PENGARUH PEMBELAJARAN KONTEKSTUAL YANG BERBASIS TUTOR SEBAYA BERBANTUAN BAHAN AJAR TEHADAP HASIL BELAJAR IPS SISWA KELAS V SD GUGUS 8 ABIANSEMAL BADUNG TAHUN AJARAN 2013 / 2014 - ., I Wayan Edy Sumartana; ., Drs. I Wayan Sujana,S.Pd, M.Pd; ., Drs. I Komang Ngurah Wiyasa, M.Kes. (MIMBAR PGSD Undiksha, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPS antara siswa yang melaksanakan pembelajaran kontekstual yang berbasis tutor sebaya dengan siswa yang melaksanakan pembelajaran konvensional pada siswa kelas V SD gugus 8 Abiansemal Badung tahun ajaran 2013 / 2014. Penelitian ini termasuk penelitian eksperimen semu (quasy experiment) menggunakan non equivalent control group design. Populasi dalam penelitian ini adalah semua sekolah Gugus 8 Abiansemal Badung tahun ajaran 2013 / 2014. Sampel diambil dengan teknik random sampling. Data yang dikumpulkan adalah hasil belajar IPS yang merupakan penggabungan nilai kognitif dan afektif. Nilai kognitif dikumpulkan menggunakan tes hasil belajar dalam pilihan ganda biasa sedangkan nilai afektif dikumpulkan melalui teknik observasi sesuai dengan karakter yang dikembangkan. Data dianalisis dengan uji t. Rata-rata hasil belajar IPS yang diperoleh antara siswa yang dibelajarkan dengan pembelajaran kontekstual yang berbasis tutor sebaya lebih tinggi dari siswa yang dibelajarkan dengan konvensional (81,62>76,23). Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan hasil belajar IPS antara siswa yang melaksanakan pembelajaran kontekstual yang berbasis tutor sebaya dengan siswa yang melaksanakan pembelajaran konvensional dengan thitung = 4,769 ; ttabel = 2,00 ini berarti t hitung > t tabel. Dengan demikian dapat disimpulkan bahwa pembelajaran kontekstual yang berbasis tutor sebaya berpengaruh signifikan terhadap hasil belajar IPS siswa kelas V SD gugus 8 Abiansemal Badung tahun ajaran 2013 /2014. Kata Kunci : Pembelajaran Kontekstual, tutor sebaya, hasil belajar. This research aimed at finding the the diference in Social (IPS) learning achievement between students which were taught by contextual learning based equal tutor with those who were taught by conventional instruction of the fifth grade of elementay students group 8 in Abiansemal – Badung Regency in academic year 2013/2014. This reasearch is a quasy experiment using non equivalent control group design. The population in this group is all the group 8 schools in Abiansemal – Badung regency in academic year 2013/2014. Sample was taken randomly bu using the simple random sampling technique. The data gained is the result of social learaning achievement which is the cognitive and affective scores are put together. Cognitive score is collected by using learning acahievement test in mulltiple choice type test while the affective score is collected by using observation technique based on the developed character. Then, the data was analysed by using T- test. The mean score of the social learning achievement gained by students which were taught by using contextual instruction based equal tutor is higher than those taught by using conventional instruction (81,62>76,23). The research’s esult shows that there is a significant difference of students’ social learning achievement between those who were taught by contextual instruction based equal tutor with those taught by conventional instruction with the T count = 4,769, T table = 2,00 which means that the T count is higher than T table Therefore, it can be concluded that the contextual instruction which based on equal tutorinfluence significantly to the elementary students’ social learning achievement of the fifth grade in group 8 Abiansemal – Badung in acadeamic year 2013/2014 keyword : contextual instruction, equal (age) tutor, learning achievement