PENERAPAN METODE EXAMPLES NON EXAMPLES UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR IPS SISWA SD

Prihatiningsih, - (2015) PENERAPAN METODE EXAMPLES NON EXAMPLES UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS DAN HASIL BELAJAR IPS SISWA SD. S1 thesis, Universitas Pendidikan Indonesia.

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Official URL: http://repository.upi.edu

Abstract

Penelitian ini dilatarbelakangi karena beberapa permasalahan yang ditemukan pada siswa SD Kelas IV, khususnya pada mata pelajaran IPS. Hal ini di dasarkan pada hasil observasi awal yang menunjukkan bahwa siswa sulit membedakan contoh dari sebuah konsep, belum dapat membangun pemikiran kritis, dan itu semua lebih di perjelas lagi dengan hasil belajar siswa yang masih di bawah KKM (75). Untuk menjawab hal tersebut, dilakukan penelitian tindakan untuk meningkatkan kualitas pembelajaran yang sejalan dengan tujuan pembelajaran. Salah satu upaya yang di lakukan adalah meningkatkan keterampilan berpikir kritis dan hasil belajar IPS siswa dengan menerapkan metode examples non examples. Tujuan yang hendak di capai adalah: (1) mengungkapkan pelaksanaan penerapan metode examples non examples, (2) mengungkapkan peningkatan keterampilan berpikir kritis siswa, dan (3) mengungkapkan peningkatan hasil belajar siswa. Penelitian ini merrupakan penelitian tindakan kelas yang di adaptasi dari model Kemmis dan Mc. Taggart. Oleh karena itu, penelitian ini dilakukan dengan beberapa tahapan. Setiap tahapan terdiri dari perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian yang diperoleh pada keterampilan berpikir kritis siswa pada siklus I ada 18,5% (Sangat Baik),18,5%(Baik), 37%(Cukup), dan 26%(Kurang). Pada siklus II ada 37%(Sangat Baik), 33%(Baik), 22%(Cukup), dan 8%(Kurang). Sedangkan pada siklus III ada 37%(Sangat Baik), 37% (Baik), dan 26%(Cukup). Dari data tersebut menunjukan bahwa siswa lebih kritis dalam belajar, sejalan dengan itu, siswa juga mengalami peningkatan pada hasil belajarnya, dilihat dari ketuntasan siswa yang meningkat dari siklus I sebesar 44%, siklus II sebesar 70%, dan siklus III mencapai 89%. Dari data tersebut menunjukkan bahwa keterampilan berpikir kritis dan hasil belajar siswa meningkat setelah di lakukan pembelajaran dengan menerapkan metode examples non examples. Selain itu, dengan menerapkan metode examples non examples pada pembelajaran IPS ini, aktivitas siswa saat pembelajaran dari segi percaya diri, keberanian, dan kerjasama pun meningkat. Berdasarkan temuan tersebut, disarankan kepada para guru khususnya guru IPS untuk menerapkan metode examples non examples sebagai metode yang mampu meningkatkan keterampilan berpikir kritis dan hasil belajar siswa. The background of the study was some of the problems found on the Class IV primary school students, especially in social studies. It is based on the results of preliminary observations indicate that the students were difficult to distinguish an example of a concept, had not been able to build critical thinking, and it was all clarified through the learning outcomes of students which were still under the standard of minimum completeness (75). To answer that, the study was conducted to improve the quality of learning that is aligned with the learning objectives. One of the efforts done was to increase primary students’ critical thinking skills and learning outcomes of Social subject by applying the examples non examples method. The goals of the study were: (1) revealing the implementation of the examples non examples method, (2) revealing the improvement of students’ critical thinking, and (3) revealing students outcomes. This study was class action research adapted from Kemmis and Mc. Taggart model. Therefore, this study was conducted with several stages. Each stage consists of planning, implementation, observation, and reflection. The results obtained in the critical thinking skills of students in the first cycle there was 18.5% (Very Good), 18.5% (Good), 37% (Enough), and 26% (Less). In the second cycle there was 37% (Very Good), 33% (Good), 22% (Enough), and 8% (Less). While the third cycle there was 37% (Very Good), 37% (Good), and 26% (Enough). The data showed that students were more critical in learning, in line with that, the students also increased on the learning outcomes, it can be seen from the increasing student completeness of the first cycle of 44%, 70% second cycle and third cycle reaches 89%. The data indicated that the students’ critical thinking skills and learning outcomes increased after the learning was done by applying the examples non examples method. In addition, by applying the examples non examples method in this social studies learning, student activities while learning in terms of confidence, courage, and cooperation had increased. Based on these findings, it is suggested to teachers, especially social studies teacher to apply the examples of non examples as a method that can improve students’ critical thinking skills and learning outcomes.

Item Type: Skripsi,Tesis,Disertasi (S1)
Additional Information: No. Panggil: S PGSD PRI p-2015; Pembimbing: I. Nana Djumhana, II. Arie Rakhmat Riyadi
Uncontrolled Keywords: Metode examples non examples, Keterampilan Berpikir Kritis, Hasil Belajar
Subjects: L Education > LB Theory and practice of education
L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions: Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User: Mr. Tri Agung
Date Deposited: 29 Oct 2015 04:25
Last Modified: 29 Oct 2015 04:25
URI: http://repository.upi.edu/id/eprint/18258

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