PENERAPAN MODEL COOPERATIVE LEARNING TIPE MAKE A MATCH MENGGUNAKAN WHATSAPP GROUP PADA PEMBELAJARAN JARAK JAUH (PJJ) DI MASA PANDEMI COVID-19

• Main Author: Risa Rafiqa Ihsani, - (Author)
• Format: Book
• Published: 2020-08-31.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/52967/1/S_PTA_1600758_Title.pdf; http://repository.upi.edu/52967/2/S_PTA_1600758_Chapter%201.pdf; http://repository.upi.edu/52967/3/S_PTA_1600758_Chapter%202.pdf; http://repository.upi.edu/52967/4/S_PTA_1600758_Chapter%203.pdf; http://repository.upi.edu/52967/5/S_PTA_1600758_Chapter%204.pdf; http://repository.upi.edu/52967/6/S_PTA_1600758_Chapter%205.pdf; http://repository.upi.edu/52967/7/S_PTA_1600758_Appendix.pdf
• Keywords: L Education (General); S Agriculture (General)

Sejak munculnya wabah virus Covid-19 di Indonesia, sebagian besar lembaga pendidikan sudah menerapkan sistem Pembelajaran Jarak Jauh (PJJ). Pola pengajaran ini mengikuti rekomendasi pemerintah yang harus dilaksanakan secara daring (dalam jaringan). Hal tersebut, sekolah perlu menerapkan model pembelajaran yang mampu meningkatkan hasil belajar peserta didik dan menciptakan suasana pembelajaran yang menyenangkan selama pembelajaran daring di masa pandemi Covid-19, yaitu model Cooperative Learning tipe Make a Match. Pemanfaatan aplikasi yang digunakan dalam Pembelajaran Jarak Jauh (PJJ) ini adalah WhatsApp Group dengan media bantu pembelajaran Make a Match berupa kartu soal atau jawaban. Penelitian ini bertujuan untuk mengetahui 1) hasil observasi keterlaksanaan model pembelajaran, 2) hasil belajar aspek kognitif peserta didik dari setiap siklus penelitian dengan menerapkan model Cooperative Learning tipe Make a Match menggunakan WhatsApp Group pada Pembelajaran Jarak Jauh (PJJ) di Masa Pandemi Covid-19 yang dilaksanakan secara daring pada mata pelajaran Produksi Pengolahan Hasil Hewani (PPHH). Penelitian ini termasuk Penelitian Tindakan Kelas (PTK), dilakukan sebanyak dua siklus. Sampel penelitian ini merupakan peserta didik kelas XI APHP 1 SMKN 1 Sukaluyu Cianjur dengan teknik purposive sampling. Hasil penelitian menunjukkan bahwa 1) keterlaksanaan model pembelajaran secara kuantitatif terlaksana dengan sangat baik pada Siklus I dan Siklus II, 2) peningkatan hasil belajar aspek kognitif memperoleh nilai N-Gain pada Siklus I yaitu skor 0,44 dengan kategori "sedang", dan Siklus II yaitu skor 0,78 dengan kategori "tinggi". Persentase ketuntasan hasil belajar aspek kognitif peserta didik yang memperoleh nilai diatas Kriteria Ketuntasan Minimal (KKM) yaitu 80, mengalami peningkatan dari Siklus I sebesar 7,14% peserta didik tuntas dan Siklus II sebesar 71,43% peserta didik tuntas. Since the Covid-19 virus outbreak in Indonesia, most educational institutions have implemented a Distance Far Learning (DFL) system. This implementation pattern follows government recommendations which are implemented boldly (online). This, schools need to apply a learning model that is able to improve student learning outcomes and create a pleasant learning atmosphere during bold learning during the Covid-19 pandemic, namely the Make a Match type of Cooperative Learning model. The use of applications used in Distance Far Learning (DFL) is WhatsApp Group with Make a Match learning aids in the form of question or answer cards. This study aims to see 1) the results of the observation of the implementation of the learning model, 2) the learning outcomes of the cognitive aspects of students from each research cycle by applying the Make a Match Cooperative Learning model using WhatsApp Group in Distance Far Learning (DFL) during the Covid-19 Pandemic. Which is implemented boldly on the subject of Animal Product Processing (PPHH). This research is a Classroom Action Research (CAR), conducted in two cycles. The sample of the research was students of class XI APHP 1 SMKN 1 Sukaluyu Cianjur using purposive sampling technique. The results showed that 1) the quantitative learning model was implemented very well in Cycle I and Cycle II, 2) the improvement of learning outcomes in the cognitive aspects of the N-Gain value in Cycle I was a score of 0.44 in the "medium" category, and Cycle II. namely a score of 0.78 in the "high" category. The percentage of completeness of the learning outcomes of the cognitive aspects of students who obtained a criterion score above the Minimum Completion Completeness (MCC), namely 80, has increased from Cycle I of 7.14% of students complete and Cycle II of 71.43% of students complete.