Lusi Rusianty, - (2021) MEMBANDINGKAN MODEL PEMBELAJARAN KONVENSIONAL DAN MODEL PEMBELAJARAN TEACHING FACTORY DI SMKN 1 LEUWILIANG (STUDI KASUS ANALISIS PENCAPAIAN KOMPETENSI PADA MATA PELAJARAN PRODUKSI PENGOLAHAN HASIL NABATI). S1 thesis, Universitas Pendidikan Indonesia.
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Abstract
Sekolah menengah kejuruan merupakan lembaga pendidikan formal yang bertujuan agar siswa memiliki kemampuan sesuai kebutuhan industri. Penelitian ini dilatarbelakangi oleh ketidaksesuaian tujuan tersebut dengan yang sesungguhnya terjadi di lapangan yang diakibatkan adanya kesenjangan kompetensi lulusan. Tujuan penelitian ialah untuk menganalisis pencapaian kompetensi kognitif dan psikomotorik siswa pada model pembelajaran konvensional yang memisahkan penyampaian teori dan praktik dengan model teaching factory yang dilakukan pada mata pelajaran Produksi Pengolahan Hasil Nabati. Pendekatan yang digunakan adalah deskriptif kuantitatif dengan metode ex-post facto. Pemilihan sampel dilakukan dengan teknik sampling purposive. Data kognitif dalam penelitian ini diperoleh dari pretest dan posttest yang dianalisis dengan pengujian normalitas, homogenitas, normalitas gain, dan independent sample t-test. Sedangkan data psikomotorik diperoleh dari observasi yang dianalisis melalui pengukuran keterlaksanaan praktik peserta didik. Berdasarkan uji n-gain, rata-rata gain model konvensional (23,83%) lebih tinggi dibandingkan teaching factory (13,01%) sehingga pencapaian kompetensi kognitif pada model konvensional lebih baik dibandingkan model teaching factory. Namun, kedua model pembelajaran berkategori rendah sehingga diperlukan perbaikan. Berdasarkan hasil pengukuran keterlaksanaan praktik, persentase model teaching factory (85%) lebih tinggi dibandingkan model konvensional (64,72%) sehingga pencapaian kompetensi psikomotorik pada model teaching factory lebih baik dibandingkan model konvensional. Dengan hasil tersebut menunjukan bahwa kedua model pembelajaran masih diperlukan di sekolah, namun diperlukan perbaikan agar dapat mencapai kompetensi yang diharapkan. Saran perbaikan pada model konvensional dilakukan melalui perbaikan faktor metode pembelajaran, peserta didik, waktu, komunikasi, serta sarana dan prasarana. Sedangkan saran perbaikan pada model teaching factory dilakukan melalui faktor metode pembelajaran, materi modul, waktu, serta lingkungan. Vocational high schools are formal educational institutions that aim to provide students to have the abilities according to industry needs. This research is motivated by the discrepancy between the aim of implementing a vocational high school and what is happening in the school because of the competency gap possessed by graduates. This research aims to analyze the achievement of student's cognitive and psychomotor competencies between the conventional learning model and the teaching factory model on Nabaty Processing Production subjects. Conventional models are still separated between theory and practice learning. The approach used is descriptive quantitative with an ex-post-facto method. The sample was selected using the purposive sampling technique. Cognitive data in this study were obtained from the pretest and posttest which were analyzed by testing for normality, homogeneity, normality gain, and independent-sample t-test. Psychomotor data obtained from observations were analyzed through the measurement of the implementation of student's practice. Based on the n-gain test, the average gain of the conventional model (23.83%) is higher than the teaching factory (13.01%). Therefore, the achievement of cognitive competence in the conventional model is better than the teaching factory model. However, both learning models are categorized as low so that improvements are needed. Based on the results of measuring the implementation of the practice, the percentage of the teaching factory model (85%) is higher than the conventional model (64.72%). Therefore, the achievement of psychomotor competence in the teaching factory model is better than the conventional model. Suggestions for improvement for the conventional model are to improve the factors of learning methods, students, time, communication, facilities and infrastructure. Meanwhile, suggestions for improvement for the teaching factory model are to improve the factors of learning methods, module materials, time, and environment.
| Item Type: | Thesis (S1) |
|---|---|
| Uncontrolled Keywords: | Kompetensi Kognitif, Kompetensi Psikomotorik, Model Pembelajaran Konvensional, Model Pembelajaran Teaching Factory |
| Subjects: | L Education > L Education (General) T Technology > T Technology (General) |
| Divisions: | Fakultas Pendidikan Teknologi dan Kejuruan > Jurusan Pendidikan Kesejahteraan Keluarga > Program Studi Pendidikan Teknologi Agroindustri |
| Depositing User: | Lusi Rusianty |
| Date Deposited: | 27 Sep 2021 06:47 |
| Last Modified: | 27 Sep 2021 06:47 |
| URI: | http://repository.upi.edu/id/eprint/65682 |
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