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Hardison Hardison
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Education Languange, Linguistic, Communication & Media

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PENERAPAN MODEL KOOPERATIF TIPE MAKE A MATCH UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR HIWAR DI MAS PLUS PADANG GANTING Hardison Hardison
Lughawiyah: Journal of Arabic Education and Linguistics Vol 1, No 1 (2019)
Publisher : IAIN Batusangkar, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31958/lughawiyah.v1i1.1623

Abstract

Penelitian ini bertujuan untuk mendeskripsikan aktivitas belajar siswa dan hasil belajarnya dengan menggunakan model pembelajaran kooperatif tipe make a match dalam pembelajaran hiwar. Penelitian ini merupakan Penelitian Tindakan Kelas yang terdiri dari dua siklus. Setiap siklus terdiri dari perencanaan, tindakan, observasi dan refleksi. Pengumpulan data dilakukan melalui observasi dan kemudian dianalisis dengan menggunakan teknik deskriptif kualitatif. Hasil analisis data menunjukkan bahwa tipe make a match dapat meningkatkan aktivitas dan prestasi belajar siswa kelas X MAS Plus Padang Ganting. Relevansi aktivitas belajar siswa pada siklus II meningkat sekitar 23,11%, dan aktivitas belajar siswa yang tidak relevan menurun sekitar 16,26% pada siklus II. Pemahaman siswa terhadap hiwar meningkat 13,33% dan ketuntasan belajar juga meningkat 20,86% pada siklus II.This study aims to describe students’ activities and their learning outcomes using make a match type of cooperative learning model in learning hiwar. This research is a classroom action research consisting of two cycles. Each cycle consists of planning, action, observation and reflection. Data were collected through observation and then analyzed by using descriptive qualitative technique. The results of the data analysis indicate that make a match type can increase the activity and learning achievement of class X MAS Plus Padang Ganting students. The relevancy of students’ activities and learning activities in cycle II is increased for about 23.11%, and the unrelevancy of students’ activities and learning activities is decreased for about 16.26% in cycle II. While, students’ understanding about hiwar is increased 13.33%, and learning completeness is also increased 20.86% in cycle II.
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