PENERAPAN MODEL PEMBELAJARAN COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH KELAS XI IIS 2 DI SMAN 10 MALANG TAHUN 2014/2015
| Main Author: | Irvan Rahmat Anggara; Mahasiswa |
|---|---|
| Format: | PeerReviewed eJournal |
| Bahasa: | ind |
| Terbitan: |
, 2015
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/sejarah/article/view/39331 |
Daftar Isi:
- ABSTRAK Anggara, Irvan Rahmat. 2015. Penerapan Model Pembelajaran Cooperative Integrated Reading and Composition (CIRC) Untuk Meningkatkan Hasil Belajar Siswa Pada Mata Pelajaran Sejarah Kelas XI IIS 2 di SMAN 10 Malang Tahun 2014/2015. Skripsi, Prodi Pendidikan Sejarah, Jurusan Sejarah, Fakultas Ilmu Sosial, Universitas Negeri Malang. Pembimbing: Drs. Nur Hadi, M.Pd.,M.Si Kata Kunci : Model Pembelajaran, CIRC, Hasil Belajar, Mata Pelajaran Sejarah Kebanyakan guru mengajar siswa dengan metode yang konvensional, contohnya seperti metode ceramah. Metode dan model seperti itulah yang membuat pelajaran sejarah menjadi tidak menarik, dan hasil belajar siswa menurun. Salah satu model pembelajaran yang dapat digunakan untuk meningkatkan kemampuan dan hasil belajar siswa adalah model pembelajaran kooperatif. Pembelajaran koopratif merupakan strategi pembelajaran yang mendorong siswa aktif menemukan sendiri pengetahuannya melalui ketrampilan bekerja sama. Salah satu model pembelajaran kooperatif adalah Cooperative Integrated Reading and Composition (CIRC).Model pembelajaran CIRC adalah pembelajaran yang melibatkan siswa secara berkelompok untuk memahami bacaan yang dapat diaplikasikan secara luas. Dalam pelaksanaannya siswa diajak belajar bersama dalam kegiatan membaca dan menulis dengan teman satu kelompok. Siswa diajarkan untuk dapat memahami dan mencari ide pokok bacaan dalam wacana atau artikel. Adapun rumusan masalah penelitian iniyaitu: (1) Bagaimana penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) pada mata pelajaran sejarah di kelas XI IIS 2?, (2) Bagaimana penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) pada mata pelajaran sejarah dapat meningkatkan hasil belajar siswa kelas XI IIS 2?. Jenis penelitian ini merupakan Penelitian Tindakan Kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus, setiap siklus meliputi empat tahapan yaitu: (1) perencanaan, (2) tindakan, (3) observasi, dan (4) refleksi. Berdasarkan penelitian yang telah dilakukan di kelas XI IIS 2 tepatnya di SMAN 10 Malang, diperoleh hasil belajar yang meningkat di setiap siklusnya. Setelah melaksanakan pre-test hasil belajar yang didapat yaitu dari total 29 siswa terdapat 19 siswa yang tidak tuntas dan presentase 65,52% dan hanya ada 10 siswa yang tuntas dan presentase belajar hanya 34,48%. Setelah menggunakan model pembelajaran pembelajaran Cooperative Integrated Reading and Composition (CIRC) hasil belajar siswa siklus I mengalami peningkatan.Hasil belajar post-test siklus I jumlah siswa yang mengikuti ujian 29 siswa dan yang tuntas berjumlah 21 siswa dengan presentase 72,4% dan siswa yang tidak tuntas berjumlah 8 siswa dengan presentase 27,6%. Hasilpost- test siklus II dari total siswa berjumlah 29, siswa yang tuntas berjumlah 25 siswa dengan presentase 86,2%, siswa yang tidak tuntas berjumlah 4 siswa dengan presentase 13,8%. Hal ini membuktikan bahwa penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC) dapatmeningkatkan hasil belajar siswa. Hal ini dapat dilihat dari perbandingan perolehan nilai saat pre-test dan post-test, baik dalam siklus I atau siklus II yang selalu meningkat. Dapat disimpulkan pembelajaran sejarah di kelas XI IIS 2 tepatnya di SMAN 10 Malang dapat meningkat setelah penerapan model pembelajaran Cooperative Integrated Reading and Composition (CIRC). Melalui pnelitian ini, guru sejarah diharapkan dapat menerapkan model pembelajan ini agar pemahaman materi dan hasil belajar siswa meningkat ABSTRACT Anggara, Irvan Rahmat. 2015. The Application Of Cooperative Integrated Reading and Composition (CIRC) Learning Models to Improve Student Learning Outcomes on History Lesson in Class XI IIS 2 ofSMAN 10 Malang 2014/2015. Thesis, Department of History, Faculty of Social Science, State University of Malang. Advisor : Drs. Nur Hadi, M.Pd, M.Si. Keywords : Learning Model, CIRC, Learning Outcomes, History lesson. Most teachers teach students with conventional methods, such as inquiry method. Methods and models such as that makes the lessons of history becomes unattractive and declining student learning outcomes. One model of learning that can be used to improve student learning and outcomes is cooperative learning model. Cooperative learning is a teaching strategy that encourages active student find their own knowledge through cooperate skills. One model of cooperative learning is Cooperative Integrated Reading and Composition (CIRC). CIRC models learning is learning that involves students in groups to understand the readings that can be applied broadly. In practice the students are invited to learn together in reading and writing activities with friends in group. Students are taught to be able to understand and find the main idea of reading in discourse or article. The formulation of the problem in this research are: (1) how the application of learning models Cooperative Integrated Reading and Composition(CIRC) on the subjects of history in eleventh grade of 2nd Social Science Program?, (2) How the application of the model pembelajarn CIRC on the subjects of history can improve student learning outcomes in eleventh grade of 2nd Social Science Program? This type of research is a classroom action research (car). This study was conducted in two cycles, each cycle includes four stages, namely: (1) planning, (2) action , (3) observation, and (4) reflection. Based on research that has been done in eleventh grade of 2nd social science program precisely at SMAN 10 Malang, obtained increased learning outcomes in each cycle. After carrying out the pre-test learning results obtained are of a total of 29 students there are 19 students who did not complete with a percentage of 65.52% and there were only 10 students who completed the percentage of 34.48%. After using Cooperative Integrated Reading and Composition (CIRC), student learning outcomes at first cycle heightened. Learning outcomes post-test cycle I, the number of students who take the test 29 students and 21 students who completed amounted to 72.4% and the percentage of students who did not complete were 8 students with a percentage of 27.6%. Based on the results of the post-test cycle II of the total students totaling 29 students who completed totaling 25 students with 86.2% and the percentage of students who did not complete amount of 4 students with a percentage of 13.8%. This proves that the application of learning models CIRC can improve student learning outcomes. This can be seen from a comparison of the acquisition value of the current pre-test and post-test well in the first cycle or second cycle which is always increasing. Based of these results it can be concluded that history lesson on eleventh grade of 2nd social science program in SMAN 10 Malang increase after the application of Cooperative Integrated Reading and Composition (CIRC). Through this research, a history teacher is expected to apply this method so the students comprehension dan learning outcomes increase.