Meningkatkan motivasi berprestasi siswa melalui model pembelajaran kooperatif dengan pendekatan CTL - Rita Pusparina (Indonesian Journal of Educational Development, 2021)
Penelitian tindakan kelas ini bertujuan untuk meningkatkan motivasi siswa berprestasi siswa melalui model pembelajaran kooperatif dengan pendekatan Contextual Teaching and Learning (CTL). Subjek penelitian adalah siswa Kelas XI MIPA 1 MAN 2 Hulu Sungai Tengah semester ganjil tahun pelajaran 2017/2018. Sedangkan objek penelitian adalah motivasi berprestasi siswa dalam pembelajaran fisika. Metode pengumpulan data berupa tes, observasi, angket. Sedangkan teknik analisis data secara deskriptif. Kriteria keberhasilan adalah motivasi berprestasi siswa tergolong baik dan ketuntasan secara klasikal 85%. Hasil penelitian menunjukkan adanya: 1) motivasi berprestasi siswa pada siklus I dengan rata-rata 3,41 dalam kategori cukup baik, siklus II dengan rata-rata 3,51 dalam kategori baik, dan siklus III dengan rata-rata 3,63 dalam kategori baik, 2) ketuntasan belajar siswa secara klasikal pada siklus I sebesar 58,06%, siklus II sebesar 62,07%, dan siklus III sebesar 87,10%. Secara keseluruhan keterampilan kooperatif dan respon minat siswa terhadap model pembelajaran dan cara guru mengajar adalah cukup baik. Diperoleh simpulan bahwa melalui model pembelajaran kooperatif dengan pendekatan Contextual Teaching and Learning (CTL) dapat meningkatkan motivasi berprestasi siswa. This classroom action research aims to increase student achievement motivation through cooperative learning model with Contextual Teaching and Learning (CTL) approach. The research subjects were students of Class XI MIPA 1 MAN 2 Hulu Sungai Tengah in the odd semester of the 2017/2018 academic year. While the object of research is student achievement motivation in learning physics. Data collection methods in the form of tests, observations, questionnaires. While the data analysis technique is descriptive. The criteria for success are students' achievement motivation is classified as good and classical completeness is 85%. The results showed that there were: 1) students' achievement motivation in the first cycle with an average of 3.41 in the fairly good category, the second cycle with an average of 3.51 in the good category, and the third cycle with an average of 3.63 in the good category. good, 2) classical student learning completeness in the first cycle is 58.06%, the second cycle is 62.07%, and the third cycle is 87.10%. Overall cooperative skills and student interest responses to the learning model and the way the teacher teaches are quite good. It was concluded that the cooperative learning model with the Contextual Teaching and Learning (CTL) approach could increase students' achievement motivation.