning Outcome, STAD (Student Teams Achievement Division), Problem Solving, Lecturing

Learning method is a means which is used to achieve a particular goal in the learning process. There are varieties of learning methods such as the cooperative learning model STAD (Student Teams Achievement Division), problem solving, and lectures. This study uses a combination of learning models between STAD (Student Teams Achievement Division) and problem solving which will then be compared with the lecturing learning model, which methods can improve student learning outcomes. The choice of the combination of the STAD learning model (Student Teams Achievement Division) and problem solving was deemed appropriate to provide solutions to the problems that exist in the tenth grade students of Science 3 and Science 4 at SMA Negeri 2 Pare-Kediri where students tend to get bored faster with the learning model used by the teacher that is the lecturing learning model without a variety of learning models.

This study uses qualitative research methods with different types of research. The research subjects were students of the tenth grade students of Science 3 and Science 4 at SMA Negeri 2 Pare-Kediri with a number of each class of 36 children. The tenth grade students of Science 3 and Science 4 were given different treatments where tenth grade students of Science 3 was given treatment with a reflection learning model while tenth grade students of Science 4 was given the treatment of a combination of STAD learning models (Student Teams Achievement Division), problem solving. Before the treatment, students were given a pre-test to determine the students 'initial abilities and then were given a post-test to determine the students' final abilities after the treatment. Determination of the hypothesis in this study uses the Independent Sample Test (t test). Data analysis techniques using the t test with a confidence level  = 0.05.

 

At last, this study shows that the combination of the STAD learning model combination (Student Teams Achievement Division) and problem solving can improve students’ learning outcomes compared to the lecturing learning model. This can be seen from the increase in student learning outcomes obtained from the results of pre-test and post-test from the tenth grade students of Science 4 which used a combination of STAD learning models (Student Teams Achievement Division) and problem solving is higher than The tenth grade students of Science 3 which uses the lecturing learning model.