MENINGKATKAN PERILAKU ASERTIF SISWA MELALUI PENERAPAN METODE EVERYONE IS TEACHER HERE PADA PEMBELAJARAN IPS
Penelitian ini dilatarbelakangi permasalahan di kelas VII-I SMP Negeri 4 Cimahi yang ditemukan peneliti saat melakukan observasi awal. Berdasarkan observasi awal ditemukan beberapa permasalahan mengenai rendahnya perilaku asertif siswa. Hal ini ditunjukkan beberapa indikator permasalahan diantaranya...
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| Format: | Book |
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2016-05-11.
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| Summary: | Penelitian ini dilatarbelakangi permasalahan di kelas VII-I SMP Negeri 4 Cimahi yang ditemukan peneliti saat melakukan observasi awal. Berdasarkan observasi awal ditemukan beberapa permasalahan mengenai rendahnya perilaku asertif siswa. Hal ini ditunjukkan beberapa indikator permasalahan diantaranya rendahnya kemampuan menyimak siswa, rendahnya kemampuan mengemukakan pendapat dalam pembelajaran dan rendahnya sikap saling menghargai sesama siswa. Alternatif pemecahan masalah tersebut yaitu dengan menerapkan metode everyone is teacher here. Meninjau permasalahan yang akan diteliti berkaitan dengan proses pembelajaran, maka peneliti memilih Penelitian Tindakan Kelas dengan model Kemmis dan Taggart yang dilakukan dalam 4 siklus. Meningkatkan perilaku asertif siswa melalui penerapan metode everyone is teacher here dapat dikatakan berhasil. Keberhasilan penelitian ini dilihat dari peningkatan kualitas dan kuantitas perilaku asertif siswa yang ditunjukkan melalui peningkatan indikator-indikator perilaku asertif yang terdiri dari aspek keterampilan menyimak, aspek mengemukakan pendapat, aspek rasa percaya diri berpendapat, aspek menghargai pendapat orang lain serta aspek berkomunikasi secara lugas, sopan santun, dan bertanggung jawab. Seluruh indikator perilaku asertif siswa mengalami peningkatan pada siklus 1 hingga siklus 4 dari kualitas kurang, cukup hingga baik. Adapun selama pelaksanaan penelitian, refleksi kendala yang dihadapi adalah kurangnya pengalaman guru dalam mengajak siswa untuk berperilaku asertif. Hasil penelitian ini dapat menjadi rekomendasi bagi pihak sekolah dan guru untuk mengembangkan perilaku asertif agar pembelajaran bermakna.;--- This study was based on the issues raised in a VII-I class in SMP Negeri 4 Cimahi which found by researcher when performing preliminary observation. Based on preliminary observations several problems were found on lack of students assertive behavior. This is shown by some indicator of problems including lack of listening skill of student, lack of ability to express opinions in learning and lack of mutual respect fellow students. The alternative solution of the problems by implementing everyone is teacher here's methods. Considering the problem to be studied are dealt with learning process, the researcher prefer to apply a Classroom Action Research with Kemmis and Taggart's models which done in four cycle. Improving students assertive behavior through the application of a everyone is teacher here's methods can be sais successful. The successful of research can be seen from the increasing quantity and quality of students assertive behavior shown through the improvement of the indicators students assertive behavior consisting of listening skill, expressed the opinion, confidence in opinion, appreciate others and communicate with pointedly, manners and responsible. The whole indicators of students assertive behavior have increased in the first cycle to the fourth cycle from the less quality, enough and becoming better. But during the research phase, obstacles reflection is the lack of teacher's experience to invited students assertive behave. The result can be recommendation for school and teachers to develop assertive behavior that learning meaningful. |
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| Item Description: | http://repository.upi.edu/24938/1/S_IPS_1103797_Title.pdf http://repository.upi.edu/24938/2/S_IPS_1103797_Abstract.pdf http://repository.upi.edu/24938/3/S_IPS_1103797_Table_of_content.pdf http://repository.upi.edu/24938/4/S_IPS_1103797_Chapter1.pdf http://repository.upi.edu/24938/5/S_IPS_1103797_Chapter2.pdf http://repository.upi.edu/24938/6/S_IPS_1103797_Chapter3.pdf http://repository.upi.edu/24938/7/S_IPS_1103797_Chapter4.pdf http://repository.upi.edu/24938/8/S_IPS_1103797_Chapter5.pdf http://repository.upi.edu/24938/9/S_IPS_1103797_Bibliography.pdf http://repository.upi.edu/24938/10/S_IPS_1103797_Appendix1.pdf http://repository.upi.edu/24938/11/S_IPS_1103797_Appendix2.pdf http://repository.upi.edu/24938/12/S_IPS_1103797_Appendix3.pdf http://repository.upi.edu/24938/13/S_IPS_1103797_Appendix4.pdf |