PENGARUH MODEL FLIPPED CLASSROOM LEARNING TERHADAP PENINGKATAN KETERAMPILAN BERBICARA SISWA SEKOLAH DASAR - Rina Kurnia Sari, - (2022)
Pembelajaran berbicara sangat penting dan tidak boleh diabaikan, agar siswa mampu menyampaikan pemikirannya dengan baik. Namun pada kenyataannya, sebagian guru masih mengabaikan pembelajaran berbicara, sehingga siswa tidak terampil dalam menyampaikan pemikirannya. Pembelajaran dengan model Flipped Classroom Learning memberikan kesempatan kepada siswa untuk melatih keterampilan berbicaranya. Penelitian ini bertujuan untuk mengetahui peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar pada kelas kontrol, untuk mengetahui peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar pada kelas eksperimen, kemudian untuk mengetahui apakah terdapat perbedaan peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar pada kelas kontrol dan kelas eksperimen. Metode penelitian yang digunakan yakni kuasi eksperimen dengan nonequivalent control group design. Populasinya siswa kelas V se-Kecamatan Jatinunggal, Sumedang, dan sampel penelitiannya siswa kelas V SDN Bunisari sebagai kelas kontrol dan SDN Cirayun sebagai kelas eksperimen. Instrumen yang digunakan berupa lembar penilaian tes keterampilan berbicara dan lembar observasi. Hasil penelitian menunjukan bahwa; 1) peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar di kelas kontrol dengan pembelajaran konvensional mengalami peningkatan yang signifikan; 2) peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar di kelas eksperimen dengan model Flipped Classroom Learning juga mengalami peningkatan yang signifikan; 3) peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar di kelas eksperimen lebih baik dibandingkan dengan peningkatan keterampilan berbicara siswa kelas V Sekolah Dasar di kelas kontrol. Hal tersebut menunjukan perlunya pemilihan model pembelajaran yang sesuai dengan permasalahan pembelajaran. Kata Kunci: Model Flipped Classroom Learning, Pembelajaran Konvensional, Keterampilan Berbicara. Learning to speak is very important and should not be ignored, so that students are able to convey their thoughts well. But in reality, some teachers still ignore learning to speak, so students are not skilled in conveying their thoughts. Learning with the Flipped Classroom Learning model provides opportunities for students to practice their speaking skills. This study aims to determine the improvement of the speaking skills of the fifth grade elementary school students in the control class, to determine the improvement of the fifth grade elementary school students' speaking skills in the experimental class, then to determine whether there is a difference in the improvement of the fifth grade elementary school students' speaking skills in the control class and the experimental class. experiment. The research method used is quasi-experimental with nonequivalent control group design. The population is fifth grade students in Jatinunggal, Sumedang District, and the research sample is fifth grade students at SDN Bunisari as the control class and SDN Cirayun as the experimental class. The instruments used were in the form of speaking skills test assessment sheets and observation sheets. The results showed that; 1) the improvement of the speaking skills of the fifth grade elementary school students in the control class with conventional learning experienced a significant increase; 2) the improvement of the speaking skills of the fifth grade elementary school students in the experimental class with the Flipped Classroom Learning model also experienced a significant increase; 3) the improvement of the speaking skills of the fifth grade elementary school students in the experimental class was better than the improvement of the fifth grade elementary school students' speaking skills in the control class. This shows the need for selecting a learning model that is appropriate to the learning problem. Keywords: Flipped Classroom Learning Model, Conventional Learning, Speaking Skills.