PENERAPAN MODEL COOPERATIVE PICTURE AND PICTURE DALAM PEMBELAJARAN MATEMATIKA POKOK BAHASAN PENJUMLAHAN DAN PENGURANGAN PECAHAN UNTUK MENINGKATKAN HASIL BELAJAR SISWA

Eniawati, Suci (2013) PENERAPAN MODEL COOPERATIVE PICTURE AND PICTURE DALAM PEMBELAJARAN MATEMATIKA POKOK BAHASAN PENJUMLAHAN DAN PENGURANGAN PECAHAN UNTUK MENINGKATKAN HASIL BELAJAR SISWA. S1 thesis, Universitas Pendidikan Indonesia.

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Abstract

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar siswa yang tercermin dari hasil ulangan matematika pada pokok bahasan penjumlahan dan pengurangan pecahan, pada pokok bahasan ini nilai siswa 63,41% atau sebanyak 26 siswa dari jumlah siswa 41 masih dibawah KKM 66. Demikian pula dalam pelaksanaan pembelajaran guru hanya menggunakan metode ceramah, Penggunaan media seadanya, sehingga siswa kurang termotivasi dan kurang aktif dalam pembelajaran. Pada penelitian ini ditujukan pada penerapan model Cooperative Picture and Picture dalam pembelajaran matematika pokok bahasan penjumlahan dan pengurangan pecahan. Adapun tujuan dari penelitian ini yaitu (1) mengetahui bagaimana pelaksanaan pembelajaran penjumlahan dan pengurangan pecahan dengan menggunakan model Cooperative picture and picture, (2) mendeskripsikan pelaksanaan pembelajaran penjumlahan dan pengurangan pecahan dengan menggunakan model Cooperative Picture and picture, (3) mengungkap peningkatan hasil belajar siswa pada pengurangan dan penjumlahan pecahan setelah menggunakan model Cooperative Picture and Picture. Metode yang digunakan dalam penelitian ini adalah Penelitian Tindaka Kelas (PTK) yang mengadaptasi model Kemmis & Mc Taggart yang dilaksanakan dalam dua siklus, yaitu terdiri atas perencanaan, pelaksanaan, observasi dan refleksi. Subjek penelitian ini adalah siswa kelas IV semester II SD Negeri 2 Cimpaeun Kota Depok yang berjumlah 41 orang. Hasil penelitian menunjukkan adanya peningkatan proses pembelajaran, terlihat siswa senang bekerjasama dalam kelompok, demikian pula perolehan hasil belajar siswa menunjukkan adanya peningkatan setiap siklusnya. Siklus I dengan rata-rata 68,90 atau sebanyak 46,34% siswa tuntas. Pada siklus II dengan rata-rata74,83 atau sebanyak 78,05% siswa tuntas. Berdasarkan hasil penelitian di atas dapat disimpulkan bahwa penggunaan model Cooperative Picture and Picture dapat meningkatkan hasil belajar siswa pada mata pelajaran matematika pada pokok bahasan penjumlahan dan pengurangan pecahan. Adapun saran yang ingin disampaikan yaitu guru diharapkan dapat mencoba menerapkan model tersebut untuk meningkatkan kualitas dan hasil belajar siswa. This research is motivated by the lack of student learning outcomes in the math test on the subject of addition and subtraction of fractions, in this subject the percentased of school grades is 63.41% or as many as 26 students of the 41 students are still under KKM 66. And in the performance teacher learning implementation only uses the lecture method, seamless the uses of media, and that make students are less motivated and less active in studies. This study, aimed the application of cooperative models picture and picture in the subject of mathematics learning addition and subtraction of fractions. The purpose of this study is (1) to know how the implementation of learning addition and subtraction of fractions by using a cooperative model of picture and picture, (2) describing the implementation of learning addition and subtraction of fractions by using a cooperative model of picture and picture, (3) reveal an increase in learning outcomes students to add and subtract fractions after using the cooperative model of picture and picture. The method used in this research is a classroom action research (CAR), which adapt the Kemmis & Mc Taggart model that conducted in two cycles, which consists of planning, implementation, observation and reflection. Subject of this study is the second semester of fourth grade students of SD Negeri 2 Cimpaeum Depok city, amounting to 41 people. The results showed an increase in the learning process, students look calm cooperate in groups, as well as the acquisition of learning outcomes of students showed an increase in each cycle. Cycle I with an average of 68.90 or as much as 46.34% of the students completed. In the second cycle with an average of 74.83 or as much as 78.05% of the students completed. Based on the above results it can be concluded that the use of cooperative models picture and picture can improve student learning outcomes in mathematics lessons on the subject of addition and subtraction of fractions. The advice is to be conveyed that teachers are expected to try to apply the model to improve quality and student learning outcomes.

Item Type: Skripsi,Tesis,Disertasi (S1)
Subjects: Universitas Pendidikan Indonesia > Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Divisions: Fakultas Ilmu Pendidikan > Pedagogik > PGSD Bumi Siliwangi
Depositing User: Riki N Library ICT
Date Deposited: 30 Sep 2013 07:32
Last Modified: 30 Sep 2013 07:32
URI: http://repository.upi.edu/id/eprint/1939

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