PENERAPAN METODE FIELD TRIP BERBASIS COOPERATIVE LEARNING TERHADAP KETERAMPILAN KOMUNIKASI DAN KERJA SAMA SISWA PADA MATERI PLANTAE

• Main Author: Vifty Octanarlia N, - (Author)
• Format: Book
• Published: 2018-12-04.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/46033/1/T_BIO_1603053_Title.pdf; http://repository.upi.edu/46033/2/T_BIO_1603053_Abstract.pdf; http://repository.upi.edu/46033/3/T_BIO_1603053_Table_Of_Content.pdf; http://repository.upi.edu/46033/4/T_BIO_1603053_Chapter1.pdf; http://repository.upi.edu/46033/5/T_BIO_1603053_Chapter2.pdf; http://repository.upi.edu/46033/6/T_BIO_1603053_Chapter3.pdf; http://repository.upi.edu/46033/7/T_BIO_1603053_Chapter4.pdf; http://repository.upi.edu/46033/8/T_BIO_1603053_Chapter5.pdf; http://repository.upi.edu/46033/9/T_BIO_1603053_Bibliography.pdf; http://repository.upi.edu/46033/10/T_BIO_1603053_Appendix.pdf
• Keywords: QH301 Biology

Penelitian ini bertujuan untuk memperoleh gambaran penerapan metode field trip berbasis cooperative learning terhadap keterampilan komunikasi dan kerja sama siswa. Metode penelitian yang digunakan adalah pre-experiment. Metode field trip berbasis cooperative learning yaitu metode pembelajaran dalam pre trip, trip, dan post trip yang terdapat aspek-aspek cooperative learning yaitu persiapan, pengajaran, belajar tim, tes, dan rekognisi tim. Penelitian melibatkan 42 siswa. Keterampilan komunikasi tertulis diukur menggunakan tes tertulis sedangkan komunikasi verbal dan kerja sama diukur melalui lembar observasi. Berdasarkan hasil analisis data diketahui bahwa, selain penerapan metode field trip berbasis cooperative learning dilaksanakan dengan baik oleh guru dan siswa juga meningkatkan keterampilan komunikasi tertulis dan verbal siswa dengan kategori sedang, seperti saat siswa dapat menentukan tumbuhan angiospermae berdasarkan perbedaan morfologinya dan kategori cukup saat siswa mampu tenang dan fokus saat guru menyampaikan materi plantae. Keterampilan kerja sama siswa berada dalam kategori baik. Hampir seluruh siswa memberikan respon positif, sehingga dapat disimpulkan bahwa penerapan metode field trip berbasis cooperative learning berkontribusi dalam meningkatkan dan melatih keterampilan komunikasi dan kerja sama siswa. Temuan ini dapat dipertimbangkan oleh pendidik dalam memilih alternatif penggunaan metode pengajaran untuk meningkatkan keterampilan komunikasi dan kerja sama siswa pada materi plantae sehingga perlu diadakan penelitian lebih lanjut pada materi plantae, ekosistem, dan jamur di jenjang SMA. ;---This study aims to obtain an overview of the application cooperative learning based field trip methods on communication and student cooperation skills. The research method used was pre-experiment. Cooperative learning based field trip methods is a method of learning in pre-trip, trip and post-trip that there area spects, cooperative learning namely preparation, teaching, team learning, testing, and team recognition. The study involved 42 students. Written communication skills are measured using written tests while verbal communication and cooperation are measured through observation sheets. Based on the results of data analysis it is known that, in addition to the application cooperative learning based field trip methods carried out well by teachers and students also improve written and verbal communication skills of students with medium categories, such as when students can determine plants angiosperm based on morphological differences and sufficient categories when students are able calm and focus when the teacher conveys material plantae. Student cooperation skills are in a good category. Almost all students gave a positive response, sothat it can be concluded that the application of the method was cooperative learning based field trip contribute to improving and training communication and student cooperation skills. These findings can be considered by educators in choosing alternative uses of teaching methods to improve communication skills and student cooperation inmaterial plantae so that further research needs to be carried out on material plantae, ecosystem, and fungalat the high school level.