Penerapan Model Pembelajaran Inkuiri Terbimbing Dipadu Teams Games Tournament melalui Lesson Study untuk Meningkatkan Keterampilan Proses, Motivasi, dan Hasil Belajar Siswa Kelas X MIA3 SMAN 3 Malang
| Main Author: | Diana Hesti Pramitasari; Mahasiswa |
|---|---|
| Format: | PeerReviewed eJournal |
| Bahasa: | ind |
| Terbitan: |
SKRIPSI Jurusan Biologi - Fakultas MIPA UM
, 2014
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| Online Access: |
http://karya-ilmiah.um.ac.id/index.php/biologi/article/view/36226 |
Daftar Isi:
- ABSTRAK Pramitasari, Diana Hesti. 2014. Penerapan Model Pembelajaran Inkuiri Terbimbing Dipadu Teams Games Tournament melalui Lesson Study untuk Meningkatkan Keterampilan Proses, Motivasi, dan Hasil Belajar Siswa Kelas X MIA3 SMAN 3 Malang. Skripsi, Program Studi Pendidikan Biologi Jurusan Biologi Fakultas Matematika dan Ilmu Pengetahuan Alam Universitas Negeri Malang. Pembimbing: (1) Prof.Dra. Herawati Susilo, M.Sc.Ph.D, (2) Drs. Masjhudi, M.Pd Kata Kunci: inkuiri terbimbing, teams games tournament, lesson study, keterampilan proses, motivasi, hasil belajar. Berdasarkan hasil observasi awal yang dilakukan di kelas X MIA 3 SMAN 3 Malang diketahui bahwa keterampilan proses, motivasi belajar, dan hasil belajar kognitif masih perlu ditingkatkan. Keterampilan proses siswa yang masih terlihat kurang yakni aspek klasifikasi dan mengajukan pertanyaan. Motivasi belajar masih perlu ditingkatkan karena siswa masih sering ramai ketika pembelajaran berlangsung. Sekitar enam siswa main HP, laptop, dan tidur-tiduran. Hal tersebut menunjukkan salah satu aspek motivasi yakni perhatian (attention) dalam pembelajaran masih kurang. Hasil observasi awal menggunakan lembar observasi motivasi siswa me-nunjukkan aspek attention 88%, relevance 70%, confidence 40%, dan satifaction 93%. Motivasi klasikal pada observasi awal sebesar 75%. Motivasi belajar yang kurang berdampak pada hasil ketuntasan belajar yang kurang. Siswa kurang semangat dengan metode pembelajaran direct instruction yang digunakan oleh guru. Salah satu solusi untuk mengatasi masalah tersebut yakni dengan cara menerapkan model pem-belajaran inkuiri terbimbing dipadu Teams Games Tournament melalui Lesson Study. Tujuan dari penelitian ini untuk mendeskripsikan penerapan model pembelajaran in-kuiri terbimbing dipadu Teams Games Tournament melalui Lesson Study untuk me-ningkatkan keterampilan proses, motivasi belajar, dan hasil belajar kognitif siswa kelas X MIA 3 SMAN 3 Malang. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan melalui Lesson Study. Tahap penelitian tindakan kelas adalah perencanaan, pelaksanaan, observasi, dan refleksi. Tahap Lesson Study adalah plan, do, see. Penelitian ini di-laksanakan selama 2 siklus penelitian tindakan kelas dengan 6 siklus Lesson Study. Penelitian ini dilakukan pada materi Kingdom Animalia. Teknik pengumpulan data yang digunakan yakni observasi, angket, dan tes. Keterampilan proses diukur oleh observer menggunakan lembar observasi keterampilan proses. Motivasi belajar diukur menggunakan angket motivasi belajar dan lembar observasi motivasi belajar. Se-dangkan hasil belajar kognitif siswa diukur menggunakan tes setiap akhir siklus. Berdasarkan hasil penelitian, keterampilan proses, motivasi belajar, dan hasil belajar kognitif siswa mengalami peningkatan. Keterampilan proses siswa meng-alami peningkatan dari 86% pada siklus I menjadi 97% pada siklus II. Motivasi siswa berdasarkan angket meningkat dari 74% sebelum tindakan menjadi 77% setelah tindakan. Berdasarkan hasil lembar observasi motivasi siswa mengalami peningkatan dari 79,4% pada siklus I menjadi 85,3% pada siklus II. Hasil belajar kognitifi siswa mengalami peningkatan sebesar 16%. Ketuntasan klasikal siswa pada siklus I sebesar 78%, sedangkan pada siklus II sebesar 94%. Berdasarkan data hasil penelitian terse-but, dapat disimpulkan bahwa penerapan model pembelajaran inkuiri terbimbing di-padu Teams Games Tournament melalui Lesson Study dapat me-ningkatkan ke-terampilan proses, motivasi belajar, dan hasil belajar kognitif siswa kelas X MIA 3 SMAN 3 Malang. Berdasarkan hasil penelitian yang diperoleh, saran yang dapat diberikan untuk penelitian lain sebagai berikut: (1) Manajemen waktu yang baik merupakan salah satu faktor penentu keberhasilan suatu pembelajaran. Untuk itu dalam penyusun RPP harus disesuaikan antara alokasi waktu dengan langkah pembelajaran agar semua kegiatan pembelajaran dapat terlaksana dengan baik, (2) Variasi kegiatan dan media pembelajaran sangat penting untuk meningkatkan motivasi dan ke-terampilan proses siswa, (3) Membuat variasi kegiatan pembelajaran yang dapat memfasilitasi siswa dalam meningkatkan aspek kognitif C6, misalnya dengan variasi soal dan pembuatan laporan praktikum, (4) Melaksanakan tahapan Lesson Study yakni plan, do, dan see sesuai dengan prosedur agar pelaksanaannya dapat maksimal, karena ketiga hal tersebut merupakan tahapan yang saling berhubungan, dan (5) Ketika pengisian angket motivasi oleh siswa, guru harus menginstruksikan cara pengisian dengan jelas agar siswa paham. ABSTRACT Pramitasari, Diana Hesti. 2014. Implementation of Guided Inquiry Learning Model Combined with Teams Games Tournament through Lesson Study to Improve Process Skills, Learning Motivation, and Students’ Cognitive Learning Outcomes at Class X MIA3 SMAN 3 Malang. Thesis, Study Program of Biology, Biology Department, Faculty of Mathematics and Natural Sciences, State University of Malang. Supervisor: (1) Prof.Dra. Herawati Susilo, M.Sc.Ph.D., (2) Drs. Masjhudi, M.Pd. Keywords: guided inquiry, teams games tournament, lesson study, process skills, motivation, learning outcomes. Based on the preliminary observations made in class X MIA 3 SMAN 3 Malang is known that the process skills, motivation of learning, and cognitive learn-ing outcomes need to be improved. Process skills of students that are still need to be improved are on the classification aspect and asking question. Motivation for learning needs to be improved because students are still often whooping up when the learning process took place. About six students operated mobile phones, laptops, and dozing. It shows that one of the motivational aspects which in this case attention to the lesson is lack. Moreover, based on preliminary observation about motivation’s of student showed that attention are 88%, relevance are 70%, confidence are 40%, and satisfaction are 93%. The result of classical motivation are about 75%. This less motivation of learning is then impacts to the learning achievement. Students’ spirit of learning is lack by the direct instruction teaching methods used by the teachers. One of the solutions to overcome these problems is by applying the guided inquiry learn-ing model combined with Teams Games Tournament through Lesson Study. The purpose of this study is to describe the implementation of guided inquiry learning model combined with Teams Games Tournament through Lesson Study to improve the skills, motivation of learning and cognitive learning outcomes of students in class X MIA 3 SMAN 3 Malang. The type of this research is class action behavior, which is conducted by Lesson Study. Action research phases were divided into planning, implementing, observing, and reflecting. Phases of class action research were planning, implement-ing, observing and reflecting. Phases of Lesson Study were planning, doing, seeing. This study was conducted for 2 cycles of classroom action research with 6 cycles of Lesson Study. This research was carried out on the material of Kingdom Animalia. Techniques of data collection used were observations, questionnaires, and tests. Skill process was measured by using an observation sheet of skill process. Learning moti-vation was measured by using a questionnaire of learning motivation and observation sheet of learning motivation. Further, the student's cognitive learning outcomes were measured by holding a test for every final of the cycle. Based on the results of the research, process skills, motivation of learning and students’ cognitive learning outcomes have increased. Process skills of the students have increased from 86% in the first cycle to 97% in the second cycle. Based on the questionnaires, students’ motivation has increased from 74% before the action to 77% after the action. Based on the results of the observation sheet, students’ motiva-tion has increased from 79.4% in the first cycle to 85.3% in the second cycle. Cognitive learning outcomes of students have increased by 16%. Students’ classical completeness in the first cycle is 78%, while in the second cycle is 94%. Based on the research data results, it can be concluded that the implementation of guided inquiry learning model which combined with Teams Games Tournament in the Lesson Study is able to improve the process skills, motivation of learning, and cogni-tive learning outcomes of students in class X MIA 3 SMAN 3 Malang. Based on the research results, suggestions that are given for the further study are as follows: (1) Time management is one of the critical success factors of a learning process. So that, arrangement of RPP should be adjusted between the time allocation and the learning step, (2) Variation activities and media learning is very important to increase the motivation and skill the process of students, (3) Make variation activities that can improve cognitive aspec (C6), like variation of examination or experiment result, (4) implement phases of Plan, Do and See in accordance with the procedure so that performance can be maximized, because these three steps are interrelated stages, and (5) In addition, at the time the questionnaires are filling by the students, the teacher must instruct how to fill out the questionnaire clearly so that students unders-tood.