Implementasi model contextual teaching and learning pada pelajaran matematika untuk meningkatkan motivasi belajar dan hasil belajar siswa kelas vi sd harapan bangsa
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Institusion
Universitas Pelita Harapan
Author
Darmawan, Yohana Iskandar
Subject
L Education (General)
Datestamp
2019-09-05 03:33:26
Abstract :
Pada penelitian ini guru melakukan tindakan perbaikan dengan menimplementasikan Contextual Teaching and Learning (CTL) untuk mengatasi permasalahan motivasi belajar dan hasil belajar siswa. Penelitian ini bertujuan untuk: (1) mendeskripsikan implementasi Contextual Teaching and Learning (CTL) untuk meningkatkan motivasi belajar dan hasil belajar siswa; (2) menganalisis perkembangan motivasi belajar siswa; (3) menganalisis perkembangan hasil belajar siswa; (4) mengidentifikasi kendala selama proses implementasi dan cara mengatasinya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) tiga siklus, dengan subyek penelitian adalah 21 orang siswa kelas VI D Sekolah Dasar Harapan Bangsa. Pengumpulan data dilakukan dengan teknik observasi, catatan lapangan, wawancara, dan tes tertulis serta dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan: (1) penerapan tindakan perbaikan berjalan sesuai dengan 7 asas Contextual Teaching and Learning (CTL); (2) terjadi peningkatan motivasi belajar sebesar 35%; (3) terjadi peningkatan rata-rata hasil belajar sebesar 34%; (4) guru mengatasi beberapa kendala yaitu keterbatasan waktu, siswa yang kurang aktif dalam kelompok, siswa yang memiliki motivasi dan hasil belajar yang masih rendah, dan kesalahan teknis pada video pembelajaran dengan mengatur alokasi waktu lebih baik lagi, memberikan motivasi kepada siswa untuk lebih banyak bertanya dan diskusi, dan mengunduh video pembelajaran terlebih dahulu pada saat persiapan / In this research study, teacher takes improvement action by using contextual teaching and learning to solve the students’ learning motivation and learning outcomes problems. This study aims to: (1) describe the implementation of contextual teaching and learning to improve students’ learning motivation and students’ learning outcomes; (2) analyze the development of students’ learning motivation; (3) analyze the development of students’ learning outcomes; (4) identify the obstacles during the implementation process and how to solve them. This study is called a Classroom Action Research (CAR) carried out in three cycles. The subjects were 21 students of class VI D Harapan Bangsa Primary School. Data was collected by using observation, field notes, interviews, written test, and analyzed with descriptive qualitative. The result showed: (1) the learning process is based on the 7 steps of the implementation of contextual teaching and learning; (2) there is 35% increase in students’ learning motivation; (3) there is 34% increase in students’ learning outcomes; (4) teacher overcomes the obstacles of the limitation of time, students who don’t work actively in groups, students who have less motivation and learning outcomes, and technical problem in learning video by creating a better time management, giving the motivation for students to participate actively in question and answer, including in discussion process, and downloading the learning video during the improvement action planning
Pada penelitian ini guru melakukan tindakan perbaikan dengan menimplementasikan Contextual Teaching and Learning (CTL) untuk mengatasi permasalahan motivasi belajar dan hasil belajar siswa. Penelitian ini bertujuan untuk: (1) mendeskripsikan implementasi Contextual Teaching and Learning (CTL) untuk meningkatkan motivasi belajar dan hasil belajar siswa; (2) menganalisis perkembangan motivasi belajar siswa; (3) menganalisis perkembangan hasil belajar siswa; (4) mengidentifikasi kendala selama proses implementasi dan cara mengatasinya. Penelitian ini menggunakan Penelitian Tindakan Kelas (PTK) tiga siklus, dengan subyek penelitian adalah 21 orang siswa kelas VI D Sekolah Dasar Harapan Bangsa. Pengumpulan data dilakukan dengan teknik observasi, catatan lapangan, wawancara, dan tes tertulis serta dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan: (1) penerapan tindakan perbaikan berjalan sesuai dengan 7 asas Contextual Teaching and Learning (CTL); (2) terjadi peningkatan motivasi belajar sebesar 35%; (3) terjadi peningkatan rata-rata hasil belajar sebesar 34%; (4) guru mengatasi beberapa kendala yaitu keterbatasan waktu, siswa yang kurang aktif dalam kelompok, siswa yang memiliki motivasi dan hasil belajar yang masih rendah, dan kesalahan teknis pada video pembelajaran dengan mengatur alokasi waktu lebih baik lagi, memberikan motivasi kepada siswa untuk lebih banyak bertanya dan diskusi, dan mengunduh video pembelajaran terlebih dahulu pada saat persiapan / In this research study, teacher takes improvement action by using contextual teaching and learning to solve the students’ learning motivation and learning outcomes problems. This study aims to: (1) describe the implementation of contextual teaching and learning to improve students’ learning motivation and students’ learning outcomes; (2) analyze the development of students’ learning motivation; (3) analyze the development of students’ learning outcomes; (4) identify the obstacles during the implementation process and how to solve them. This study is called a Classroom Action Research (CAR) carried out in three cycles. The subjects were 21 students of class VI D Harapan Bangsa Primary School. Data was collected by using observation, field notes, interviews, written test, and analyzed with descriptive qualitative. The result showed: (1) the learning process is based on the 7 steps of the implementation of contextual teaching and learning; (2) there is 35% increase in students’ learning motivation; (3) there is 34% increase in students’ learning outcomes; (4) teacher overcomes the obstacles of the limitation of time, students who don’t work actively in groups, students who have less motivation and learning outcomes, and technical problem in learning video by creating a better time management, giving the motivation for students to participate actively in question and answer, including in discussion process, and downloading the learning video during the improvement action planning
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