IDENTIFIKASI KESULITAN BELAJAR SULAMAN FANTASI PADA SISWA KELAS X TATA BUSANA DI SMK MUHAMMADIYAH 1 BOROBUDUR

Abstract

Penelitian ini bertujuan untuk mengetahui  kesulitan-kesulitan belajar sulaman fantasi yang
dialami siswa kelas X Tata Busana di SMK Muhammadiyah 1 Borobudur ditinjau dari dari (1) aspek
kognitif (2) afektif (3) psikomotor. Hasil penelitian menunjukkan bahwa kesulitan belajar yang
dialami siswa adalah sebagai berikut: (1) Kesulitan belajar sulaman fantasi pada aspek kognitif yaitu:
menjelaskan pengertian sulaman fantasi (68,75), menjelaskan motif (68,75%), menjelaskan kombinasi
warna (37,50%), menyebutkan peletakan motif (43,75%), menentukan kain (43,75%), menjelaskan
resiko apabila terjadi kesalahan pemilihan bahan (68,75%), menyebutkan peralatan (43,75%),
menyebutkan tusuk (62,50%), menjelaskan tusuk (68,75%), menjelaskan langkah pembuatan
(87,50%), menjelaskan resiko apabila terjadi kesalahan dalam langkah kerja (31,25%), dan
menjelaskan kualitas ( 93,75%). Kesulitan yang dominan adalah menjelaskan kualitas ( 93,75%); (2)
Pada aspek afektif yaitu: memperhatikan penjelasan guru (87,50%), kemandirian siswa (81,25%),
memperhatikan lingkungan kerja (56,25), dan mengumpulkan tugas tepat waktu (68,75%). Kesulitan
yang dominan adalah memperhatikan penjelasan guru (87,50%); (3) Pada aspek psikomotor yaitu:
menyiapkan alat dan bahan (62,50%), menggunakan alat (68,75%), membuat tusuk hias (87,50%), dan
menghasilkan sulaman fantasi yang baik (100%).

Kata kunci: Kesulitan belajar, sulaman fantasi, SMK Muhammadiyah 1 Borobudur

THE IDENTIFICATION OF LEARNING FANTASY EMBROIDERY DIFFICULTIES
IN GRADE X FASHION STUDENTS OF SMK MUHAMMADIYAH 1 BOROBUDUR
 
ABSTRACT
This study aims to determine the difficulties of learning fantasy embroidery experienced by
students of Grade X Fashion at SMK Muhammadiyah 1 Borobudur viewed from (1) cognitive aspects,
(2) affective, and (3) psychomotor. The results showed that the learning difficulties experienced by
students were presented as follows: (1) The difficulties of learning fantasy embroidery on the cognitive
aspect are: explaining the meaning of fantasy embroidery (68,75), explaining the motif (68,75%),
explaining the color combination (37, 50%), mentioning the placement of motif (43.75%), determining
fabrics (43.75%), explaining the risk of material selection error (68.75%), mentioning equipment
(43.75%), mentioning puncture (62 , 50%), explaining the puncture (68.75%), describing the steps of
manufacture (87.50%), explaining the risks of mistakes in the work step (31.25%), and explaining the
quality (93.75%). The dominant difficulty is to explain the quality (93.75%); (2) On the affective
aspect, the difficulties are: paying attention to teacher explanation (87,50%), student independence
(81,25%), paying attention to work environment (56,25), and collecting tasks on time (68,75%). The
dominant difficulty is to pay attention to teacher's explanation (87.50%); (3) On the psychomotor
aspect, the difficulties are presented as follows: preparing tools and materials (62,50%), using tool
(68,75%), making decorative puncture (87,50%), and producing good fantasy embroidery (100%).  
 
Keywords: learning difficulties, fantasy embroidery, SMK Muhammadiyah 1 Borobudur