Upaya Meningkatkan Hasil Belajar Siswa Pada Kompetensi Merubah Corak Kain Katun Melalui Model Pembelajaran Langsung di Kelas X Busana Butik SMKN 1 Sarirejo Lamongan - IFFATU ROSYIDAH, JULI (Jurnal Online Tata Busana, 2014)
Abstrak Model pembelajaran langsung mengajarkan pengetahuan deklaratif dan prosedural kepada siswa serta dibimbing tahap demi tahap. Kompetensi merubah corak terdiri dari beberapa tahapan yakni membuat desain, menyulam dan menerapkannya pada dompet koin. Tujuan penelitian ini adalah untuk mengetahui peningkatan aktivitas guru, aktivitas siswa, dan hasil belajar siswa dengan menerapkan model pembelajaran langsung pada kompetensi merubah corak kain katun. Penelitian ini merupakan jenis penelitian tindakan kelas. Subyek penelitian ini adalah siswa kelas X SMK Negeri 1 Sarirejo Lamongan sebanyak 23 siswa. Metode pengumpulan data yang digunakan adalah metode observasi dan tes hasil belajar. Instrumen penelitian berupa lembar observasi aktivitas guru, lembar observasi aktivitas siswa dan lembar tes hasil belajar. Teknik analisis data yang digunakan adalah deskriptif kuantitatif. Hasil analisis aktivitas guru terjadi peningkatan 0,21 dari siklus I (3,47) ke siklus II (3,68). Dari siklus II (3,69) ke siklus III (3,87) meningkat 0,19. Hasil analisis aktivitas siswa pada aktivitas mendengarkan (listening activities) terjadi peningkatan 6,5% dari siklus I (84,8%) ke siklus II (91,3%). Dari siklus II (91,3%) ke siklus III (100%) meningkat 8,7%. Persentase motoric activities meningkat 1,1% dari siklus I (97,8%) ke siklus II (98,9%), sedangkan dari siklus II (98,9%) ke siklus III (100%) mengalami peningkatan 1,1%. Persentase aktivitas menulis (writing activities) dari siklus I, II, III adalah 100%. Hasil belajar siswa terdapat ketetapan dari sekolah bahwa perbandingan kriteria ketuntasan minimal pada ranah kognitif dan psikomotor adalah 40:60, serta ketuntasan belajar kelas adalah 85% siswa mendapatkan persentase nilai > 80%. Hasil belajar kognitif dari siklus I (32,3) ke siklus II (33,1) mengalami peningkatan 0,8 poin, tetapi siswa yang tuntas hanya 56,5% (13 siswa), sedangkan dari siklus II (33,1) ke siklus III (37) meningkat 3.9 poin, tetapi iswa yang tuntas pada siklus II hanya 73,9% (17 siswa). Untuk ranah psikomotor dari siklus I (53) ke siklus II (54) mengalami peningkatan 1 poin, tetapi siswa yang tuntas hanya 82,6% (19 siswa), sedangkan dari siklus II (54) ke siklus III (54,3) meningkat 0,3 poin, dan 100% siswa tuntas belajar yakni 23 siswa. Siklus III pada ranah kognitif dan psikomotor semua siswa tuntas belajar yakni 100% (23 siswa) mendapat nilai >80%. Kata kunci: peningkatan aktivitas guru, aktivitas siswa, hasil belajar siswa Abstract Direct instruction model teach the student of declarative and procedural knowledge and guide students step by step. Abilities to change fabric motive consists of several stages which make design, embroider and apply it to the coin purse. The purpose of this study was to determine the increase in the activity of the teacher, student activities, and student learning outcomes by applying direct instruction to the abilities to change cotton fabric motive.This research is a kind of action research. The subjects were students of grade X of State Vocational Schools 1 Sarirejo Lamongan as many as 23 students. Data collection method used is the method of observation and achievement test. The research instrument is the activity of the teacher observation sheets, observation sheets and student activity sheets achievement test. The data analysis technique used is descriptive quantitative. The results of the analysis of teacher activity increased from the first cycle of 0.21 (3.47) to the second cycle (3.68). From the second cycle (3.69) to the third cycle (3.87) increased to 0.19. The results of the analysis of student activity on the activity of listening (listening activities) an increase of 6.5% from the first cycle (84.8%) to the second cycle (91.3%). From the second cycle (91.3%) to the third cycle (100%) increased by 8.7%. Percentage motoric activities increased 1.1% from the first cycle (97.8%) to the second cycle (98.9%), while the second cycle (98.9%) to the third cycle (100%) experienced an increase of 1.1%. The percentage of write activity (writing activities) of cycle I, II, III is 100%. Student learning outcomes are the provision of schools that comparison minimum completeness criteria on cognitive and psychomotor domains was 40:60, and mastery learning class is 85% of students get a percentage of the value of > 80%. Cognitive learning outcomes of the first cycle (32.3) to the second cycle (33.1) increased 0.8 points, but the students who completed only 56.5% (13 students), while the second cycle (33.1) to third cycle (37) increased 3.9 points, but the students who completed the second cycle is only 73.9% (17 students). For the psychomotor domain of the first cycle (53) to the second cycle (54) increased by 1 point, but the students who completed only 82.6% (19 students), while the second cycle (54) to the third cycle (54.3) increased 0,3 points, and 100% of students pass the study with 23 students. Cycle III on cognitive and psychomotor learning of all students completed the 100% (23 students) scored > 80%. Key Words: improvement of teacher activity, student activity, student learning outcomes