CLASSROOM ACTION RESEARCH: PENERAPAN STRATEGI BELAJAR NOTE-TAKING, DISCUSSION, REFLECTIVE (NDR) UNTUK MENINGKATKAN HASIL BELAJAR MAHASISWA IPA

Wahyu Budi Sabtiawan

Abstract


Abstract

One of the difficulties of science students is learning abstract topics, such as Topic of Atom, Ion, and Molecule. This study aims to solve the difficulty using a learning strategy of Note-Taking, Discussion, Reflective (NDR). Specifically, the purpose of this study is to implement the NDR strategy for increasing students' learning outcomes. The research design is classroom action research. Methods of data collection include observation, tests, and interviews. The results of the study indicate that the implementation of Note taking-Discussion-Reflective strategy can increase the learning outcomes through the implementation of 2 research cycles where in each cycle there are three stages, namely, planning, action, and reflection. The average scores increased from cycle 1 to cycle 2 by 4.2% and a minimum score of completeness of 75 has been achieved in cycle 2. The implementation of learning was at a good and excellent level during cycles 1 and 2. In addition, there were four student's positive response to the implementation of NDR strategy, that is related to discussion activities, note-taking, learning opportunities, and working in groups.

Keywords: classroom action research, NDR strategy, learning outcome.

 


Full Text:

PDF

References


DAFTAR PUSTAKA

Arends, R. (2012). Learning to Teach. 9th Edition. New York: Mc Graw Hill.

Arikunto, Suharsimi. (2008). Prosedur Penelitian Suatu Pendekatan Praktek. Jakarta: Rineka Cipta.

Boch, F. & Piolat. (2005). Note Taking and Learning: A Summary of Research. The WAC Journal, Vol. 16.

Cohen, L., Lawrance M., & Keith M. (2007). Research Methods in Education, 6th edition. New York: Routledge.

Finlay, L. (2008). Reflecting on ‘Reflective Practice’. A discussion paper prepared for PBPL CETL 52.

Furtak, Seidel, Iverson, & Briggs. (2012). Experimental and Quasi-Experimental Studies of Inquiry-Based Science Teaching: A Meta-Analysis. Review Of Educational Research, Vol. 82 No.3, pp. 300 -329.

Ifadloh, V. N., Nurwachid B. S., & Kasmadi, I. S. (2012). Metode Diskusi Dengan Pendekatan Science, Environment, Technology, Society Dan Media Question Card. USEJ, Vol 1(2).

Joyce, B. & Weil, M. (1992). Models of Teaching. 4th Edition. USA: Allyn and Bacon.

Juhanda, A. (2017). Optimalisasi Diskusi Kelas

Melalui Peer Assessment dan Self Assessment

untuk Menilai Kemampuan Komunikasi Lisan

Mahasiswa Calon Guru Biologi. Jurnal Pendidikan Matematika dan IPA, Vol. 8 No. 2: 1-9.

McInerney, D. M. & McInerney. (2010). Educational Psychology: Constructing Learning. 5th Edition. New South Wales: Pearson.

Midgley, C., Kaplan, A. and Middleton, M. (2001). Performance-approach goals: Good for what, for whom, under what circumstance, and what cost?. Journal of Educational Psychology, Vol. 93, pp. 77-86.

Muplihun, Dantes, dan Lasmawan. (2013). Pengaruh Penerapan Metode Diskusi dan Snowball Throwing Terhadap Prestasi Belajar IPS Ditinjau dari Motivasi Belajar pada Siswa Kelas VII SMPN 3 Selong. e-Journal Program Pascasarjana Universitas Pendidikan Ganesha, Vol. 3.

Untarti, R. & Kusuma, A. B. (2018). Meningkatkan Partisipasi Aktif Mahasiswa Melalui Lesson Study pada Mata Kuliah Geometri Ruang. Jurnal Pendidikan Matematika dan IPA, Vol. 9 No. 1: 15-30.

Yani, A. & Ningsih, K. (2018). Implementasi Model Pembelajaran Kooperatif Tipe STAD dalam Mata Kuliah Statistik Dasar pada Program Studi Pendidikan Biologi. Jurnal Pendidikan Matematika dan IPA, Vol. 9 No. 1: 31-39.




DOI: http://dx.doi.org/10.26418/jpmipa.v9i2.26814

Refbacks

  • There are currently no refbacks.


Abstracted/Indexed by:

    


Creative Commons License
Jurnal Pendidikan Matematika dan IPA is licensed under a Creative Commons Attribution 4.0 International License

View My Stats