Text
Peningkatan hasil belajar Bahasa Jepang pada Siswa Kelas XI SMAN 75 Jakarta melalui pendekatan Problem Based Learning
Penelitian ini dilatarbelakangi oleh perolehan hasil nilai ulangan bahasa Jepang siswa kelas XI IPS 4 SMAN 75 Jakarta yang belum mencapai KKM. Berdasarkan data yang diperoleh ditunjukan bahwa sebanyak 33 siswa hanya 3 siswa yang mendapatkan nilai diatas KKM, sisanya 30 siswa mendapatkan nilai dibawah KKM yaitu 75. Dengan kata lain sebesar 90% dari 33 jumlah siswa belum mencapai KKM. Selain itu berdasarkan hasil wawancara terhadap guru yang mengampu mata pelajaran bahasa Jepang mengatakan bahwa kelas tersebut merupakan kelas yang motivasi dan semangat belajar bahasa Jepangnya paling rendah jika dibandingkan dengan kelas yang lain, serta siswa terlihat jenuh, bosan dan kurang aktif dalam pembelajaran. Berdasarkan masalah tersebut dilaksanakan penelitian tindakan kelas menggunakan pendekatan problem based learning.
Penelitian ini dilaksanakan di sekolah yang sama pada awal semester I (ganjil) tahun ajaran 2014/2015 pada tanggal 25 Agustus 2014 sampai 8 September 2014. Subjek penelitian adalah siswa kelas XI IPS 4 sebanyak 33 siswa dengan komposisi 16 siswa perempuan dan 17 siswa laki-laki. Metode yang digunakan dalam penelitian ini adalah PTK dengan model Kemmis&Mc.Taggart. Penelitian ini terdapat 3 siklus dimana tiap siklus terdapat tahap perencanaan, tindakan, pengamatan, dan refleksi.
Instrumen pengumpulan data dalam penelitian ini menggunakan lembar observasi, pretest & posttest, angket, catatan lapangan dan wawancara. Lembar observasi digunakan untuk mengetahui aktivitas guru dan siswa yang akan diobservasi oleh kolaborator. Kemudian pretest dan posttest dilaksanakan untuk mengetahui peningkatan hasil belajar siswa. Angket dilaksanakan untuk mengetahui tanggapan siswa. Catatan lapangan untuk mengetahui kejadiankejadian yang terjadi di kelas selama proses pembelajaran berlangsung, serta wawancara terhadap guru mata pelajaran bahasa Jepang.
Berdasarkan hasil analisis kualitatif pada lembar observasi, aktivitas guru dan siswa pada siklus I, II dan III mengalami peningkatan. Hal ini didukung oleh catatan lapangan bahwa siswa lebih antusias dan aktif. Selain itu berdasarkan hasil analisis kuantitatif, hasil belajar siswa juga mengalami peningkatan, hal ini dilihat dari hasil posttest belajar siswa diperoleh persentase pada siklus I sebesar 93%, siklus II sebesar 94% dan siklus III sebesar 97% siswa mencapai nilai KKM 75 . Kemudian dari nilai rata-rata posttest diperoleh pada siklus I yaitu 90, siklus II 98,66, siklus III 99,16. Selanjutnya berdasarkan hasil analisis angket, siswa berpendapat bahwa dengan PBL pembelajaran bahasa Jepang menjadi sangat menarik, dapat meningkatkan aktivitas belajar, memudahkan pembelajaran, dan meningkatkan hasil belajar bahasa Jepang serta menjadi termotivasi. Dengan kata lain dapat dikatakan bahwa peningkatan hasil belajar bahasa Jepang dapat dibuktikan dengan pendekatan problem based learning.
Kata kunci: pendekatan, problem based learning
This research is motivated by the acquisition of the results of the Japanese language test scores of XI IPS 4 students of SMAN 75 Jakarta who have not yet reached KKM. Based on the data obtained it was shown that as many as 33 students only 3 students who received grades above the KKM, the remaining 30 students got scores under the KKM of 75. In other words, 90% of 33 students had not yet reached KKM. In addition, based on the results of interviews with teachers who teach Japanese language subjects, they say that the class is the class with the lowest motivation and enthusiasm for learning Japanese compared to other classes, and students look bored, bored and less active in learning. Based on these problems carried out classroom action research using a problem based learning approach.
This research was conducted in the same school at the beginning of the first semester (odd) 2014/2015 school year on August 25, 2014 to September 8, 2014. The research subjects were 33 students of class XI IPS 4 with a composition of 16 female students and 17 male students man. The method used in this study was PTK with the Kemmis & McTaggart model. This study has 3 cycles where each cycle has stages of planning, action, observation, and reflection.
The instruments of data collection in this study used observation sheets, pretest & posttest, questionnaires, field notes and interviews. The observation sheet is used to determine the activities of the teacher and students that will be observed by collaborators. Then the pretest and posttest were carried out to determine the improvement of student learning outcomes. Questionnaires carried out to determine student responses. Field notes to find out events that occur in class during the learning process takes place, as well as interviews with Japanese subject teachers.
Based on the results of qualitative analysis on the observation sheet, the activities of teachers and students in the first, second and third cycles have increased. This is supported by field notes that students are more enthusiastic and active. In addition, based on the results of quantitative analysis, student learning outcomes also increased, this was seen from the results of student learning posttest obtained percentage in the first cycle of 93%, cycle II at 94% and cycle III by 97% of students reached 75 KKM. Then from the average value of posttest obtained in the first cycle that is 90, cycle II 98.66, cycle III 99.16. Furthermore, based on the results of the questionnaire analysis, students argue that with PBL Japanese language learning becomes very interesting, can improve learning activities, facilitate learning, and improve the results of learning Japanese and become motivated. In other words it can be said that an increase in Japanese learning outcomes can be proven by the problem based learning approach.
Keywords: approach, problem based learning
SS00002586 | SK 2586 | UPT Perpustakaan UNJ (CD.02.2014.003) | Tersedia |
Tidak tersedia versi lain