PENERAPAN METODE PENEMUAN TERBIMBING DALAM PEMBELAJARAN MATEMATIKA UNTUK MENINGKATKAN HASIL BELAJAR DI SEKOLAH DASAR
Abstract
Abstrak: penelitian ini bertujuan untuk mendeskripsikan peningkatan hasil belajar siswa dalam pembelajaran luas trapesium menggunakan metode penemuan terbimbing. Metode yang di gunakan dalam penelitian adalah metode deskriptif, bentuk penelitian tindakan kelas, dan bersifat kolaboratif dengan mengikuti prosedur penelitian tindakan kelas yaitu: perencanaan, pelaksanaan, observasi, refleksi. Subjek penelitian tindakan kelas ini adalah guru selaku peneliti dan siswa kelas V Sekolah Dasar Negeri 02 Singkup. Data yang di kumpulkan adalah: data skor kemampuan guru merencanakan dan melaksanakan pembelajaran serta nilai hasil belajar siswa. Tehnik pengumpul data menggunakan tehnik observasi lansung dan pengukuran. Sedangkan alat pengumpul data menggunakan lembar observasi dan tes berupa lembar test. Hasil penelitian pada siklus I dan siklus II mengalami peningkatan yaitu kemampuan guru merencanakan pembelajaran sebanyak 1,01 dan melaksanakan pembelajaran sebanyak 1,09 serta hasil belajar siswa sebanyak 11,245
Kata kunci: pembelajaran matematika, metode penemuan terbimbing, peningkatan hasil belajar
Abstract : This study aimed to describe the improvement of student learning outcomes in a broad trapezoidal learning using guided discovery method . The method used in this research is descriptive method , the form of action research , and collaborative by following the procedures of classroom action research : planning , implementation , observation , reflection . The research subject is the teacher of this class action as a researcher and fifth grade students of Elementary School 02 shovel . The data collected is : score data teacher's ability to plan and implement learning and the value of student learning outcomes . Techniques of data collection using direct observation and measurement techniques . While the data collection tool using observation sheets and test a test sheet . The results of the study in the first cycle and second cycle increased the ability of teachers to plan learning as much as 1.01 and 1.09 as well as implementing the learning outcomes of student learning as much as 11.245
Keywords : mathematics learning , guided discovery methods , improved learning outcome
DOI: http://dx.doi.org/10.26418/jppk.v3i3.5016
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