KOMPARASI PENERAPAN STRATEGI PEMBELAJARAN MEANS-ENDS ANALYSIS (MEA) DENGAN PROBLEM POSING PADA PEMBELAJARAN MEKANIKA TEKNIK DI SMKN RAJAPOLAH - Indriani, Ine Tri (2017)
Pembelajaran Cooperative tipe Picture and Picture merupakan pembelajaran yang secara sadar dan sistematis mengembangkan interaksi antar siswa dengan model belajar menggunakan gambar dan dipasangkan atau diurutkan menjadi urutan logis. Peneliti menerapkan model pembelajaran yang sesuai dengan karakter mata pelajaran Gambar Teknik dalam meningkatkan hasil belajar siswa pada ranah kognitif. Penelitian ini dilatar belakangi oleh rendahnya hasil belajar siswa dan pencapaian nilai KKM pada mata pelajaran Gambar Teknik. Tujuan penelitian ini untuk mengetahui: (1) gambaran penerapan pembelajaran cooperative tipe picture and picture (2) pemahaman siswa pada konsep gambar teknik (3) peningkatan hasil belajar setelah menerapkan pembelajaran cooperative tipe picture and picture. Metode penelitian yang digunakan adalah metode kuantitatif quasi exsperimental dengan bentuk penelitian one-group pretest-posttest design. Sampel penelitian berjumlah 35 siswa kelas XB1 SMK Negeri 1 Sumedang. Data dalam penelitian ini diperoleh melalui instrumen lembar observasi dan tes. Hasil penelitian ini menunjukan bahwa dalam penelitian ini model pembelajaran cooperative tipe picture and picture telah diterapkan dengan hasil ketercapaian sangat tinggi. Terdapat peningkatan dalam pencapaian nilai KKM. Setelah melalui uji hipotesis penelitian ini membuktikan adanya peningkatan hasil belajar siswa setelah penerapan pembelajaran cooperative tipe picture and picture Kata kunci :Means-Ends Analysis (MEA), Problem Posing, MekanikaTeknik;--- Means-Ends Analysis (MEA)learning strategy and Problem Posingis a learning strategy that can improve student's critical thinking skills in solving problem.This research is based on the low learning outcomes of students on the subjects ofTechnique Mechanics. In this research, Means-Ends Analysis (MEA) learning strategy is compared with Problem Posing inTechnique Mechanics.Learning strategy that implemented in this research are expected to improve student'sTechnique Mechanics problem solving skills. The purpose of this research is to know: (1) description of Means-Ends Analysis (MEA) strategy implementation and Problem Posing strategy on Technique Mechanics learning (2) differences in student'sTechnique Mechanics problem solving skills between classes that implement Means-Ends Analysis (MEA) strategy with classes thatimplement the Problem Posing strategy.This research uses quasi exsperiment research design with nonequivalent control group design.The sample of this research is 71 students of class X SMKN Rajapolah that is class X TGB 1 as class of MEA and X TGB 2 as class PP.The research instrument consists of observation sheets and test.The results show that: (1) Means-Ends Analysis (MEA) and Problem Posing learning strategies have been implemented in accordance with the syntax / steps of each strategy; (2) There is a significant difference in student's Technique Mechanics problem solving skills between classes that implement Means-Ends Analysis (MEA) strategy with classes that implement the Problem Posing strategy. Keyword :Means-Ends Analysis (MEA), Problem Posing, Technique Mechanics