Yuniastuti, Nisa (2016) PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING TIPE COOPERATIVE INTEGRATED READING AND COMPOSITION (CIRC) UNTUK MENINGKATKAN RASA INGIN TAHU SISWA DALAM PEMBELAJARAN IPS. S1 thesis, Universitas Pendidikan Indonesia.
|
Text
S_IPS_1200551_Title.pdf Download (98kB) | Preview |
|
|
Text
S_IPS_1200551_Abstract.pdf Download (153kB) | Preview |
|
|
Text
S_IPS_1200551_Table_of_content.pdf Download (190kB) | Preview |
|
|
Text
S_IPS_1200551_Chapter1.pdf Download (355kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
S_IPS_1200551_Chapter2.pdf Restricted to Staf Perpustakaan Download (344kB) |
|
|
Text
S_IPS_1200551_Chapter3.pdf Download (461kB) | Preview |
|
|
Text
S_IPS_1200551_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB) |
|
|
Text
S_IPS_1200551_Chapter5.pdf Download (223kB) | Preview |
|
|
Text
S_IPS_1200551_Bibliography.pdf Download (205kB) | Preview |
|
|
Text
S_IPS_1200551_Appendix1.pdf Restricted to Staf Perpustakaan Download (231kB) |
|
|
Text
S_IPS_1200551_Appendix2.pdf Restricted to Staf Perpustakaan Download (249kB) |
|
|
Text
S_IPS_1200551_Appendix3.pdf Restricted to Staf Perpustakaan Download (379kB) |
Abstract
Permasalahan yang timbul dari hasil pengamatan peneliti pada pembelajaran IPS di kelas VII H SMP Negeri 14 Bandung. Berdasarkan hasil observasi yang dilakukan oleh peneliti, peneliti melihat kurangnya rasa ingin tahu siswa dalam pembelajaran IPS. Hal ini terlihat dalam proses pembelajaran siswa terlihat jarang bertanya, jarang memberikan pendapatnya, cenderung pasif dalam pembelajaran dan kurang antusias pada saat pelajaran IPS. Melihat permasalahan tersebut, maka peneliti memilih penelitian tindakan kelas dengan desain penelitian yang dikembangkan oleh Kemmis & Taggart (dalam Trianto, 2011: 30) yang dilaksanakan sebanyak 3 siklus. Alternatif pemecahan masalah yang dipilih adalah dengan menggunakan model pembelajaran Cooperative Learning tipe Cooperative Integrated Reading and Composition (CIRC). Model pembelajaran Cooperative Learning tipe Cooperative Integrated Reading and Composition (CIRC) melatih kemampuan siswa secara terpadu antara membaca dan menemukan ide pokok suatu wacana/kliping tertentu dan memberikan tanggapan terhadap wacana/kliping secara tertulis. Pelaksanaan pembelajaran dengan menggunakan model pembelajaran Cooperative Learning tipe Cooperative Integrated Reading and Composition (CIRC) untuk meningkatkan rasa ingin tahu siswa dapat dikatakan berhasil. Adapun peningkatan rasa ingin tahu siswa tersebut dapat dilihat dari dari ketercapain indikator yang dicapai oleh siswa yang diantaranya adalah 1) bertanya, 2) menjawab pertanyaan yang muncul dalam proses pembelajaran, 3) keterampilan Merespon, 4) perhatian, 5) memiliki inisiatif dan antusias, 6) memiliki sikap kreatif, 7) berkontribusi dalam kegiatan diskusi/proyek, 8) melakukan pengayaan (Enrichment). Seluruh aspek ini mengalami peningkatan dari siklus pertama hingga siklus ketiga, dari kualitas kurang, cukup menjadi baik. Kesimpulannya, penerapan model pembelajaran Cooperative Learning tipe Cooperative Integrated Reading and Composition (CIRC) dapat meningkatkan rasa ingin tahu siswa dalam pembelajaran IPS.;--- The problems arising from the observations of the researchers on the study, IPS in Class VII-H SMP Negeri 2 Bandung. Based on observations made by researchers, researchers noticed a lack of curiosity in students learning social science. This is apparent in the learning process of students seen asked and giving his opinion rarely, tend to be passive in learning and less enthusiastic at the time the lessons of social science. Look of these problems, the researcher chose class action research with the design of the research developed by Kemmis & Taggart (in Trianto, 2011 : 30) are implemented as much as 3 cycles. An alternative workaround is to use the selected learning model Cooperative Learning type Cooperative Integrated Reading and Composition (CIRC). Cooperative Learning type Cooperative Integrated Reading and Composition (CIRC) to trine students ability in integrated between reading and finding the main idea of a discourse/clipping and give specific response to the discourse/clipping in writing. The implementation of Cooperative Learning with learning use learning type Cooperative Integrated Reading and Composition (CIRC) to increase the curiosity of the students can be calles successfull. As for the improvement of the students curiosity can be seen from achievement indicators achieved bt them is student who 1) ask, 2) answer the questions that appear in the learning process, 3) skill to respond, 4) attention, 5) have initiative and enthusiasm, 6) has a creative attitude, 7) contribute in the discussion activities/projects, 8 ) doing enrichment. All aspect of this experience increased from the first to the third cycle from the quality of less, of less quality, enough to be good. In conclusion, the application of the Cooperative Learning model of Learning type Cooperative Integrated Reading and Composition (CIRC) can increase the curiosity of students ini Social Science Learning.
| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | No.panggil : S IPS YUN p-2016; Pembimbing : I.Erlina Wiyanarti, II.Neiny Ratmaningsih. |
| Uncontrolled Keywords: | Rasa Ingin Tahu, metode pembelajaran Cooperative Learning tipe Cooperative Integrated Reading and Composition (CIRC), Curiosity, Cooperative learning methods Learning type Cooperative Integrated Reading and Composition (CIRC.) |
| Subjects: | H Social Sciences > H Social Sciences (General) L Education > LB Theory and practice of education L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Pendidikan Ilmu Pengetahuan Sosial > Pendidikan IPS |
| Depositing User: | Mr mhsinf 2017 |
| Date Deposited: | 30 Aug 2017 09:27 |
| Last Modified: | 30 Aug 2017 09:27 |
| URI: | http://repository.upi.edu/id/eprint/25437 |
Actions (login required)
 |
View Item |