PENINGKATAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI MODEL PROBLEM BASED LEARNING (PBL) (Journal of Elementary Education, 2013)
Hasil belajar siswa kelas IV SD Negeri 01 Wanarejan tahun 2010/2011 masih rendah karena penyampaian materi didominasi metode ceramah, guru kurang mengaitkan penyampaian materi dengan permasalahan nyata, siswa kurang aktif dalam belajar. Penelitian ini bertujuan untuk meningkatkan hasil dan aktivitas belajar siswa kelas IV serta performansi guru pada materi pecahan melalui model PBL di SD Negeri 01 Wanarejan Pemalang. Penelitian ini menggunakan desain penelitian tindakan kelas yang dilakukan dalam dua siklus. Setiap siklusnya terdiri dari empat tahap, yaitu perencanaan, tindakan, observasi, dan refleksi. Teknik pengumpulan data dilakukan melalui tes (tes formatif) dan non tes (observasi dan dokumentasi). Hasil penelitian pada siklus I, nilai rata-rata mencapai 68,14 dan persentase tuntas belajar klasikal 70,59%. Pada siklus II nilai rata-rata meningkat menjadi 84,31 dan persentase tuntas belajar klasikal menjadi 92,16%. Rata-rata kehadiran siswa pada siklus I 97,39% dan siklus II tetap 97,39%. Keterlibatan siswa dalam pembelajaran siklus I 66,28% (tinggi) dan meningkat pada siklus II menjadi 76,50% (sangat tinggi). Nilai performansi guru pada siklus I 82,25 (AB) dan meningkat pada siklus II menjadi 93,58 (A). Dapat disimpulkan bahwa model PBL dapat meningkatkan hasil dan aktivitas belajar siswa serta performansi guru dalam pembelajaran matematika materi pecahan di kelas IV SD Negeri 01 Wanarejan Pemalang.Fourth grade students' learning outcomes Elementary School 01 Wanarejan year 2010/2011 is still low due to the delivery of material dominated lecture method, teachers are less linked to the delivery of content to real problems, students are less active in learning. This study aims to improve student learning outcomes and activities of class fourth and teacher performance in the fraction of material through a model of PBL in Elementary School 01 Wanarejan Pemalang. This study uses the design of classroom action research conducted in two cycles. Each cycle consists of four stages: planning, action, observation, and reflection. Techniques of data collection is done through tests (formative tests) and non-test (observation and documentation). The results in cycle I, the average value reached 68.14 and thoroughly studied classical percentage 70.59%. In the second cycle the average value increased to 84.31 and the percentage of complete classical learning to 92.16%. The average attendance of students in cycle I 97.39% and cycle II 97.39% fixed. Involvement of students in the learning cycle I 66.28% (high) and increased in the second cycle to 76.50% (very high). Value of teacher performance on a cycle I 82.25 (AB) and increased in the second cycle to be 93.58 (A). PBL can be concluded that the model can improve student learning outcomes and activities as well as the performance of teachers in mathematics learning materials in the fourth grade fractions in Elementary School 01 Wanarejan Pemalang.