Pengembangan Model Pembelajaran Role Playing Berbasis Pendidikan Karakter dalam PembelajaranBermain Peran Siswa Kelas VIII
| Main Author: | SANTOSO, DIANA |
|---|---|
| Format: | eJournal |
| Bahasa: | ind |
| Terbitan: |
BAPALA
, 2013
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| Online Access: |
http://ejournal.unesa.ac.id/index.php/bapala/article/view/2020 |
Daftar Isi:
- AbstrakPenelitian ini berjudul “ Pengembangan Model Pembelajaran Role Playing Berbasis Pendidikan Karakter dalamPembelajaran Bermain Peran Siswa Kelas VIII SMP Negeri 4 Jombang Tahun Ajar 2012/2013”. Model pembelajaranberfungsi mencapai tujuan pembelajaran di kelas serta berfungsi sebagai pedoman agar pembelajaran menjadi lebihjelas dan terarah. Dewasa ini, pemerintah sedang menggencarkan pendidikan karakter sebagai konsep pendidikan baru.Karena diyakini dengan adanya pendidikan karakter yang ditanamkan dalam diri peserta didik, perilaku, sikap, sertaakhlak dari peserta didik akan menjadi lebih baik. Nilai pendidikan karakter yang diintegrasikan dalam penelitian iniadalah; keingintahuan, demokratis, tanggung jawab, kreatif, kepercayaandirian, dan kejujuran.Tujuan penelitian ini secara umum adalah mendeskripsikan pengembangan model pembelajaran role playingberbasis pendidikan karakter yang memenuhi dua kriteria, yakni valid dan efektif. Secara khusus, tujuan penelitiandiantaranya: (1) mendeskripsikan pengembangan model pembelajaran role playing berbasis pendidikan karakter, (2)mendeskripsikan kevalidan model pembelajaran role playing berbasis pendidikan karakter, dan (3) mendeskripsikankeefektifan model pembelajaran role playing berbasis pendidikan karakter.Pembahasan pada penelitian ini menggunakan model pengembangan four D Thiagarajan (4D) meliputi; tahappendefinisian (define), tahap perancangan (design), tahap pengembangan (develop), dan tahap penyebaran(dessiminate). Namun dalam penelitian ini hanya dilaksanakan pada tahap pendefinisian sampai tahap pengembangan.Hasil pengembangan model pembelajaran role playing berbasis pendidikan karakter dinyatakan valid. Tim dosensebagai validator ahli memberikan nilai rata-rata: (1) teori pendukung mendapatkan nilai sejumlah 93,7% dengankualifikasi sangat valid, (2) sintaks mendapatkan nilai sejumlah 87,5% dengan kualifikasi sangat valid, (3) sistem sosialmendapatkan nilai sejumlah 81,2% dengan kualifikasi sangat valid, (4) prinsip reaksi mendapatkan nilai sejumlah87,5% dengan kualifikasi sangat valid, (5) sistem pendukung mendapatkan nilai sejumlah 87,5% dengan kualifikasisangat valid, (6) dampak instruksional dan dampak pengiring mendapatkan nilai sejumlah 100% berkualifikasi sangatvalid, serta (7) pelaksanaan pembelajaran mendapatkan nilai 87,5% dengan kualifikasi sangat valid. Tim gurumemberikan nilai rata-rata: (1) teori pendukung mendapatkan nilai sejumlah 56,5% dengan kualifikasi cukup valid, (2)sintaks mendapatkan nilai sejumlah 69% dengan kualifikasi valid, (3) sistem sosial mendapatkan nilai sejumlah 72,5%dengan kualifikasi valid, (4) prinsip reaksi mendapatkan nilai sejumlah 71% dengan kualifikasi valid, (5) sistempendukung mendapatkan nilai sejumlah 69% dengan kualifikasi valid, (6) dampak instruksional dan dampak pengiringmendapatkan nilai sejumlah 63% berkualifikasi valid, serta (7) pelaksanaan pembelajaran mendapatkan nilai sejumlah69% dengan kualifikasi valid. Nilai keefektifan model diperoleh dari (1) lembar pengamatan keterlaksanaan modelpembelajaran role playing berbasis pendidikan karaker dinyatakan memadai, (2) data hasil uji coba terbatas yang diikutisepuluh siswa mempunyai nilai rata-rata 69, berkualifikasi cukup baik, (3) data hasil uji coba luas yang diikuti oleh 28siswa mempunyai nilai rata-rata 76,5 berkualifikasi baik, (4) lembar observasi yang aktifitas guru selama dua pertemuanmendapatkan nilai sebesar 86,8% berkualifikasi sangat efektif dan data dari lembar aktifitas siswa selama duapertemuan mendapatkan nilai sebesar 81,4% berkualifikasi sangat efektif, (5) hasil respon dari 28 peserta didikmemeroleh skor 94,9% dengan kualifikasi sangat efektif.Berdasar atas hasil pembahasan, dapat disimpulkan bahwa model pembelajaran role playing berbasis pendidikankarakter yang dikembangkan berdasarkan aspek kevalidan didapatkan nilai dari validator tim dosen dan guru sebesar79,6% dengan kriteria valid. Dari segi keefektifan model pembelajaran role playing berbasis pendidikan karakter yangdiujicobakan pada saat uji coba luas hasil rata-rata nilai siswa adalah 76,5 dengan kategori baik.Kata Kunci: Pengembangan Model Role Playing, Karakter.AbstractResearch entitled “Pengembangan Model Pembelajaran Role Playing Berbasis Pendidikan Karakter dalamPembelajaran Bermain Peran Siswa Kelas VIII SMP Negeri 4 Jombang Tahun Ajar 2012/2013” becomes a title whichis discussed in this research. Learning model is as a tool to reach a learning goal in class and function as orientation forlearning to become clearer and guided. Nowadays, the government is making a serious effort of education of character1Pengembangan Model Pembelajaran Role Playingas a new education concept. Because its convinced that as education of character which is planted inside the protégés,will make their behaviors, attitudes, and morals well. Education of character values which are integrated in this researchare; curiosity, democratic, responsibility, creativity, self confidence, and honesty.The goal which is discussed generally in this research is describing the development of learning model of rollplaying education of character-based which is fulfilled two criteria, valid and effective. Especially, this research’s aimdiscusses three things, some of them; (1) describing the development of learning model of roll playing education ofcharacter-based, (2) describing the validity of learning model of roll playing education of character-based, and (3)describing the affectivity of learning model of roll playing education of character-based.The discussion of this research uses development model of four D Thiagarajan (4D) includes; define phase, designphase, develop phase, disseminate phase. However this research implemented the define phase until the develop phaseonly.The result of the development of learning model of roll playing education of character-based is valid. Lecture teamas the expert valuator gives score average: (1) support theory gets score as much 93,7% with very valid qualification,(2) syntax gets score as much 87,5% with very valid qualification, (3) social system gets score as much 81,2% with veryvalid qualification, (4) reaction principle gets score as much 87,5% with very valid qualification, (5) support systemgets score as much 87,5% with very valid qualification, (6) instructional and accompanist impact gets score as much100% with very valid qualification, and (7) learning implementation gets score as much 87,5% with very validqualification. Teacher team gives score average: (1) support theory gets score as much 56,5% with valid enoughqualification, (2) syntax gets score as much 69% with valid qualification, (3) social system gets score as much 72,5%with valid qualification, (4) reaction principle gets score as much 71% with valid qualification, (5) support system getsscore as much 69% with valid qualification, (6) instructional and accompanist impact gets score as much 63% withvalid qualification, and (7) learning implementation gets score as much 69% with valid qualification. Score of modelaffectivity gets from: (1) observation sheet of the implementation of learning model of roll playing education ofcharacter-based stated as equal, (2) result data of limited trial run which is followed by ten students gets score average69, qualified good enough, (3) result data of wide trial run which is followed by twenty eight students gets scoreaverage 76,5 qualified good, (4) observation sheet of teacher’s activities during the two meetings gets score as much86,8% qualified very effective and data from the student activities sheet during the two meetings gets score as much81,4% qualified very effective, (5) response result from twenty eight protégés gets score as much 94,9% with veryeffective qualification.Based on the result of discussion, it can be concluded that learning model of roll playing education of characterbased,which is developed base on validity aspect, gets score from the valuator, lectures and teachers team, as much79,6% with valid criteria. From aspect affectivity of learning model of roll playing education of character-based whichis trial run when the trial run time, wide the result of students’ score average is 76,5 with good criteria.Keywords:The Development of Learning Model ofRole Playing, Education of Character.