PENERAPAN MODEL PEMBELAJARAN OTENTIK (AUTHENTIC LEARNING) DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KETERAMPILAN SOSIAL SISWA: Penelitian Tindakan Kelas di Kelas VII A SMP NEGERI 7 BANDUNG
This study originated from the writer's concern towards an issue occurred in seventh graders of SMP N 7 Bandung related to social skills of student. The issue is finding from conducted observation in several meetings of February 2014. Indicator of the problems which is encountered is low intere...
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2014-10-10.
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| Summary: | This study originated from the writer's concern towards an issue occurred in seventh graders of SMP N 7 Bandung related to social skills of student. The issue is finding from conducted observation in several meetings of February 2014. Indicator of the problems which is encountered is low interest in cooperating, responsibility and tolerance of learners in learning process, less understanding of the meaning of social studies, low participation of learners in learning, unwell paradigm of social studies, lack of initiative participation in learning process, and low learning results. Reviewing the examined issues relate to the learning process, the researcher chose Classroom Action Research (CAR) with 4 cycles of David Hopkins research design. Alternative selected solutions, namely Authentic Learning Models. Implementation of authentic learning activities in social learning as an alternative in purpose to develope the social skills of students can be categorized in good level. The development of authentic learning in social learning can be seen from the development of social skills indicators such as able to cooperating with their groups, had a good responsibility, and able to apply owned knowledge, have perspective, empathized, and have self-knowledge to toleranced with others. Based on the findings in field could conclude from this study, including the first, well-designed research planning. Second, grow social skills of students in the implementation of the learning activities using utilization of authentic learning carried out more focused and neatly on each cycle. Third, reflecting the constraints that are found in every cycle and overcome the constraints on the next cycle. Fourth, the solution in the constraints found in the utilization of authentic learing students experience positive changes that increase students' social skills. This reflects the achievement of all indicators of students'social skills. Fifth, after using utilization of Authentic Learning able to grow social skills in students. Penelitian ini berawal dari keresahan penulis terhadap permasalahan yang terjadi di kelas 7 SMPN 7 Bandung terkait keterampilan sosial. Permasalahan ini merupakan temuan dari observasi yang dilakukan pada beberapa kali pertemuan dalam rentang waktu bulan Februari 2014. Indikator permasalahan yang dijumpai adalah kerjasama yang rendah, rendahnya tanggungjawab siswa dalam pembelajaran, serta rendanya tingkat toleransi antar siswa. Meninjau permasalahan yang akan diteliti berkaitan dengan proses pembelajaran, maka peneliti memilih Penelitian Tindakan Kelas (PTK) dengan desain penelitian David Hopkins dalam 4 siklus. Alternatif pemecahan masalah yang dipilih yaitu penerapan model pembelajaran autentik. Pelaksanaan kegiatan belajar menggunakan model pembelajaran autentik sebagai alternatif mengembangkan keterampilan sosial dapat dikatakan berhasil. Adapun pengembangan keterampilan sosial dapat dilihat dari perkembangan indikator keterampilan sosial siswa yaitu siswa mampu bekerjasama dengan kelompoknya, memiliki tanggungjawab terhadap tugas-tugasnya, mampu menerapkan pengetahuan yang dimiliki, memiliki perspektif, berempati, serta memiliki pengetahuan diri dengan memiliki sikap toleransi terhadap yang lain. Berdasarkan hasil temuan dilapangan dapat ditarik benang merah dari penelitian ini, antara lain pertama, perencanaan penelitian dirancang dengan baik. Kedua, menumbuhkan keterampilan sosial siswa pada pelaksanaan kegiatan pembelajaran dengan penerapan model pembelajran autentik dilaksanakan semakin terarah pada setiap siklusnya. Ketiga, merefleksikan kendala yang ditemukan pada setiap siklus serta mengatasi kendala tersebut pada siklus selanjutnya. Keempat, hasil yang ditemukan dalam penerapan model pembelajaran autentik siswa mengalami perubahan yang positif yaitu keterampilan sosial siswa meningkat. Hal tersebut mencerminkan ketercapaian seluruh indikator keterampilan sosial siswa. Kelima, Setelah menerapkan model pembelajaran autentik dapat menumbuhkan keterampilan sosial pada diri siswa. |
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| Item Description: | http://repository.upi.edu/15824/2/S_IPS_1002907_Title.pdf http://repository.upi.edu/15824/1/S_IPS_1002907_Abstract.pdf http://repository.upi.edu/15824/4/S_IPS_1002907_Table_of_content.pdf http://repository.upi.edu/15824/3/S_IPS_1002907_Chapter1.pdf http://repository.upi.edu/15824/6/S_IPS_1002907_Chapter2.pdf http://repository.upi.edu/15824/4/S_IPS_1002907_Chapter3.pdf http://repository.upi.edu/15824/6/S_IPS_1002907_Chapter4.pdf http://repository.upi.edu/15824/5/S_IPS_1002907_Chapter5.pdf http://repository.upi.edu/15824/2/S_IPS_1002907_Bibliography.pdf http://repository.upi.edu/15824/2/S_IPS_1002907_Appendix1.pdf http://repository.upi.edu/15824/2/S_IPS_1002907_Appendix2.pdf http://repository.upi.edu/15824/2/S_IPS_1002907_Appendix3.pdf |