PENERAPAN MODEL PEMBELAJARAN VAK (VISUAL AUDITORI KINESTETIK) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS IV PADA MATA PELAJARAN IPA
Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa dalam mata pelajaran IPA materi pengaruh perubahan lingkungan fisik terhadap daratan. Hal tersebut terbukti dari nilai hasil belajar siswa yang diperoleh dari data awal sebelum tindakan dilakukan. Persentase siswa yang menca...
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2014-07-16.
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| Summary: | Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar kognitif siswa dalam mata pelajaran IPA materi pengaruh perubahan lingkungan fisik terhadap daratan. Hal tersebut terbukti dari nilai hasil belajar siswa yang diperoleh dari data awal sebelum tindakan dilakukan. Persentase siswa yang mencapai KKM hanya 15,62%. Berdasarkan hal tersebut salah satu upaya untuk memperbaiki dan meningkatkan pembelajaran IPA dengan menerapkan model Pembelajaran VAK. Tujuan dari penelitian ini adalah untuk meningkatkan hasil belajar kognitif siswa dan untuk memperoleh gambaran pelaksanaan pembelajaran melalui penerapan model pembelajaran VAK. Metode yang digunakan dalam penetitian ini yaitu Penelitian Tindakan Kelas dengan subjek 32 orang siswa kelas IVA SDN 4 Cibogo Lembang. Model yang dikembangkan dalam PTK ini menggunakan model Kemmis dan Mc. Taggart dimana terdapat refleksi awal, perencanaan, pelaksaan, observasi dan refleksi. Penelitian dilaksanakan sebanyak tiga siklus. Hasil penelitian menunjukan bahwa terdapat peningkatan hasil belajar kognitif siswa. Hal ini terbukti dari persentase siswa yang mencapai KKM dari setiap siklusnya meningkat. Pada pra siklus persentase ketuntasan belajar siswa 15,62%, pada siklus I 78,50%, siklus II 84,37% dan pada siklus III 93,75%. Berdasarkan hasil tersebut dapat disimpulkan bahwa model pembelajaran VAK dapat meningkatkan hasil belajar kognitif This research is motivated by low cognitive achievement of students in science subject on the material effect of changes in the physical environment to the mainland. This is evident from the value of student learning outcomes obtained from the initial data before the action is performed. The percentage of students who achieve only 15.62% of KKM. Based on this, one effort to improve and enhance science learning by applying VAK learning models. The purpose of this research is to improve students' cognitive learning outcomes and learning implementation to see the application of VAK learning model. The method used in this research is Classroom Action Research method with 32 subjects IVA grade students of SDN 4 Cibogo Lembang. The model developed in this Classroom Action Research is Kemmis and Mc. Taggart model where there is first reflection, planning, implementation, observation and reflection. Research carried out for three cycles. The results showed that there is an increase in students' cognitive learning outcomes. This is evident from the percentage of students who achieve KKM of each cycle increases. In the pre-cycle the percentage of students passing grade is 15.62%, 78.50% in the first cycle, 84.37% in the second cycle and then 93.75% in the third cycle. Based on these results it can be concluded that the VAK learning model can improve the cognitive achievement of students on the material effects of changes in the physical environment to the mainland. |
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| Item Description: | http://repository.upi.edu/14825/1/S_PGSD_1003563_Title.pdf http://repository.upi.edu/14825/2/S_PGSD_1003563_Table_of_content.pdf http://repository.upi.edu/14825/3/S_PGSD_1003563_Abstract.pdf http://repository.upi.edu/14825/4/S_PGSD_1003563_Chapter1.pdf http://repository.upi.edu/14825/5/S_PGSD_1003563_Chapter2.pdf http://repository.upi.edu/14825/6/S_PGSD_1003563_Chapter3.pdf http://repository.upi.edu/14825/7/S_PGSD_1003563_Chapter4.pdf http://repository.upi.edu/14825/8/S_PGSD_1003563_Chapter5.pdf http://repository.upi.edu/14825/9/S_PGSD_1003563_Bibliography.pdf http://repository.upi.edu/14825/10/S_PGSD_1003563_Appendix1.pdf http://repository.upi.edu/14825/11/S_PGSD_1003563_Appendix2.pdf http://repository.upi.edu/14825/12/S_PGSD_1003563_Appendix3.pdf http://repository.upi.edu/14825/13/S_PGSD_1003563_Appendix4.pdf http://repository.upi.edu/14825/14/S_PGSD_1003563_Appendix5.pdf http://repository.upi.edu/14825/15/S_PGSD_1003563_Appendix6.pdf http://repository.upi.edu/14825/16/S_PGSD_1003563_Appendix7.pdf http://repository.upi.edu/14825/17/S_PGSD_1003563_Appendix8.pdf http://repository.upi.edu/14825/18/S_PGSD_1003563_Appendix9.pdf http://repository.upi.edu/14825/19/S_PGSD_1003563_Appendix10.pdf http://repository.upi.edu/14825/20/S_PGSD_1003563_Appendix11.pdf http://repository.upi.edu/14825/21/S_PGSD_1003563_Appendix12.pdf http://repository.upi.edu/14825/22/S_PGSD_1003563_Appendix13.pdf http://repository.upi.edu/14825/23/S_PGSD_1003563_Appendix14.pdf http://repository.upi.edu/14825/24/S_PGSD_1003563_Appendix15.pdf http://repository.upi.edu/14825/25/S_PGSD_1003563_Appendix16.pdf http://repository.upi.edu/14825/26/S_PGSD_1003563_Appendix17.pdf http://repository.upi.edu/14825/27/S_PGSD_1003563_Appendix18.pdf http://repository.upi.edu/14825/28/S_PGSD_1003563_Appendix19.pdf http://repository.upi.edu/14825/29/S_PGSD_1003563_Appendix20.pdf http://repository.upi.edu/14825/31/S_PGSD_1003563_Appendix21.pdf http://repository.upi.edu/14825/30/S_PGSD_1003563_Appendix22.pdf http://repository.upi.edu/14825/32/S_PGSD_1003563_Appendix23.pdf |