PENERAPAN MODEL COOPERATIVE LEARNING TIPE TIME TOKEN PADA PEMBELAJARAN IPA UNTUK MENINGKATKAN KEAKTIFAN BELAJAR SISWA SD

• Main Author: Kartini, Wulan Mega (Author)
• Format: Book
• Published: 2016-07-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/26235/1/S_PGSD_1200224_Title.pdf; http://repository.upi.edu/26235/2/S_PGSD_1200224_Abstract.pdf; http://repository.upi.edu/26235/3/S_PGSD_1200224_Table_of_content.pdf; http://repository.upi.edu/26235/4/S_PGSD_1200224_Chapter1.pdf; http://repository.upi.edu/26235/5/S_PGSD_1200224_Chapter2.pdf; http://repository.upi.edu/26235/6/S_PGSD_1200224_Chapter3.pdf; http://repository.upi.edu/26235/7/S_PGSD_1200224_Chapter4.pdf; http://repository.upi.edu/26235/8/S_PGSD_1200224_Chapter5.pdf; http://repository.upi.edu/26235/9/S_PGSD_1200224_Bibliography.pdf; http://repository.upi.edu/26235/10/S_PGSD_1200224_Appendix.pdf
• Keywords: LB Theory and practice of education; LB1501 Primary Education

Penelitian ini dilatarbelakangi oleh pendominasian beberapa siswa dan kurangnya kesempatan dalam hal bertanya, menjawab maupun mengemukakan pendapat di kelas IV di salah satu SD Kecamatan Sukajadi, Kota Bandung pada mata pelajaran IPA. Hal ini ditandai dengan sikap yang muncul pada saat pembelajaran. Hal tersebut terlihat dari rendahnya siswa dalam memperhatikan guru, menjawab pertanyaan, mengajukan pertanyan, mengemukakan pendapat, bekerja sama dan mengerjakan tugas. Penelitian ini mencoba menerapkan model cooperative learning tipe Time Token dengan harapan mampu memecahkan masalah rendahnya keaktifan belajar siswa. Dengan demikian penelitian ini merupakan penelitian yang berupaya meningkatkan keaktifan belajar siswa dengan menerapkan model cooperative learning tipe Time Token. Subjek penelitian adalah siswa kelas IV dengan jumlah 31 siswa terdiri dari 14 orang siswa laki-laki, dan 17 siswa perempuan. Penelitian Tindakan Kelas yang digunakan penulis merupakan model Kemmis dan McTaggart dalam dua siklus yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data dilakukan dengan melakukan pengamatan melalui lembar observasi. Peningkatan keaktifan yang diperoleh mengalami peningkatan, yakni pada pra penelitian rata-rata keaktifan adalah 42% mengalami peningkatan setelah mendapat tindakan pada siklus I dengan rata-rata keaktifan adalah 71,8% dan meningkat menjadi 84,92% pada siklus II. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa penerapan model cooperative learning tipe Time Token dapat meningkatkan keaktifan belajar siswa.;--- This research is motivated by the domination of a few students and lack of opportunity in terms of asking, answering and express opinions in class IV in an elemary school District of Sukajadi, Bandung in science subjects. It is characterized by an attitude that emerged at the time of learning. It is seen from the low student to teacher attention, answering questions, asks the question, opinions, working together and doing their jobs. This study tried to implement cooperative learning model of type Time Token in the hope of solving the problem of low activity of student learning. The purpose of this study was to determine how the application of cooperative learning model of type Time Token to improve students' learning activeness. The subjects were students of class IV with a number of 31 students composed of 14 male students and 17 female students. Class Action research the authors used a model Kemmis and McTaggart in two cycles of planning, execution, observation, and reflection. Data collected by observation through the observation sheet. Increased activeness acquired was improved, the average activity of was 42% pre-study increased after getting action on the first cycle with an average activeness was 71.8% and increased to 84.92% in the second cycle. Based on these results it can be concluded that the application of cooperative learning model of type Time Token can enhance students' learning activeness.