PENERAPAN METODE RULES AND PROCEDURE DALAM MENINGKATKAN KEDISIPLINAN SISWA PADA MATA PELAJARAN IPS KELAS V SEKOLAH DASAR

• Main Author: Bayu Hidayah, - (Author)
• Format: Book
• Published: 2022-10-19.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/86320/6/S_PGSD_1806916_Title.pdf; http://repository.upi.edu/86320/5/S_PGSD_1806916_Chapter1.pdf; http://repository.upi.edu/86320/4/S_PGSD_1806916_Chapter2.pdf; http://repository.upi.edu/86320/1/S_PGSD_1806916_Chapter3.pdf; http://repository.upi.edu/86320/3/S_PGSD_1806916_Chapter4.pdf; http://repository.upi.edu/86320/2/S_PGSD_1806916_Chapter5.pdf; http://repository.upi.edu/86320/7/S_PGSD_1806916_Appendix.pdf
• Keywords: L Education (General); LB Theory and practice of education; LB1501 Primary Education

Kurangnya sikap disiplin pada siswa di Sekolah Dasar Negeri Mekar Biru sangat perlu diatasi dengan upaya Tindakan yang sistematis. Tujuan utama penelitian ini adalah ntuk meningkatkan sikap kedisiplinan pada siswa melalui penerapan metode Rules and Procedure dengan cara berdiskusi. Subjek penelitian ini adalah siswa Sekolah Dasar Negeri Mekar Biru yang berjumlah 17 siswa. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas yang dilakukan dalam dua siklus. Alat pengumpul data penelitian berupa observasi, dokumentasi dan tanya jawab. berdasarkan penelitian ini dapat disimpulkan bahwa sikap kedisiplinan siswa dapat ditingkatkan melalui metode Rules and Procedure dengan cara berdiskusi. Kegiatan diskusi yang dilakukan dengan langkah-langkah yang baik dan terbimbing mampu memunculkan berbagai sikap dalam kelompok. Proses interaksi anak dalam kegiatan penerapan metode Rules and Procedure dengan cara berdiskusi membuat anak belajar mengembangkan sikap disiplin yaitu memperhatikan guru ketika sedang menjelaskan materi, mengerjakan tugas yang telah diberikan, membawa peralatan belajar sendiri ketika proses berdiskusi dan datang tepat waktu ketika berangkat ke sekolah. Tingkat capaian hasil anak pada saat prasiklus 33,075 % dengan kategori "kurang" dan belum mencapai nilai minimum indikator ketuntasan sebesar 80 % sesuai ketuntasan yang ditetapkan. Kemudian pada tahap siklus I rata-rata ketuntasan klasikal siswa hanya mencapai 50 % dengan kategori "kurang" dan belum mencapai nilai minimum indikator ketuntasan sebesar 80 % sesuai ketentuan yang ditetapkan. Kemudian pada tahap silus II rata-rata ketuntasan klasikal siswa hanya mencapai 86,76 % dengan kategori "sangat baik" dan mencapai nilai minimum indicator ketuntasan sebesar 80 % sesuai ketentuan yang ditetapkan. Dengan demikian, guru harus terus berupaya meningkatkan sikap disiplin siswa melalui berbagai kegiatan atau penggunaan metode belajar yang tepat. -------- The lack of discipline in students at Mekar Biru Public Elementary School really needs to be overcome by systematic action efforts. The main objective of this research is to improve the attitude of discipline in students through the application of the Rules and Procedure method by way of discussion. The subjects of this study were 17 students of Mekar Biru Public Elementary School. This study used a Classroom Action Research approach which was carried out in two cycles. Research data collection tools in the form of observation, documentation and question and answer. based on this research it can be concluded that the attitude of student discipline can be improved through the Rules and Procedure method by way of discussion. Discussion activities carried out in good and guided steps were able to bring out various attitudes in the group. The process of child interaction in the implementation of the Rules and Procedure method by means of discussions makes children learn to develop a disciplined attitude, namely paying attention to the teacher when explaining material, doing assignments that have been given, bringing their own learning equipment during the discussion process and arriving on time when going to school. The level of achievement of children during the pre-cycle was 33.075% in the "low" category and had not reached the minimum completeness indicator value of 80% according to the specified completeness. Then in the first cycle stage the average classical mastery of students only reached 50% in the "less" category and had not yet reached the minimum mastery indicator score of 80% according to the stipulated conditions. Then in the second cycle stage the average classical mastery of students only reached 86.76% in the "very good" category and achieved a minimum mastery indicator score of 80% according to the provisions set. Thus, teachers must continue to strive to improve student discipline through various activities or the use of appropriate learning methods.