PENINGKATAN KECERDASAN SPASIAL SISWA MELALUI MEDIA DIORAMA DALAM PEMBELAJARAN IPS - Kusuma, Eka Chandra (2015)
Penelitianiniberawaldaritemuanpeneliti di kelas VII-I SMP Negeri 19 Bandung dimanatingkatkecerdasanspasialsiswadalampembelajaran IPS masihterlihatkurang. Hal iniditandaidengankurangnyapemahamansiswadalammemahamiaspekkeruangan yang meliputipengetahuantentangmembacapetadankarakteristiklokasibaikdalamilustrasigambarmaupunkehidupannyata.Melihatpermasalahan yang akanditelitiberkaitandengan proses pembelajaran, makapenelitimemilihpenelitiantindakankelas (PTK) model Lewin yang direvisioleh Elliot dalam 3 siklus. Penggunaan media diorama menjadialternatifpemecahanmasalah yang dipilihuntukmeningkatkankecerdasanspasialsiswadalampembelajaran IPS, inidikarenakan media diorama adalah media pembelajaranberbentuktigadimensi yang tepatdigunakanuntukmempelajarikeruangan.Selainitu, pertimbanganmemilih media inikarenadalam proses pembuatan diorama terdapatkegiatan-kegiatan yang dapatmengembangkankecerdasanspasial. Dalampeningkatankecerdasanspasialsiswa, penelitimemilihbeberapaindikatorkecerdasanspasial yang terbagikedalamkegiatanpeninjauan proses pembuatanhinggapenilaianhasilpembuatan diorama sebagaiacuandalampenelitianyaitu: a) Mempresentasikan Ide, b) PemilihandanPengolahanBahanbaku, c) MampuMempersepsikan, d) MampuMentransformasikan, e) MemilikiNilaiEstetika. Pelaksanaankegiatanpeningkatankecerdasanspasialsiswamelalui media diorama dalampembelajaran IPS dapatdikatakanberhasil.Padasiklus ke-1 kecerdasanspasialsiswamelalui media diorama memperolehkategoriCukup.Padasiklus ke-2, siswamengalamiperkembangankecerdasanspasialdenganmemperolehkategoriBaik.Kemudianpadasiklus ke-3 atausiklusterakhir, siswamemperolehkategoriBaikdengansedikitperbaikandarisiklussebelumnya.Sehinggadaripenelitianinidapatdiambilkesimpulan, bahwamelalui media diorama dalampembelajaran IPS dapatmeningkatkankecerdasanspasialsiswa. This study comes from the finding of researcher in class VII-I SMPN 19 Bandung where the lack of spatial intelligence level into learning IPS. It is characterized by a lack of understanding of the students in understanding the spatial aspect which includes knowledge of reading maps and location characteristics in both the illustrations and real life. Seeing the problems to be studied regardless to the learning process, the researchers chose a classroom action research model by Lewin revised by Elliot in 3 cycles. The use of media diorama is chosen as alternative solutions to improve spatial intelligence into learning IPS, it is because it is the media diorama learning of the proper three-dimensional shape which is used to study the spatial. In addition, this method of medium is chosen because it is in the process of making a diorama which has activities that could develop spatial intelligence. For the improvement of spatial intelligence of students, researcher choses several indicators of spatial intelligence which is divided into the manufacturing process to review activities of making dioramas assessment results as a reference in the study, which are: a) Presenting the idea, b) Selection and Processing of Raw Materials, c) Ability to perceive, d) Capable of Transforming, e) Has a Aesthetics Value. Implementation of spatial intelligence activities to increase student learning through the media diorama in the IPS can be said it is successful. In the 1st cycle of spatial intelligence through the media diorama students acquire enough categories. In the 2nd cycle, students experience the development of spatial intelligence to obtain the Good category. Then in the 3rd cycle or the last cycle, students acquire good category with a slight improvement from the previous cycle. So from this study can be concluded, that through the media diorama in teaching social studies students can improve spatial intelligence. Kata Kunci: Kecerdasan Spasial, Media Diorama,Penelitian Tindakan Kelas