UPAYA MENINGKATKAN HASIL BELAJAR FISIKA MELALUI PENERAPAN PENDEKATAN KONTEKSTUAL PADA SISWA KELAS VIIIA SMP GUPPI SAMATA KABUPATEN GOWA
DOI: https://doi.org/10.26618/jpf.v1i1.190
Abstract
Penelitian ini merupakan penelitian tindakan kelas (Classroom Action Research) yang dilaksanakan di SMP Guppi Samata Kelas VIIIA bertujuan untuk mengetahui peningkatan Hasil Belajar siswa Fisika siswa melalui Penerapan Pendekatan Kontekstual. Subjek Penelitian ini adalah Kelas VIIIA dengan jumlah siswa sebanyak 26 orang, yang terdiri dari 11 orang laki-laki dan 15 orang perempuan pada Semester Ganjil Tahun Ajaran 2010/2011. Pengambilan data dilakukan dengan menggunakan Tes Hasil Belajar dan Observasi. Data yang terkumpul kemudian dianalisis dengan menggunakan analisis kuantitatif dan kualitatif. Hasil penelitian yang diperoleh yaitu : (1) pada Siklus I, diperoleh skor rata-rata hasil belajar fisika siswa sebesar 61.35 dengan standar deviasi 13.38 pada skor ideal 100 atau berada pada kategori rendah dan masih harus dilanjutkan ke siklus II. (2) pada Siklus II, diperoleh skor rata-rata hasil belajar fisika siswa sebesar 71.54 dengan standar deviasi 09.25 pada skor ideal 100 atau berada pada kategori tinggi. Berdasarkan hasil penelitian ini dapat disimpulkan bahwa Pembelajaran melalui Pendekatan Kontekstual dapat meningkatkan Hasil Belajar Fisika siswa pada siswa Kelas VIIIA SMP Guppi Samata Kabupaten Gowa sehingga Pendekatan Kontekstual layak digunakan sebagai acuan dalam proses pembelajaran Fisika Di Kelas VIII.
Kata kunci: Hasil belajar, pendekatan kontekstual
This study is an action research (Classroom Action Research) carried out in junior GUPPI Samata VIIIA class aims to determine the increase in students' learning results through the application of physics students Contextual Approach. This study is subject VIIIA class by the number of students by 26 people, consisting of 11 men and 15 women in Odd Semester Academic Year 2010/2011. Data retrieval is done using test results of Study and Observation. The collected data was then analyzed using quantitative and qualitative analysis. The results obtained are: (1) in Cycle I, obtained an average score of student learning outcomes physics of 61.35 with a standard deviation of 13:38 at the ideal score of 100 or lower middle category and still have to proceed to the second cycle. (2) in Cycle II, earned an average score of student learning outcomes physics of 71.54 with a standard deviation of 9:25 on the ideal score of 100 or higher in the category. Based on these results it can be concluded that learning through Contextual Approach can improve students' Learning Outcomes in Physics Junior Class students VIIIA GUPPI Samata Contextual Approach Gowa thus be used as a reference in the learning process of Physics In Class VIII.
Keywords: learning outcomes, contextual approach
References
Departemen Pendidikan Nasional. 2002. Pendekatan Kontekstual Contextual Teaching and Learning (CTL)). Dirjen Pendidikan Lanjutan Pertama
Ekawarna. 2009. Penelitian Tindakan Kelas. Jakarta: Gaung Persada.
Ika Nurul Fattakhul Janah. 2006. Upaya Meningkatkan Hasil Belajar Fisika Materi Pokok Kalor Dengan Pendekatan Ctl (Contextual Teaching And Learning) Pada Siswa Kelas Viii Smp Negeri 1 Tulis Tahun Pelajaran 2005/2006. Semarang. Universitas Negeri Semarang.
Kunandar. 2007. Guru Profesional Implementasi Kurikulum Tingkat Satuan Pendidikan (KTSP) dan Sukses dalam Sertifikasi Guru. Jakarta: PT. Raja Grafindo Persada.
Pidarta, Made. 2009. Supervisi Pendidikan Kontekstual. Jakarta: PT. Rineka Cipta.
Slameto. 2003. Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: PT. Rineka Cipta.
Sudjana. 1992. Metode Statistik. Bandung: Tarsito.
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka Pelajar.
Syah, Muhibbin. 1995. Psikologi Pendidikan. Bandung: PT. Remaja Rosdakarya.
Tim Dosen. 2000. Lembaran Ilmu Pendidikan. Semarang: Universitas Negeri Semarang.
Tim Pustaka Yustisia, 2008. Panduan Lengkap KTSP. Jakarta: PT. Buku Kita
Tiro, Muhammad Arif, 1999. Dasar dasar Statistika. Makassar: Badan Penerbit Universitas Negeri Makassar.
Trianto. 2008. Mendesain Pembelajaran Kontekstual. Jakarta: Cerdas Pustaka Publisher.
Trianto. 2007. Model-model Pembelajaran Inovatif Berorientasi Kontruktivistik. Jakarta: Prestasi Pustaka
Uzer, Usman Moh. 2004. Menjadi Guru Profesional. Bandung: PT. Remaja Rosdakarya.
Downloads
Published
How to Cite
Issue
Section
License
Copyright:
Authors who publish with this journal agree to the following terms:
1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
Licence:
Authors are free to:
1. Share: Copy and redistribute the material in any medium or format
2. Adapt: Remix, transform, and build upon the material for any purpose, even commercially.
The licensor cannot revoke these freedoms as long as the authors follow the license terms, which include the following:
1. Attribution: You must give appropriate credit, provide a link to the license, and indicate if changes were made. You may do so in any reasonable manner, but not in any way that suggests the licensor endorses you or your use.
2. ShareAlike: If you remix, transform, or build upon the material, you must distribute your contributions under the same license as the original.
3. No additional restrictions: You may not apply legal terms or technological measures that legally restrict others from doing anything the license permits.
Jurnal Pendidikan Fisika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
