EFEKTIVITAS METODE SOSIODRAMA DALAM MENGEMBANGKAN TANGGUNG JAWAB BELAJAR PESERTA DIDIK FASE B SEKOLAH DASAR

Disti Nurshiami, - (2024) EFEKTIVITAS METODE SOSIODRAMA DALAM MENGEMBANGKAN TANGGUNG JAWAB BELAJAR PESERTA DIDIK FASE B SEKOLAH DASAR. S1 thesis, Universitas Pendidikan Indonesia.

Abstract

Tanggung jawab belajar penting dimiliki oleh peserta didik karena berperan krusial dalam proses mengembangkan pengetahuan dan kepribadian sehingga tujuan pembelajaran dapat tercapai. Peserta didik yang memiliki tanggung jawab belajar baik akan mendapatkan pengalaman belajar yang lebih optimal. Namun, kondisi faktual mengungkapkan jika masih terdapat peserta didik yang memiliki tanggung jawab belajar rendah yang disebabkan oleh dampak pandemi, faktor internal, dan metode pembelajaran yang kurang sesuai dengan materi yang disampaikan. Maka, peneliti menerapkan metode sosiodrama dalam menyampaikan pembelajaran mengenai tanggung jawab belajar bagi peserta didik karena dapat mendramatisasi permasalahan pengabaian tanggung jawab belajar dan mencari pemecahan masalahnya. Adapun tujuan dari penelitian ini yaitu mengetahui efektivitas metode sosiodrama dalam mengembangkan tanggung jawab belajar peserta didik di Fase B kelas III SD. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pre-experiment dan tipe one-group pretest-posttest. Populasi yang digunakan yaitu seluruh siswa kelas III SDN 1 Cipanas dengan pengambilan sampel menggunakan teknik sampling jenuh dimana mengambil seluruh anggota populasi yang berjumlah 35 peserta didik. Analisis data yang digunakan yaitu uji normalitas, uji paired sample t-test, dan uji N-Gain. Berdasarkan data yang diperoleh, terjadi peningkatan rata-rata hasil pre-test dan post-test yang mulanya 59,91 menjadi 82,37, dimana sebelum perlakuan umumnya peserta didik berada pada kategori sedang dan setelah perlakuan umumnya berada pada kategori tinggi. Berdasarkan uji paired sample t-test diperoleh nilai signifikansi sebesar 0,000 < 0,05 yang berarti terdapat perbedaan rata-rata yang signifikan antara nilai pre-test dan post-test. Dengan adanya perbedaan rata-rata yang signifikan maka dapat disimpulkan jika metode sosiodrama efektif dalam mengembangkan tanggung jawab belajar peserta didik fase B kelas III SD dan besar efektivitasnya berdasarkan hasil uji N-Gain sebesar 57,40% pada kategori cukup efektif. : Students have important learning responsibilities because they play a crucial role in the process of developing knowledge and personality so that learning goals can be achieved. Students who have good learning responsibilities will get a more optimal learning experience. However, factual conditions reveal that there are still students who have low learning responsibility due to the impact of the pandemic, internal factors, and learning methods that are not appropriate to the material presented. So, researchers apply the sociodrama method in conveying learning about learning responsibilities for students because it can dramatize the problem of neglecting learning responsibilities and find solutions to the problem. The aim of this research is to determine the effectiveness of the sociodrama method in developing students' learning responsibility in Phase B of class III elementary school. This research uses a quantitative approach with a pre-experiment design and one-group pretest-posttest type. The population used was all class III students at SDN 1 Cipanas with sampling using a saturation sampling technique which took all members of the population totaling 35 students. The data analysis used is the normality test, paired sample t-test, and N-Gain test. Based on the data obtained, there was an increase in the average pre-test and post-test results from 59.91 to 82.37, where before treatment students were generally in the medium category and after treatment they were generally in the high category. Based on the paired sample t-test, a significance value of 0.000 <0.05 was obtained, which means there is a significant average difference between the pre-test and post-test scores. With the significant average difference, it can be concluded that the sociodrama method is effective in developing the learning responsibility of phase B students in class III elementary school and its effectiveness is based on the N-Gain test results of 57.40% in the quite effective category.

	Text S_PGSD_2004477_Title.pdf Download (610kB)
	Text S_PGSD_2004477_Chapter1.pdf Download (759kB)
	Text S_PGSD_2004477_Chapter2.pdf Restricted to Staf Perpustakaan Download (838kB)
	Text S_PGSD_2004477_Chapter3.pdf Download (1MB)
	Text S_PGSD_2004477_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB)
	Text S_PGSD_2004477_Chapter5.pdf Download (617kB)
	Text S_PGSD_2004477_Appendix.pdf Restricted to Staf Perpustakaan Download (13MB)

Item Type:	Thesis (S1)
Additional Information:	https://scholar.google.com/citations?hl=id&user=ArPKAmYAAAAJ&scilu=&scisig ID SINTA Dosen Pembimbing: Tatang Syaripudin: 5996282 Faisal Sadam Murron: 6722111
Uncontrolled Keywords:	metode sosiodrama, tanggung jawab belajar, siswa fase B kelas III sekolah dasar: sociodrama method, learning responsibility, third-grade students in phase B at elementary school.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User:	Disti Nurshiami
Date Deposited:	31 Jul 2024 07:23
Last Modified:	31 Jul 2024 07:23
URI:	http://repository.upi.edu/id/eprint/119424

Actions (login required)

View Item