PENGARUH MODEL CONTEXTUAL TEACHING LEARNING (CTL) TERHADAP PARTISIPASI BELAJAR DAN HASIL BELAJAR SISWA:(Studi Kuasi Eksperimen Dalam Mata Pelajaran IPS di Kelas IV SDN Bojong Kecamatan Waringinkurung Kabupaten Serang)

Pratama, Yudistira Maulana (2016) PENGARUH MODEL CONTEXTUAL TEACHING LEARNING (CTL) TERHADAP PARTISIPASI BELAJAR DAN HASIL BELAJAR SISWA:(Studi Kuasi Eksperimen Dalam Mata Pelajaran IPS di Kelas IV SDN Bojong Kecamatan Waringinkurung Kabupaten Serang). S2 thesis, Universitas Pendidikan Indonesia.

Abstract

Mata pelajaran IPS di SD merupakan mata pelajaran wajib yang harus dikuasai oleh setiap peserta didik. Dalam mempelajari IPS perlu dilakukan usaha meningkatkan peran dan tugas guru di kelas. Hal ini penting diperhatikan karena mutu pendidikan dapat dicapai jika didukung oleh peningkatan kualitas dalam melaksanakan tugas pembelajarannya. Penelitian ini menguji model Contextual Teaching Learning (CTL) untuk mengetahui pengaruh model pembelajaran tersebut terhadap partisipasi belajar dan hasil belajar peserta didik pada mata pelajaran IPS di SDN Bojong Kecamatan Waringinkurung Kabupaten Serang. Metode penelitian yang digunakan adalah Kuasi Eksperimen dengan pemilihan sampel secara alami (intak) sebanyak 65 siswa terdiri dari kelas IV A dan kelas IV B. kelas IV A berjumlah 32 dan kelas IV B berjumlah 33 berdasarkan kelas asli yang digunakan. Instrumen yang digunakan berbentuk angket dengan menggunakan skala politomi 1-5 dan tes hasil belajar dengan menggunakan skala dikotomi 1-0, dengan analisis instrumen validitas dan reliabilitas, analisis uji asumsi stastistik mencakup uji homogenitas dan normalitas serta analisis hipotesis menggunakan uji perbedaan rata-rata berkorelasi dan uji rata-rata tidak berkorelasi. Berdasarkan hasil penelitian ditemukan bahwa: (1) Terdapat perbedaan partisipasi belajar siswa pada pretest dan postest dalam pembelajaran IPS di kelas eksperimen yang menggunakan model Contextual Teaching Learning. (2) Terdapat perbedaan partisipasi belajar siswa pada pretest dan posttest dalam pembelajaran IPS di kelas kontrol yang menggunakan model konvensional. (3) Terdapat perbedaan partisipasi belajar siswa pada perlakuan posttest di kelas eksperimen yang menggunakan model Contextual Teaching Learning dan kelas kontrol yang menggunakan model konvensional dalam pembelajaran IPS. (4) Terdapat perbedaan hasil belajar siswa pada pretest dan posttest dalam pembelajaran IPS di kelas eksperimen yang menggunakan model Contextual Teaching Learning. (5) Terdapat perbedaan hasil belajar siswa pada pretest dan postest dalam pembelajaran IPS di kelas kontrol yang menggunakan model konvensional. (6) Terdapat perbedaan hasil belajar siswa pada perlakuan posttest di kelas eksperimen yang menggunakan model Contextual Teaching Learning dan kelas kontrol yang menggunakan model konvensional dalam pembelajaran IPS. Kata Kunci : Contextual Teaching Learning (CTL); Partisipasi Belajar; Hasil Belajar. Social studies in elementary school is the principal lesson to be mastered by every students. In studying social studies lessons is necessary to attempt to increase the role and duties of teachers in the classroom. It is important to note because the quality of education can be achieved if supported by the improvement in the quality of the learning task. This study tested the model of Contextual Teaching Learning (CTL) to determine how much the influence of learning model for learning participation and learning achievement of students in social studies lessons at SDN Bojong subdistrict Waringinkurung Serang District. The method used is Quasi Experiment with the selection of the sample as intact as many as 65 students consisting of class A and class IV IV IV class B. Numbered the numbered of class A is 32 and class IV B is to 33 students based on the original class are used. The instrument used is questionnaire form using polyatomic scale 1-5 and the test result of learning by using a dichotomous scale of 1-0, with the analysis of the validity and reliability instruments, the analysis test includes statistical assumptions and normality homogeneity test and analysis test hypotheses using the average difference correlated and the average test that did not correlate. Based on the research is founded that: 1) there is a difference learning participation pretest and posttest the experimental class learning model Contextual Teaching Learning (CTL) to measure learning participation. 2) There is a difference learning participation pretest and posttest the control class with conventional learning models to measure learning participation. 3) There is a difference learning participation posttest experimental treatment using models Contextual Teaching Learning (CTL) and grade control using conventional learning models to measure learning participation. 4) There is a difference learning achievement pretest and posttest the experimental class learning model Contextual Teaching Learning (CTL) to measure the learning achievement. 5) There is a difference learning achievement pretest and posttest the control class with conventional learning models to measure the learning achievement. 6) There is a difference learning achievement posttest in class experiments using models Contextual Teaching Learning (CTL) and grade control using conventional learning models to measure learning achievement. Keywords: Contextual Teaching Learning (CTL); Learning Participation; Learning Achievement.

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Item Type:	Thesis (S2)
Additional Information:	No. Panggil: T_PD_PRA p-2016; Pembimbing : I. Bunyamin, II. Disman
Uncontrolled Keywords:	Contextual Teaching Learning (CTL); Partisipasi Belajar; Hasil Belajar.
Subjects:	L Education > L Education (General) L Education > LB Theory and practice of education > LB1501 Primary Education
Divisions:	Sekolah Pasca Sarjana > Pendidikan Dasar S-2
Depositing User:	Mr. Cahya Mulyana
Date Deposited:	07 Jul 2017 01:40
Last Modified:	07 Jul 2017 01:40
URI:	http://repository.upi.edu/id/eprint/23455

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