METODE TANYA JAWAB UNTUK MENINGKATKAN KETERAMPILAN BERTANYA SISWA DALAM PEMBELAJARAN SEJARAH

• Main Author: Ni'mah, Ulin (Author)
• Format: Book
• Published: 2014-06-26.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/12154/1/S_SEJ_0901469_Title.pdf; http://repository.upi.edu/12154/2/S_SEJ_0901469_Abstract.pdf; http://repository.upi.edu/12154/3/S_SEJ_0901469_Table_of_content.pdf; http://repository.upi.edu/12154/4/S_SEJ_0901469_Chapter1.pdf; http://repository.upi.edu/12154/5/S_SEJ_0901469_Chapter2.pdf; http://repository.upi.edu/12154/6/S_SEJ_0901469_Chapter3.pdf; http://repository.upi.edu/12154/7/S_SEJ_0901469_Chapter4.pdf; http://repository.upi.edu/12154/8/S_SEJ_0901469_Chapter5.pdf; http://repository.upi.edu/12154/9/S_SEJ_0901469_Bibliography.pdf; http://repository.upi.edu/12154/10/S_SEJ_0901469_Appendix.pdf
• Keywords: LA History of education; LB Theory and practice of education; LB1603 Secondary Education. High schools

Penelitian yang dilakukan di kelas XI IPS 2 SMAN 10 Bandung ini, memiliki tujuan untuk meningkatkan keterampilan bertanya siswa dalam pembelajaran sejarah. Melalui observasi awal, dapat dilihat keterampilan bertanya yang dimiliki siswa kelas XI IPS 2 rendah. Terlihat dari jumlah siswa yang bertanya hanya sedikit, dan pertanyaan yang diajukan oleh siswa bersifat recall. Pertanyaan yang diajukan hanya memanggil kembali pengetahuan yang telah dimiliki oleh siswa. Oleh karena itu, peneliti dan guru mitra secara kolaboratif berupaya untuk meningkatkan keterampilan bertanya siswa dengan menggunakan metode tanya jawab. Penelitian ini menggunakan metode penelitian tindakan kelas (PTK) dengan menggunakan desain penelitian dari Kemmis dan Mc. Taggart (Wiriaatmadja, 2013: 66). Metode penelitian tindakan kelas terdiri dari empat tahap yaitu perencanaan (plan), pelaksanaan (action), pengamatan (observe), dan refleksi (reflect). Teknik pengumpulan data yang digunakan adalah observasi dan studi dokumentasi. Pada penelitian ini, peneliti sebagai instrumen utama dibantu oleh beberapa alat untuk memperoleh data penelitian. Alat-alat penelitian tersebut antara lain: pedoman observasi, catatan lapangan, dan dokumen-dokumen yang berhubungan dengan penelitian. Berdasarkan analisis data yang telah dilakukan, perkembangan pencapaian siswa dalam mencapai kriteria indikator keterampilan bertanya selalu meningkat di setiap siklusnya. Kuantitas dan kualitas pertanyaan siswa meningkat pada setiap siklusnya. Selain itu, cara siswa dalam mengajukan pertanyaan pun terjadi perbaikan dari siklus pertama sampai siklus terakhir. Hal ini menunjukkan keberhasilan dari penerapan metode tanya jawab dalam meningkatkan keterampilan bertanya siswa. Peneliti menyarankan kepada guru untuk senantiasa memotivasi siswa agar berani bertanya dan membuat pertanyaan yang berkualitas This thesis entitled "The Question and Answer Method to Improve Student's Questioning Skills in History Learning (Classroom Action Research in class XI IPS 2 SMAN 10 Bandung)". Research were conducted in class XI IPS 2 SMAN 10 Bandung, aimed to improve student's questioning skills in History learning. Through the initial observation, shows that the student questioning skills of class XI IPS 2 SMAN 10 Bandung is low. Can be seen from the few number of students who asked, and the type question were asked by the students is a recall. The question that asked only recall the student knowledge. Therefore researcher and teacher partner collaboratively attempt to improve the student's questioning skills by using the question and answer method. This study using the Classroom Action Research method, according to research model provided by Kemmis and Taggart (Wiriatmadja, 2013: 66). Classroom action research method consists of four stages: Plan, Action, Observe, and Reflect. The collecting data techniques that used were: observation and documentation study. In this study, the researcher act as a primary instrument, aided by some tools to obtain the research data. The research tools including: observation guidence, field notes, and documents related to the study. Based on the data analysis were obtained, the progress of the student achivement indicators were increasing in every cycle. In the first cycle, the students way of questioning had reached 70%. Increasing by 16.1% in the second cycle became 86.1%. in the third cycle increased by 8.69% to 94.79%. the fourth cycle increased up to 97.58%. The number of students who asked in each cycle, indicating the success of the application and answer method to improve student's questioning skills. Therefore can be concluded that the Question and Answer method can improves the student's questioning skills. Researcher suggest the teachers should always motivate the students in oder to dare to ask and make quality question.