PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK UNTUK MENINGKATKAN MOTIVASI BELAJAR PADA SISWA SEKOLAH DASAR - Widita, Anindya (2016)
Latar belakang penelitian ini dimulai ketika peneliti melaksanakan penelitian di salah satu Sekolah Dasar Kecamatan Sukasari Kota Bandung, permasalahan yang terjadi adalah kurangnya perhatian siswa dalam belajar, gaduh saat proses pembelajaran berlangsung, kurangnya kerjasama dengan teman, dan banyak siswa yang jenuh dalam belajar. Berdasarkan permasalahan yang terjadi, peneliti harus menggunakan model pembelajaran yang mampu membuat siswa termotivasi dalam mengikuti pembelajaran, maka peneliti menerapkan model pembelajaran kooperatif tipe talking stick. Tujuan penelitian ini adalah: (1) mendeskripsikan pengembangan langkah-langkah model pembelajaran kooperatif tipe talking stick dalam meningkatkan motivasi belajar pada siswa Sekolah Dasar, (2) mendeskripsikan peningkatan motivasi belajar siswa melalui penerapan model pembelajaran kooperatif tipe talking stick pada siswa Sekolah Dasar. Penelitian ini dilaksanakan dengan menggunakan metode penelitian tindakan kelas menurut Kemmis dan Mc. Taggart yang terdiri atas tahap perencanaan, pelaksanaan, observasi dan refleksi. Instrumen penelitian yang digunakan berupa lembar observasi motivasi belajar, catatan lapangan, dan aktivitas guru siswa. Kesimpulan yang diperoleh dari penelitian ini mengenai pengembangan langkah-langkah model pembelajaran Talking Stick yang harus diperhatikan adalah pemberian materi yang menantang sehingga menuntut motivasi siswa dalam membuat pertanyaan. Penerapan model pembelajaran Kooperatif tipe Talking Stick juga mampu meningkatkan motivasi belajar siswa. Hal ini dilihat dari terlaksananya indikator-indikator dari motivasi belajar dengan berdasarkan a) mengerjakan tugas sesuai waktu yang ditentukan, b) sering memberikan pendapat, c) sering bertanya pada guru, dan d) tidak mencontek pekerjaannya pada orang lain yang semakin meningkat di setiap siklusnya. Meningkatnya motivasi belajar siswa berpengaruh pula terhadap meningkatnya hasil belajar siswa dimana KKM hasil belajar 75. Terlihat pada peningkatan persentase ketuntasan hasil belajar siswa pada siklus I 64,8% dan pada siklus II 100% serta nilai rata-rata pada siklus I sebesar 75 dan siklus II sebesar 87,9. ; This background research was begun when researchers carrying out the research in elementary school were the lack of students' attention in learning, being rowdy during the teaching learning process, less of friendship cooperation, and many students were bored in learning. Based on the problems that occured, the researcher must use a learning model that makes the students motivated during they are studying, the researchers apply a cooperative learning model of talking stick. The purposes of this study are: (1) describing the development of cooperative learning model of talking stick stages in increasing motivation to learn in elementary school students, (2) describing the increase of student motivation through the implementation of cooperative learning talking stick model to elementary school students. This research was conducted by using class action research methods, according to Kemmis and Mc. Taggart, which are consisting of planning, implementing, observing and reflecting. Instrument of the research used an observation sheet form of motivation to learn,daily notes report, and the activities of students and teachers. Conclusion of this research regarding to the development of Talking Stick learning model stages that must be considered is the provision of challenging materials that demand students motivate to ask inquiries. Cooperative learning model application of Talking Stick type is also able to improve students' motivation. It is seen from the indicators implementation result of learning motivation, such as a) the students were able to do the task at the time determined, b) the students often gave their opinion, c) the students often asked question about the material to the teacher, and d) the students did not cheat on their work to others. These desribing of increasing in each cycle. Increasing of students motivation influenced the increase of students learning outcome in which result of minimum completeness criteria learning is (KKM in bahasa) 75. It was shown on the increase in the percentage of completeness of student learning outcomes in the first cycle was 64.8% then in the second cycle was 100%, and the average value of the cycle I was 75 and the cycle II amounted to 87,9.