PENINGKATAN PERILAKU GOTONG ROYONG SISWA MELALUI TAYANGAN VIDEO DOKUMENTER BERBASIS ETNOGRAFI DALAM PEMBELAJARAN IPS

• Main Author: PUTRI, NURUL MAULIDYA (Author)
• Format: Book
• Published: 2015-06-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/20752/1/S_IPS_1101830_Title.pdf; http://repository.upi.edu/20752/2/S_IPS_1101830_Abstract.pdf; http://repository.upi.edu/20752/3/S_IPS_1101830_Table_of_content.pdf; http://repository.upi.edu/20752/5/S_IPS_1101830_Chapter1.pdf; http://repository.upi.edu/20752/6/S_IPS_1101830_Chapter2.pdf; http://repository.upi.edu/20752/7/S_IPS_1101830_Chapter3.pdf; http://repository.upi.edu/20752/8/S_IPS_1101830_Chapter4.pdf; http://repository.upi.edu/20752/9/S_IPS_1101830_Chapter5.pdf; http://repository.upi.edu/20752/10/S_IPS_1101830_Bibliography.pdf; http://repository.upi.edu/20752/11/S_IPS_1101830_Appendix.pdf
• Keywords: BF Psychology; BJ Ethics; HM Sociology; HS Societies secret benevolent etc; HV Social pathology. Social and public welfare

Penelitian ini berawal dari keresahan penulis terhadap permasalahan yang terjadi di kelas VIII A SMP Laboratorium Percontohan UPI di Bandung terkait perilaku gotong royong siswa. Indikator permasalahan yang ditemukan adalah hubungan sosial siswa yang kurang baik menyebabkan rendahnya kerjasama, keaktifan, tanggungjawab, kekompakan dan spontanitas siswa mengerjakan tugas kelompok. Terkait permasalahan tersebut dalam pembelajaran IPS, maka peneliti memilih Penelitian Tindakan Kelas (PTK) dengan desain penelitian Model Elliot dengan empat siklus sebagai pemecahan masalah untuk meningkatkan perilaku gotong royong melalui tayangan video dokumenter berbasis etnografi. Pengembangan perilaku gotong royong diamati dari lima aspek pengamatan yaitu, siswa mampu bekerjasama, aktif dan kompak mengerjakan tugas bersama teman-temannya, bertanggungjawab terhadap tugasnya dan spontan mengerjakan tugas bersama teman-temannya setelah mendengarkan instruksi guru. Video dokumenter berbasis etnografi yang digunakan dalam penelitian terdiri dari lima suku bangsa yaitu suku Bima, suku Sunda, suku Melayu Sambas, suku Dayak dan suku Kedang dan Labala yang tersebar di seluruh wilayah Indonesia. Perilaku gotong royong siswa mengalami perkembangan dengan baik dari siklus pertama hingga siklus terakhir. Perolehan siklus pertama mencapai 24 % dengan kualitas rendah, siklus kedua mencapai 52 % dengan kualitas sedang, siklus ketiga mencapai 84% dengan kualitas tinggi dan siklus keempat mencapai 76% kualitas tinggi dengan catatan kehadiran siswa berjumlah 19 orang lebih sedikit dari siklus sebelumnya. Jadi, dapat disimpulkan bahwa tayangan video dokumenter berbasis etnografi dalam pembelajaran IPS dapat meningkatkan perilaku gotong royong siswa kelas VIII A SMP Laboratorium Percontohan UPI di Bandung.---------- This research started from the writer's anxiety to the issues raised in class VIII A of SMP Laboratorium Percontohan UPI in Bandung related to students mutual cooperative behavior. Problem indicator which found is students' social relations is low caused low cooperation, activeness, responsibility, cohesiveness and spontaneity in work on group assignment. Relate to this problem with the social learning studies, the writer chose Classroom Action Research (CAR) with Elliot Model research design with four cycles as solution to improve mutual cooperative behavior through ethnographic based documentary video. The development of mutual cooperative behavior observed from five aspects; students were able to work together, actively and cohesively worked with their friends, responsible to their duty and spontaneously did the task with their friends after getting instruction from teacher. Ethnographic based documentary video that used in this research consisted of five ethnics; Bima, Sunda, Melayu Sambas, Dayak, Kedang and Labala who scattered in Indonesia. Students' mutual cooperative behavior has well progress of the first cycle to the last cycle. First cycle reached 24% with low quality, second cycle reached 52% with medium quality, third cycle reached 84% with high quality and the fourth cycle reached 76% with high quality with record attendant only 19 people, which is less than the previous cycle that did not mean the students' mutual cooperative behavior decreased. Thus, it can be concluded that ethnographic based documentary video in social learning studies can improve students' mutual cooperative behavior in class VIII A of SMP Laboratorium Percontohan UPI in Bandung.