PENERAPAN RECIPROCAL TEACHNG MODEL DAN STRATEGI PEMBELAJARAN INDEX CARD MATCH UNTUK MENINGKATKAN KEAKTIFAN DAN HASIL BELAJAR AKUNTANSI - Rosary, Dyas Erfira; Adi, Wahyu -; Octoria, Dini - (Tata Arta : Jurnal Pendidikan Akuntansi, 2015)
ABSTRAK Tujuan penelitian ini adalah (1) untuk meningkatkan keaktifan siswa dengan penerapan Reciprocal Teaching Model dan Strategi Pembelajaran Index Card Match pada siswa kelas X AK 2 di SMK Negeri 1 Karanganyar.  (2) untuk meningkatkan hasil belajar siswa dengan penerapan Reciprocal Teaching Model dan Strategi Pembelajaran Index Card Match pada siswa kelas X AK 2 di SMK Negeri 1 Karanganyar.Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan sebanyak dua siklus. Masing-masing siklus dilalui dengan empat tahapan, yaitu: (1) perencanaan; (2) pelaksanaan tindakan; (3) observasi; dan (4) refleksi. Subjek penelitian adalah seluruh siswa kelas X Akuntansi 2 SMK Negeri 1 Karanganyar Tahun Pelajaran 2014/2015 sebenyak 36 siswa dengan komposisi 1 laki-laki dan 35 perempuan. Penelitian ini dilaksanakan dengan kolaborasi antara peneliti dan guru mata pelajaran akuntansi perusahaan jasa. Teknik pengumpulan data menggunakan observasi, wawancara, tes hasil belajar, dan dokumentasi.Hasil penelitian ini menunjukkan: (1) penerapan Reciprocal Teaching Model dan Strategi Pembelajaran Index Card Match dapat meningkatkan keaktifan belajar Siswa Kelas X AK 2 SMK Negeri 1 Karanganyar. Hal ini ditunjukan dengan adanya peningkatan keaktifan belajar siswa pada kelima indikator keaktifan belajar siswa yakni Visual Activities, Oral Activities, Listening Activities, Mental Activities, dan Emotional Activities pada siklus I sebesar 68,36% dan siklus II sebesar 81,69%. (2) penerapan Reciprocal Teaching Model dan Strategi Pembelajaran Index Card Match dapat meningkatkan hasil belajar kognitif akuntansi Siswa Kelas X AK 2 SMK Negeri 1 Karanganyar pada tingkatan hasil belajar ranah kognitif Hafalan (C1), Pemahaman (C2), Penerapan (C3), dan analisis (C4). Hasil tersebut ditunjukan pada siklus I ketuntasan belajar siswa sebesar 72,22% (26 siswa) dan siklus II sebesar 97,22% (35 siswa). Kata kunci : Reciprocal Teaching Model, Index Card Match, Keaktifan belajar, Hasil Belajar. ABSTRACT The objectives of this research are to improve: (1) the learning activeness through the application of the Reciprocal Teaching Model and the Index Card Match learning strategy of the students in Grade X AK 2 of State Vocational High School 1 of Karanganyar; and (2) the learning achievement through the application of the Reciprocal Teaching Model and the Index Card Match learning strategy of the students in Grade X AK 2 of State Vocational High School 1 of Karanganyar.This research used the classroom action research with two cycles. Each cycle consisted of four phases, namely: (1) planning; (2) implementation; (3) observation; and (4) reflection. The subjects of research were all of the students in Grade X of Accounting 2 of State Vocational High School 1 of Karanganyar in Academic Year 2014/2015 as many as 36 students, 1 male and 35 females. This research was done collaboratively between the researcher and the Service Company Accounting subject matter teacher. The data of research were collected through observation, in-depth interview, test of learning achievement, and documentation.The results of research are as follows: (1) the application of the Reciprocal Teaching Model and the Index Card Match learning strategy can improve the learning activeness of the students in Grade X AK 2 of State Vocational High School 1 of Karanganyar as indicated by the improvement of the learning activeness in the five indicators of learning activeness, namely: Visual Activities, Oral Activities, Listening Activities, Mental Activities, and Emotional Activities as much as as 68.36% in Cycle I and 81.69% in Cycle II; (2) the application of the Reciprocal Teaching Model and the Index Card Match learning strategy can improve the cognitive learning achievement in Accounting of the students in Grade X AK 2 of State Vocational High School 1 of Karanganyar in the cognitive domains of memorizing (C1), understanding (C2), implementation (C3), and analysis (C4). The number of students who fulfill the minimum criterion of learning completeness is 26 (72.22%) in Cycle I, and then it becomes 35 students (97.22%) in Cycle II. Keywords : Reciprocal Teaching Model, Index Card Match, learning activeness, learning achievement