PENGGUNAAN METODE PEER TEACHING UNTUK MENINGKATKAN KEPERCAYAAN DIRI SISWA TUNARUNGU DI SLB-B X
Penelitian ini dilatarbelakangi oleh permasalahan kurangnya keaktifan siswa tunarungu di dalam kelas yang disebabkan karena rendahnya kepercayaan diri. Adapun aspek kepercayaan diri yang dimaksud yaitu keyakinan akan kemampuan diri, optimis, objektif, bertanggung jawab, serta rasional dan realistis....
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2016-08-16.
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| Summary: | Penelitian ini dilatarbelakangi oleh permasalahan kurangnya keaktifan siswa tunarungu di dalam kelas yang disebabkan karena rendahnya kepercayaan diri. Adapun aspek kepercayaan diri yang dimaksud yaitu keyakinan akan kemampuan diri, optimis, objektif, bertanggung jawab, serta rasional dan realistis. Rendahnya kepercayaan diri siswa tunarungu dikarenakan hambatan dalam pendengaran, sehingga berpengaruh terhadap perkembangan bahasa dan komunikasi, kognitif dan daya abtraksi, serta emosi dan sosial. Sejauh ini upaya peningkatan kepercayaan diri siswa tunarungu hanya berorientasi pada kegiatan ekstrakulikuler, sehingga dalam kegiatan pembelajaran belum banyak diselami. Kepercayaan diri merupakan aspek psikologis yang penting dalam kehidupan. Tanpa adanya kepercayaan diri perkembangan siswa tunarungu menjadi tidak optimal terutama dalam kegiatan pembelajaran di kelas. Tujuan penelitian ini untuk mengetahui pengaruh metode peer teaching terhadap peningkatan kepercayaan diri siswa tunarungu, dengan alasan bahasa teman sebaya dapat lebih mudah dipahami sehingga pembelajaran menjadi lebih aktif. Manfaat dari metode peer teaching yaitu siswa belajar menjadi tutor sebaya bagi teman sekelasnya. Penelitian ini dilakukan pada siswa kelas XI SMPLB-B dengan tujuh orang sampel. Penelitian menggunakan pendekatan kuantitatif ekperimen One-Group Pre-test Post-test Design. Hasil penelitian menunjukkan peningkatan kepercayaan diri sebesar 19.04% . Pada uji hipotesis diperoleh ( ) maka hipotesis nol (H0) ditolak. Sehingga terdapat pengaruh penggunaan metode peer teaching untuk meningkatkan kepercayaan diri siswa tunarungu di SLB-B X. Dari hasil tersebut direkomendasikan untuk meningkatkan kepercayaan diri siswa tunarungu dapat menggunakan metode peer teaching dalam kegiatan pembelajaran di kelas;--- This research was motivated by the issues of inadequate activeness of deaf students in the classroom are caused by low self-confidence. As for the aspect of self-confidence that will be measured is the ability of self confidence, optimistic, objective, accountable, as well as rational and realistic. Low self-confidence of deaf students because of barriers in auditory, therefore contributes to the development of language and communication, cognitive and abtraction power, as well as emotional and social. So far, efforts to improve the self-confidence of deaf students only oriented in extracurricular activities, so that in many learning activities dived yet. Self-confidence is a psychological aspect which important in life. Without the confidence the development of deaf students be not optimal, especially in learning activities in the classroom. The purpose of this research to determine the effect of implementing peer teaching methodes to improve self-confidence of deaf students, the reason language of peers can be more easily understood so that learning becomes more active. Benefits of peer teaching methods that students learn to become a peer tutor for her classmates. This research was conducted on the students of class IX SMPLB-B with seven samples. Research was applied quantitative approach experiment One-Group Pretest Post-test Design. The results showed improvement of the self-confidence amount 19.04%. In a test of hypothesis is ( ), then the null hypothesis (H0) is rejected. So there is the effect of using peer teaching methods to improving self-confidence of deaf students in SLB-B X. From these results was recommended to improve the self-confidence of deaf students may use peer teaching methods in learning activities in the classroom. |
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| Item Description: | http://repository.upi.edu/25982/1/S_PLB_1200599_Title.pdf http://repository.upi.edu/25982/2/S_PLB_1200599_Abstract.pdf http://repository.upi.edu/25982/3/S_PLB_1200599_Table_of_content.pdf http://repository.upi.edu/25982/4/S_PLB_1200599_Chapter1.pdf http://repository.upi.edu/25982/5/S_PLB_1200599_Chapter2.pdf http://repository.upi.edu/25982/6/S_PLB_1200599_Chapter3.pdf http://repository.upi.edu/25982/7/S_PLB_1200599_Chapter4.pdf http://repository.upi.edu/25982/8/S_PLB_1200599_Chapter5.pdf http://repository.upi.edu/25982/9/S_PLB_1200599_Bibliography.pdf http://repository.upi.edu/25982/10/S_PLB_1200599_Appendix1.pdf http://repository.upi.edu/25982/11/S_PLB_1200599_Appendix2.pdf http://repository.upi.edu/25982/12/S_PLB_1200599_Appendix3.pdf http://repository.upi.edu/25982/13/S_PLB_1200599_Appendix4.pdf http://repository.upi.edu/25982/14/S_PLB_1200599_Appendix5.pdf |