PENERAPAN PENDEKATAN KETERAMPILAN PROSES UNTUK MENINGKATKAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN MATEMATIKA SEKOLAH DASAR - F34211710, Puspawati; Sabri, Tahmid; Uliyanti, Endang (Jurnal Pendidikan dan Pembelajaran Khatulistiwa, 2014)
Abstrak: Metode penelitian adalah deskriptif. Tujuan penelitian untuk mendeskripsikan peningkatan hasil belajar siswa dengan menerapkan Pendekatan Keterampilan Proses dalam pembelajaran matematika kelas II SDN 03 Pontianak Timur. Bentuk penelitian adalah PTK dan bersifat kolaboratif. Subjek penelitiannya guru dan 33 siswa. Teknik penelitian adalah teknik observasi langsung dan pengukuran. Alat pengumpul data adalah lembar observasi guru dan tes. Data dikumpulkan dan dianalisis dengan perhitungan rata- rata skor. Penelitian dilakukan sebanyak tiga siklus hasil penelitian: 1) kemampuan guru merencanakan pembelajaran rata- rata siklus I 2,35 rata- rata siklus II 2,56 rata- rata siklus III 3,81. meningkat 1,46, 2) kemampuan guru melaksanakan pembelajaran rata- rata siklus I 2,19 rata- rata siklus II rata- rata 2,57 rata- rata siklus III 3,93. meningkat 1,74, 3) dengan menerapkan pendekatan keterampilan proses dapat meningkatkan hasil belajar siswa pada siklus I rata- rata nilai 41,21 siklus II rata- rata nilai 67,88 siklus III rata- rata nilai 90,30 meningkat 49,09. Kata kunci: pendekatan keterampilan proses, hasil belajar, Matematika Abstract: The research method is descriptive. The purpose of the study to describe the improvement of student learning outcomes by applying a process approach to learning math skills class II SDN 03 East Pontianak. TOD and shape research is collaborative. Research subject teachers and 33 students. Engineering research is the direct observation and measurement techniques. Data collection tool was a teacher observation sheets and tests. Data were collected and analyzed by calculating the average score. The study was conducted by three cycles of the research: 1) the ability of teachers to plan learning cycle I mean an average of 2.35 second cycle an average of 2.56 3.81 III cycle. increased 1.46, 2) the ability of teachers to implement the learning cycle I mean an average of 2.19 second cycle on average 2.57 average 3.93 III cycle. increased 1.74, 3) by applying the skills approach can improve student learning outcomes in the first cycle the average value of 41.21 second cycle the average value of 67.88 the third cycle the average value of 90,30 an increase of 49,09 . Keywords: process skills approach, learning outcomes, Mathematics