Bimbingan Kelompok dengan Peta Pikiran dan Self-Reward untuk Meningkatkan Keterampilan Belajar Siswa (Universitas Negeri Semarang, 2017)
Tujuan penelitian ini untuk: (1) mendeskripsikan pelaksanaan bimbingan kelompok di sekolah, (2) mendeskripsikan tingkat keterampilan belajar siswa, dan (3) mengetahui keefektifan bimbingan kelompok peta pikiran dan self-reward terhadap keterampilan belajar. Metode penelitian eksperimen, jenis rancangan randomized pretest-postest control group design. Sampel siswa kelas VII berjumlah 20 dipilih secara acak tingkat keterampilan belajar rendah. Instrumen pengumpulan data menggunakan skala keterampilan belajar, dan analisis data menggunakan Independent Sample T-test. Hasil penelitian menunjukkan bahwa: (1) bimbingan kelompok di sekolah telah dilakukan belum menyeluruh, (2) terdapat siswa kategori keterampilan belajar rendah, dan (3) bimbingan kelompok dengan peta pikiran dan self-reward efektif meningkatkan keterampilan belajar siswa. Kesimpulan penelitian: (1) bimbingan kelompok telah dilakukan dan belum maksimal, (2) terdapat siswa kategori keterampilan belajar rendah, dan (3) bimbingan kelompok dengan peta pikiran dan self-reward efektif meningkatkan keterampilan belajar siswa.The purposes of present study were to: (1) describe the implementation of group guidance in schools, (2) describe the skill level of student learning, and (3) determine the effectiveness of group guidance mind maps and self-reward to learning skills. Experimental research methods, types of design randomized pretest-posttest control group design. Samples totaling 20 students of class VII were randomly selected low level of learning skills. The data were collected using a scale of learning skills and analyzed using Independent Sample T-test. The results of research were: (1) group guidance in schools has been done is not yet complete, (2) there is a category of students learning skills are low, and (3) group guidance and with a mind map self-reward effectively increase students’ learning skills. Conclusions of this research were: 1) the guidance group has done and has not been not maximal, (2) there is a category of students learning skills are low, and 3) group guidance with a mind map and self-reward effectively increase students' learning skills.