PENINGKATAN AKTIVITAS PEMBELAJARAN MATEMATIKA MENGGUNAKAN METODE INQUIRY PADA PESERTA DIDIK KELAS V SD
Abstract
Abstrak: Tujuan penelitian adalah memberikan informasi tentang peningkatan aktivitas belajar peserta didik menggunakan metode inquiry pembelajaran matematika kelas V SDN 01 Embaloh Hulu Kabupaten Kapuas Hulu. Metode penelitian adalah metode deskriptif, bentuk penelitiannya PTK dan sifat penelitian kolaboratif. Subjek penelitian yaitu guru dan peserta didik berjumlah 10 orang. Penelitian dilakukan sebanyak dua siklus, hasil penelitian: 1) kemampuan guru merencanakan pembelajaran matematika menggunakan metode inquiry rata- rata siklus I 2,65, rata- rata siklus II 3,88, meningkat sebesar 1,23, 2) kemampuan guru melaksanakan pembelajaran matematika menggunakan metode inquiry rata- rata siklus I 2,80, rata- rata siklus II 3,91, meningkat sebesar 1,11, 3) peningkatan aktivitas fisik base line 42% siklus I 48% dan siklus II 94%, meningkat sebesar 52%, 4) peningkatan aktivitas mental base line 25% siklus I 38% dan siklus II 65% meningkat sebesar 40%, 5) peningkatan aktivitas emosional base line 25% siklus I 55% dan siklus II 82,5% meningkat sebesar 57,5%.
Kata kunci: : peningkatan aktivitas, metode inquiry, matematika
Abstract: The purpose of the study was to provide information about the increase learners' learning activities using inquiry methods of teaching mathematics classroom SDN 01 Embaloh Hulu Kapuas Hulu. The research method is descriptive, shape and nature of the research TOD collaborative research. Research subjects that teachers and learners of 10 people. The study was conducted as two cycles, the results of the study: 1) the ability of teachers to plan learning mathematics using inquiry methods first cycle average of 2.65, an average of 3.88 second cycle, increased by 1.23, 2) the ability of teachers to implement the learning of mathematics using the method of inquiry cycle I mean 2.80, median 3.91 second cycle, increased by 1.11, 3) increased physical activity is the baseline 42% increase in the first cycle and a 48% increase in cycle II 94%, an increase of 52%, 4) an increase in mental activity that is on the base line increased 25% in the first cycle mmeningkat 38% and 65% in the second cycle increased by 40%, 5) an increase in emotional activity is the baseline 25% increase in cycle I 55% and increased 82.5% in the second cycle increased by 57.5%.
Keywords: increased activity, methods of inquiry, mathematics
DOI: http://dx.doi.org/10.26418/jppk.v3i2.4546
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