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All Journal JSES JOURNAL SULTRA ELEMENTARY SCHOOL
Eka Avrilyana Husaini
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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PENERAPAN MODEL PEMBELAJARAN KONTEKSTUAL UNTUK MENINGKATKAN PEMAHAMAN KONSEP PESERTA DIDIK PADA MATERI IPA DI KELAS V SD NEGERI 143 TETEHAKA Eka Avrilyana Husaini; Arna Juwairiyah; Ahmad Ahmad
Jurnal Sultra Elementary School Volume 2 Nomor 2 2021
Publisher : Universitas Sulawesi Tenggara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54297/jses.v2i2.39

Abstract

Penerapan Model Pembelajaran Kontekstual Untuk Meningkatkan Pemahaman Konsep Peserta Didik Pada Materi IPA di Kelas V  Sd Negeri 143 Tetehaka, dibimbing oleh Arna Juwairiyah, S.Pd., M.Pd sebagai Pembimbing I dan Ahmad, S.Pd., M.Pd sebagai Pembimbing II. Penelitian ini dilaksanakan karena (1)Hasil belajar peserta didik masih rendah. Pada umumnya peserta didik mengalami kesulitan dalam memahami materi pelajaran IPA, hal ini terbukti setiap kali diadakan ulangan harian nilai rata-rata kelas masih jauh dibawah ketuntasan belajar. Nilai rata-rata kelas 50 (rentang nilai 0-100) sedangkan peserta didik dianggap tuntas belajar bila memperoleh nilai 65 (rentang nilai 0-100),(2)Pembelajaran bersifat ceramah sehingga peserta didik kurang minat dalam menerima pelajaran, karena peserta didik kurang dilibatkan dalam melakukan kegiatan pembelajaran. Akhirnya peserta didik kurang memahami pelajaran yang pernah dipelajari.Tujuan dari penelitian ini adalah Untuk mengetahui cara penerapan model pembelajaran kontekstual dalam meningkatkan kemampuan pemahaman konsep peserta didik pada materi IPA. Penelitian ini menggunakan pendekatan Kuantitatif dengan jenis Penelitian Tindak Kelas. Teknik pengumpulan data dalam penelitian ini adalah observasi dan Tes. siklus I pertemuan pertama dan pertemuan kedua pencapaian ketuntasan pemahaman sebesar 46,66% dan 53,33% dengan nilai rata-rata kelas 62,29 dan pada siklus II pertemuan pertama dan pertemuan kedua pada pencapaian ketuntasan pemahaman sebesar 73,33% dan 80% dengan nilai rata-rata kelas 73,43.Kata Kunci : Pembelajaran Kontekstual, Pemahaman Konsep,IPA.
Penerapan Model Pembelajaran Kontekstual Untuk Meningkatkan Pemahaman Konsep Peserta Didik Pada Materi Ipa Di Kelas V Sd Negeri 143 Tetehaka Eka Avrilyana Husaini; Arna Juwairiyah; Ahmad Ahmad
Jurnal Sultra Elementary School Vol 2 No 2 (2021): Edisi Desember 2021
Publisher : Prodi PGSD Unsultra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.64690/jses.v2i2.352

Abstract

The application of the Contextual Teaching and Learning (CTL) model aims to improve students’ conceptual understanding in science subjects for fifth-grade students at SD Negeri 143 Tetehaka. This research was supervised by Arna Juwairiyah, S.Pd., M.Pd. as the first supervisor and Ahmad, S.Pd., M.Pd. as the second supervisor. The study was conducted due to the following issues: (1) students’ learning outcomes were still low—many students had difficulty understanding science concepts, as shown by their average daily test scores of 50 (on a scale of 0–100), which were far below the mastery threshold of 65; and (2) the learning process was dominated by lecture-based methods, making students less interested and less involved in learning activities, which resulted in weak conceptual understanding.The purpose of this research was to determine how the implementation of the contextual learning model could enhance students’ conceptual understanding in science. This study employed a quantitative approach with the type of Classroom Action Research (CAR). The data collection techniques used were observation and tests. The results showed that in the first cycle, the percentage of students achieving mastery was 46.66% in the first meeting and 53.33% in the second meeting, with an average class score of 62.29. In the second cycle, the percentage of students achieving mastery increased to 73.33% in the first meeting and 80% in the second meeting, with an average class score of 73.43.These findings indicate that the implementation of the Contextual Teaching and Learning (CTL) model can effectively improve students’ conceptual understanding in science learning.
Co-Authors Ahmad Ahmad Ahmad Arna Juwairiyah Arna Juwariyah