PENINGKATAN HASIL BELAJAR IPS SISWA KELAS IV DENGAN MENGGUNAKAN TEKNIK MEMBACA INTENSIF

Abstract

Abstrak

Penelitian ini bertujuan untuk meningkatkan hasil belajar IPS siswa kelas IV SD Negeri Soko, Purworejo dengan menggunakan teknik membaca intensif. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Subjek penelitian adalah siswa kelas IV sejumlah 19 orang. Desain penelitian menggunakan model Kemmis dan Mc. Taggart. Metode pengumpulan data menggunakan tes dan observasi. Teknik analisis data menggunakan deskriptif kualitatif dan deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa dengan menggunakan teknik membaca intensif dapat meningkatkan hasil belajar IPS siswa kelas IV. Teknik membaca intensif yang digunakan meliputi tahap prabaca (reciprocal questioning), saat baca (multipass reading), dan pasca baca (graphic postorganizers). Pada pra tindakan, persentase jumlah siswa yang mendapat nilai ≥70 sebesar 31,5%. Pada siklus I, persentase jumlah siswa yang mendapatkan nilai ≥70 meningkat sebesar 5,3%. Pada siklus II, persentase jumlah siswa yang mendapatkan nilai ≥70 meningkat sebesar 15,8%. Peningkatan hasil belajar diikuti dengan peningkatan
persentase aktivitas siswa selama pembelajaran sebesar 1,6%.

Kata kunci: hasil belajar IPS, teknik membaca intensif

Abstract

This research aims at improving the social studies achievement of the fourth grade students of elementary school Soko, Purworejo which used intensive reading technique. This research was categorized as PTK/Action Class Research. The subjects of this research were 19 of the fourth grade students. The design of this study used the model proposed by Kemmis and Mc Taggart. The data collection methods were test and observation. The data analysis technique used both the qualitative and quantitative descriptive. The result of the research showed that the use of intensive reading techniques could improve the fourth grade student’s Social Studies achievement. The intensive reading technique consisted of prereading stage (reciprocal questioning), during reading stage
(multipass reading), and post reading stage (graphic post-organizers). In the pre cycle, the percentage of the students who got score ≥70 was 31,5%. The percentage of the students who got score ≥70 in the first cycle increased by 5,3%. The percentage of the students who got score ≥70 in the second cycle increased by 15,8%. The improvement of the student’s achievement was followed by the improvement of the student’s activity during the learning process as 1,6%.

Keywords: social studies achievement result, intensive reading technique