PENERAPAN STRATEGI PEMBELAJARAN COLLEGE BOWL UNTUK MENINGKATKAN AKTIVITAS BELAJAR DAN PEMAHAMAN KONSEP MATEMATIKA SISWA - Pande Putu Sri Wandari .; Drs. I Nyoman Gita, M.Si .; Dra.Ni Nyoman Parwati,M.Pd . (Jurnal Pendidikan Matematika Undiksha, 2015)
Penelitian ini bertujuan untuk (1) mendeskripsikan peningkatan aktivitas belajar siswa, (2) mendeskripsikan peningkatan pemahaman konsep matematika siswa, dan (3) mengetahui tanggapan siswa terhadap penerapan strategi pembelajaran College Bowl. Penelitian tindakan kelas ini dilaksanakan dalam tiga siklus. Subjek penelitian yaitu siswa Kelas VIII A3 SMP Negeri 6 Singaraja sebanyak 26 orang. Data mengenai aktivitas belajar, pemahaman konsep matematika, dan tanggapan siswa berturut-turut dikumpulkan melalui lembar observasi, tes pemahaman konsep matematika, dan angket. Data dianalisis secara deskriptif. Hasil penelitian menunjukkan bahwa persentase aktivitas belajar siswa yang berkategori minimal aktif meningkat dari siklus ke siklus dengan persentase pada siklus I, siklus II, dan siklus III berturut-turut yaitu 30,77%; 66,54%; dan 88,46%. Persentase pemahaman konsep matematika siswa yang berkategori minimal baik meningkat dari siklus ke siklus dengan persentase pada siklus I, siklus II, dan siklus III berturut-turut yaitu 34,61%; 57,69%; dan 84,62%. Peningkatan ini tercapai karena adanya perbaikan dalam pelaksanaan tindakan yaitu siswa: (1) termotivasi untuk berani bertanya dan menyampaikan pendapat, (2) lebih aktif bekerjasama dan bertukar pendapat dalam diskusi kelompok, (3) lebih mampu menemukan dan menggunakan konsep dalam menyelesaikan soal, dan (4) lebih mampu menuliskan dan menjelaskan hasil dikusi sesuai dengan tahapan Bloom. Persentase tanggapan siswa yang berkategori minimal positif adalah 84,62%.Kata Kunci : strategi pembelajaran College Bowl, aktivitas belajar, pemahaman konsep matematika This research was aimed to: 1) describe the improvement of students’ learning activities, 2) describe the improvement of students’ mathematical concepts understanding, and 3) know the students’ responses towards the implementation of College Bowl learning strategy. This classroom action research was done in three cycles. The subjects of this research were students of VIII A3 class in SMP Negeri 6 Singaraja which consists of 26 students. Data of learning activities, mathematical concepts understanding, and students’ responses were collected respectively by using observation sheet, mathematical concepts understanding test, and questionnaire. The collected data were analyzed descriptively. The results of this research show that the percentages of students’ learning activities which belongs to active minimal category increase on cycle to another cycle indicated by the percentages on the first cycle, second cycle, and third cycle which are respectively 30,77%; 66,54%; and 88,46%. The percentages of students’ mathematical concepts understanding which belongs to good minimal category increase on cycle to another cycle indicated by the percentages on the first cycle, second cycle, and third cycle which are respectively 34,61%; 57,69%; and 84,62%. These increasing are due to improvements in action implementation that students are: (1) motivated in asking and telling their opinions, (2) more active in cooperating and sharing opinions on group’s discussion, (3) able to find and use concepts to solve the questions, and (4) able to write and describe the discussion’s results based on Bloom steps. The percentage of students’ responses which belong to positive minimal category is 84,62%.keyword : College Bowl learning strategy, learning activities, mathematical concepts understanding