Peningkatan Keterampilan Bertanya Siswa melalui Faktor Pembentuknya - Yeni Nur Prilanita; Sukirno Sukirno (LPMPP Universitas Negeri Yogyakarta, 2017)
Abstrak: Penelitian ini bertujuan untuk mengetahui pengaruh penggunaan metode pembelajaran, penguatan guru, dan penerimaan teman sebaya terhadap pemahaman materi ekonomi dan keterampilan bertanyasiswa. Penelitian ini merupakan survei. Populasi dari penelitian adalah 647 siswa SMA di Sleman yang menggunakan K-13. Sampel sejumlah 472 siswa menggunakan teknik disproportional stratified random sampling. Data dikumpulkan lewat angket, pengamatan, dan wawancara. Analisis data menggunakan analisis regresi berganda dan analisis jalur. Hasil penelitian adalah sebagai berikut. Pertama, ketepatan metode pembelajaran dan penguatan guru memberikan pengaruh langsung yang signifikan terhadap pemahaman materi siswa, sedangkan penerimaan teman sebaya tidak. Kedua, penguatan guru, penerimaan teman sebaya, dan pemahaman materi memberikan pengaruh secara langsung dan signifikan terhadap keterampilan bertanya siswa, sedangkan metode pembelajaran tidak. Apabila dilihat dari pengaruh tidak langsung, metode pembelajaran dan penguatan dari guru memberikan pengaruh tidak langsung terhadap keterampilan bertanya. Penerimaan teman sebaya cenderung memberikan pengaruh langsung. Kata Kunci: metode pembelajaran, penguatan guru, teman sebaya, pemahaman materi, keterampilan bertanya IMPROVING STUDENTS’ QUESTIONING SKILLS THROUGH THEIR MOTIVATING FACTORS Abstract: The study investigates the effects of the teaching method, teacher’s reinforcement and peer acceptance on students’ comprehension on the learning materials of economicsand on students’ questioning skills. A survey was conducted to 647 high school students in Sleman Regency which applied K-13. A sample of 472 students wererecruited using the disproportional stratified random sampling. Statistical technique of multiple regression and path analysis were deployed to analyze the data. The results revealed that, firstly,while the teaching method and teacher’s reinforcementhad significant effect on students’ comprehension on economics learning material, peer acceptance did not have any. Secondly, teacher’s reinforcement, peer acceptance and comprehension of the materials gave a direct effecttowardsstudents’ questioning skills. However, the teaching methods did not have a direct effect. They, yet, simultaneously had direct and significant effect on students’ questioning skills. Teacher’s reinforcement and appropriateness of the teaching method had indirect effect on students’ questioning skills. Peer acceptence tended to have a direct effect. Keywords: teaching method, teacher’s reinforcement, peer group, comprehension of the subject matter, questioning skills