Pengaruh Keterampilan Mengelola Kelas dan Keaktifan Belajar terhadap Hasil Belajar IPS SD - Puspitaningdyah, Dwi Okta (Joyful Learning Journal, 2018)
Berdasarkan laporan Organisation for Economic Cooperation and Development tentang negara yang maju dalam segi pendidikan, Indonesia tahun 2015 berada pada peringkat 57 dari 65 negara. Artinya, kualitas pendidikan Indonesia masih perlu ditingkatkan. Hal tersebut dibuktikan pada temuan Badan Penelitian dan Pengembangan Pusat Kurikulum Depdiknas mengemukakan ada kecenderungan pemahaman yang salah bahwa mata pelajaran IPS cenderung pada hafalan, bukan pada aktivitas siswa. Penelitian ini merupakan penelitian kuantitatif dengan desain penelitian korelasional yang bertujuan untuk menguji pengaruh keterampilan guru mengelola kelas dan keaktifan belajar siswa secara bersama-bersama terhadap hasil belajar IPS kelas IV. Metode pengumpulan data menggunakan observasi, angket, tes, wawancara, dan dokumentasi. Sampel dalam penelitian ini adalah siswa kelas IV di SDN Sekaran 01, SDN Sekaran 02, SDN Kalisegoro, dan SDN Mangunsari. Hasil penelitian menunjukkan bahwa terdapat pengaruh keterampilan guru mengelola kelas terhadap hasil belajar IPS SD sebesar 0,746, terdapat pengaruh keaktifan belajar siswa terhadap hasil belajar IPS SD sebesar 0,764, serta terdapat pengaruh keterampilan guru mengelola kelas dan keaktifan belajar siswa secara bersama-bersama terhadap hasil belajar IPS SD sebesar 0,843. Simpulan dalam penelitian ini adalah terdapat pengaruh keterampilan guru mengelola kelas dan keaktifan belajar siswa secara bersama-sama terhadap hasil belajar IPS kelas IV SDN Kecamatan Gunungpati Kota Semarang. This study was motivated by the report of Organisation for Economic Cooperation and Development regarding the educational aspect of developed countries. It stated that Indonesia in 2015 ranked 57 of 65 countries. This meant that the education quality of Indonesia needed to improve. Moreover, such fact was proven by the finding of the research and development division of Curriculum Center of Ministry of National Education which revealed that there was a tendency of wrong understanding which made students assumed that IPS subject was a subject that focused on remembering, not students’ activities. This study was a quantitative research with correlational design and aimed to examine the influence of teachers’ classroom management skills and students’ learning activeness jointly towards IPS subject learning achievement of the fourth grade level. The data in this study were collected by using observation, questionnaire, test, interview, and documentation. Meanwhile, there were 121 students involved as samples chosen by simple random sampling technique. The results showed that there was an influence of the teachers’ classroom management skills and students’ learning activeness jointly towards IPS subject learning achievement of Elementary School level of 0.843. Therefore, it can be concluded that there is an influence of teachers’ classroom management skills and students’ learning activeness jointly towards IPS subject learning achievement of the fourth grade level of State Elementary School (SDN) in Gunungpati Sub-district Semarang City.