PENINGKATAN AKTIVITAS SISWA DENGAN MENGGUNAKAN METODE PENUGASAN KELAS V SD ISLAM TERPADU QOLBUN SALIIM
Abstract
Abstrak : Meningkatkan aktivitas belajar siswa dalam aspek bertanya, mengemukakan pendapat dan kerjasama pada materi peninggalan sejarah kerajaan Hindu Budha di Indonesia melalui metode penugasan (pemberian tugas). Bentuk penelitian tindakan kelas yang dilakukan dalam tiga siklus kegiatan pembelajaran dengan tujuan yang ingin dicapai tiap siklus dengan memfokuskan pada peningkatan aktivitas belajar siswa pada materi peninggalan sejarah kerajaan Hindu Budha di Indonesia. Pengumpulan data menggunakan teknik pengumpulan data melalui cara lembar observasi dan pengamatan terhadap kegiatan, observasi berupa pengamatan pada kegiatan pembelajaran yang dilakukan guru dan keaktifan siswa. Hasil penelitian menunjukkan bahwa aktivitas siswa pada siklus I belum mencapai ketuntasan sebesar 47,9%, aspek mengemukakan pendapat 39 % dan aspek kerjasama 41%. Sedangakan pada siklus II, menunjukkan bahwa aktivitas siswa mengalami peningkatan sebesar 64%, aspek mengemukakan pendapat 68,5% dan aspek kerjasama 64%. Peningkatan aktivitas belajar siswa secara maksimal terjadi pada siklus III yaitu aspek bertanya 89,75%, aspek mengemukakan pendapat 88,5% dan aspek kerjasama 91%.
Kata Kunci : Metode Penugasan dan Aktivitas Siswa.
Abstract : Improving student learning activities in the aspects asked , express opinions and cooperation in the matter of historical relics of Buddhist Hindu kingdoms in Indonesia through the assignment method (giving tasks). Form of action research conducted in three cycles of learning activities with the objectives of each cycle with a focus on improving student learning activities in the material historical relics of Buddhist Hindu kingdom in Indonesia. Collecting data using a data collection techniques by means of observation sheets and observation of activities , observations in the form of observations on learning activities that teachers and student activity. The results showed that the activity of students in the first cycle has not reached completeness of 47.9 %, 39 % aspects of expression and aspects of cooperation 41 %. While the second cycle, indicating that the activity of students has increased by 64 % , 68.5 % aspects of expression and aspects of cooperation 64 %. Improved student learning activities to the maximum occurs on the third cycle is 89.75 % asked aspects, aspects of expression 88.5 % and 91 % co-operation aspects.
Keywords : Method of Assignment and Student Activities.
DOI: http://dx.doi.org/10.26418/jppk.v3i3.4860
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