PENERAPAN MODEL KONTEKSTUAL UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS V PADA PEMBELAJARAN IPA DI SD

• Main Author: Rejeki, Juliarti Sri (Author)
• Format: Book
• Published: 2016-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Latar belakang penelitian ini berdasarkan atas masih belum optimalnya nilai siswa dimana rata-rata nilai IPA siswa belum mencapai KKM sebesar 67,57%, khususnya pada materi proses pembentukan tanah karena pelapukan (Batuan dan tanah) model belajar yang masih konvensional dan dianggap membosankan bagi siswa menjadi salah satu indikator kurang maksimalnya hasil belajar siswa. Selama kegiatan belajar, aktivitas belajar siswa sangat minim guru lebih berperan sebagai subjek pembelajaran. Tujuan dari penelitian ini adalah: 1) Mendeskripsikan pelaksanaan model pembelajaran kontekstual pada pembelajaran IPA materi batuan dan tanah untuk meningkatkan hasil belajar siswa. 2) Mendeskripsikan peningkatan hasil belajar siswa dalam pembelajaran IPA materi batuan dan tanah. Metode yang digunakan adalah Penelitian Tindakan Kelas dengan mengadopsi model Kemmiss & McTaggart melalui dua siklus pembelajaran. Subjek dalam penelitian ini adalah siswa kelas V SDN S 9 Kota Bandung dengan jumlah siswa 37 orang siswa. Dari dua siklus pembelajaran, hasil dari penelitian ini mampu mencapai hasil yang optimal, terlihat melalui hasil belajar siswa pada siklus I rata-rata nilai siswa mencapai 66,22 atau nilai ketuntasan belajar mencapai 54,1%. Pada siklus II meningkat menjadi 83,64 atau nilai ketuntasan belajar 89,2%. Berdasarkan hasil penelitian, ternyata penerapan model kontesktual dapat meningkatkan hasil belajar pada mata pelajaran IPA materi batuan dan tanah secara optimal. ;--- The background of this study was students' learning outcome which were not optimal where average of students' score on science have not reached the minimum mastery criteria amounted to 67.57%, especially on process of soil formation due to weathering (rock and soil) material. Conventional learning model makes the students got bored became one of indicator that has effect to students' learning outcomes. During the learning activity, student learning activity was minimal and teachers act more as learning subjects. The purpose of this research are: 1) Describe the implementation model of contextual learning in learning science in material rocks and soil to improve students' learning outcomes. 2) Describe the increase of students' learning outcome in learning science in material rocks and soil. The method used in this research was classroom action research with the model adopted from Kemmiss & McTaggart through two cycles. Subjects in this study were 37 students of grade V in State Elementary School of S 9 Bandung. From the two cycles of learning, the results of this study were able to achieve optimal results, it was visible through the students' learning outcomes in the cycle I, the average of students' score achieved 66.22 or value of learning mastery reached 54.1%. In the cycle II increased to 83.64 or the value of learning mastery reached 89.2%. Based on theresults, the implementation of contextual learning model can improve students' learning outcome in learning science in material rock and soil optimally.

Item Description

http://repository.upi.edu/25016/1/S_PGSD_1200181_Title.pdf
http://repository.upi.edu/25016/2/S_PGSD_1200181_Abstract.pdf
http://repository.upi.edu/25016/3/S_PGSD_1200181_Table_of_content.pdf
http://repository.upi.edu/25016/4/S_PGSD_1200181_Chapter1.pdf
http://repository.upi.edu/25016/5/S_PGSD_1200181_Chapter2.pdf
http://repository.upi.edu/25016/6/S_PGSD_1200181_Chapter3.pdf
http://repository.upi.edu/25016/7/S_PGSD_1200181_Chapter4.pdf
http://repository.upi.edu/25016/8/S_PGSD_1200181_Chapter5.pdf
http://repository.upi.edu/25016/9/S_PGSD_1200181_Bibliography.pdf
http://repository.upi.edu/25016/10/S_PGSD_1200181_Appendix1.pdf
http://repository.upi.edu/25016/11/S_PGSD_1200181_Appendix2.pdf