Yuliastuti, Tuti (2014) PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL DALAM PEMBELAJARAN IPS UNTUK MENINGKATKAN KETERAMPILAN SOSIAL SISWA. S2 thesis, Universitas Pendidikan Indonesia.
|
Text
T_PD_1204732_Title.pdf Download (257kB) | Preview |
|
|
Text
T_PD_1204732_Abstract.pdf Download (283kB) | Preview |
|
|
Text
T_PD_1204732_Table of Content.pdf Download (167kB) | Preview |
|
|
Text
T_PD_1204732_Chapter1.pdf Download (267kB) | Preview |
|
![[img]](http://repository.upi.edu/style/images/fileicons/text.png) |
Text
T_PD_1204732_Chapter2.pdf Restricted to Staf Perpustakaan Download (367kB) |
|
|
Text
T_PD_1204732_Chapter3.pdf Download (333kB) | Preview |
|
|
Text
T_PD_1204732_Chapter4.pdf Restricted to Staf Perpustakaan Download (1MB) |
|
|
Text
T_PD_1204732_Chapter5.pdf Download (160kB) | Preview |
|
|
Text
T_PD_1204732_Bibliography.pdf Download (236kB) | Preview |
|
|
Text
T_PD_1204732_Appendix.pdf Restricted to Staf Perpustakaan Download (160kB) |
Abstract
Mata pelajaran IPS sering dipandang terlalu menekankan pada keterampilan kognitif saja sehingga mengabaikan pengembangan keterampilan mendengarkan orang lain, keterampilan bertanya, keterampilan menjalin dan memelihara pertemanan, keterampilan kerjasama dan keterampilan mau berbagi. Pada intinya pelaksanaan proses pembelajaran belum memaksimalkan aspek keterampilan sosial. Aspek keterampilan sosial ini dapat dikembangkan melalui model pembelajaran kontekstual. Karena model pembelajaran ini mampu memunculkan keterampilan sosial siswa sehingga siswa menjadi lebih aktif, kerjasama dalam mengerjakan tugas kelompok dan memunculkan keterampilan sosial lainnya. Penelitian ini membahas: (1) bagaimanakah pelaksanaan model pembelajaran kontekstual dalam meningkatkan keterampilan sosial siswa?, (2) bagaimanakah hasil peningkatan keterampilan sosial siswa melalui model pembelajaran kontekstual dilihat dari keterampilan mendengarkan orang lain, keterampilan bertanya, keterampilan menjalin dan memelihara pertemanan, keterampilan kerjasama dan keterampilan mau berbagi?, (3) hambatan-hambatan apa yang dihadapi guru dalam meningkatkan keterampilan sosial siswa melalui model pembelajaran kontekstual? Pendekatan penelitian yang digunakan adalah penelitian tindakan kelas dengan pendekatan kualitatif dengan subjek penelitian adalah siswa kelas enam dengan jumlah siswa 30 orang dan satu guru kelas di SD Negeri 2 Sukarame Kecamatan Cipatat Kabupaten Bandung Barat. Hasil penelitian menunjukkan bahwa pelaksanaan model pembelajaran kontekstual dapat membuat siswa lebih aktif, kerjasamanya lebih menonjol, materi, metode dan media yang bervariasi dalam setiap siklusnya. Peningkatan keterampilan sosial siswa dapat dilihat dari rata-rata keseluruhan maupun dari setiap aspek keterampilan sosialnya. Hambatan yang muncul dalam menerapkan model pembelajaran kontekstual ini adalah guru kesulitan dalam mendorong siswa untuk mampu mengemukakan pendapat, mengajukan pertanyaan, waktu yang tidak mencukupi sehingga pembelajaran kurang maksimal tetapi hambatan tersebut dapat diatasi oleh guru seiring dengan proses pembelajaran yang dilaksanakan secara kontinyu. Penelitian ini merekomendasikan agar guru diharapkan dapat menggunakan model pembelajaran kontekstual dalam pembelajaran IPS untuk meningkatkan keterampilan sosial siswa. Kata kunci : model pembelajaran kontekstual, keterampilan sosial The subject of Social Studies Education has often been frequently regarded as one emphasizing on cognitive skills only that it ignores the development of social skills, such as listening to others, asking questions, making and maintaining friendship, cooperating, and sharing. In other words, the teaching and learning process has not optimized the social skill aspect. The social skills aspect can be developed through contextual teaching and learning model because this model can encourage students’ social skills, such as becoming more active, cooperating in doing group’s work, and other social skills. The research focused on: (1) How is the conduct of contextual teaching and learning model in improving students’ social skills?; (2) How do students’ social skills improve through the contextual teaching and learning model viewed from the skills of listening to others, cooperating and sharing?; (3) What obstacles are faced by teachers in improving students’ social skills through this contextual teaching and learning model? The research used classroom action research with qualitative approach, where the subjects consisted of as many as 30 sixth graders and one classroom teacher of State Elementary School 2 Sukarame, Cipatat District, Bandung Barat Regency. The results showed that the contextual teaching and learning model could make students more active, demonstrate more cooperation, with various materials, methods, and media in each of the cycles. Students’ improved social skills can be observed both from the total average and each aspect of the social skills. The obstacles emerged in implementing this contextual teaching and learning model were teacher’s difficulty in encouraging students to put forward their opinion and ask questions and an inappropriate time availability so that the teaching and learning was not optimal. Nonetheless, the obstacles could be overcome by the teacher as the teaching and learning were continuously conducted. The research recommends that teachers are expected to use contextual teaching and learning model in the teaching and learning of Social Studies Education to improve students’ social skills. Keywords: Contextual teaching and learning model, social skills
| Item Type: | Thesis (S2) |
|---|---|
| Subjects: | Universitas Pendidikan Indonesia > Sekolah Pasca Sarjana > Pendidikan Dasar S-2 |
| Divisions: | Sekolah Pasca Sarjana > Pendidikan Dasar S-2 |
| Depositing User: | DAM STAF Editor |
| Date Deposited: | 25 Feb 2014 07:49 |
| Last Modified: | 25 Feb 2014 07:49 |
| URI: | http://repository.upi.edu/id/eprint/6748 |
Actions (login required)
 |
View Item |