PENINGKATAN PRESTASI BELAJAR IPA MELALUI MODEL CONTEXTUAL TEACHING AND LEARNING PADA SISWA KELAS III SD NEGERI TEGALSARI

Abstract

Abstrak

Penelitian ini bertujuan meningkatkan prestasi belajar IPA melalui model pembelajaran Contextual Teaching and Learning pada siswa kelas III SD Negeri Tegalsari. Penelitian ini adalah penelitian tindakan kelas dengan model Kemmis dan McTaggart. Teknik pengumpulan data dilaksanakan dengan observasi, tes dan dokumentasi. Teknik analisis data dilaksanakan dengan deskriptif  kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran Contextual Teaching and Learning melalui tahap invitasi, eksplorasi, penjelasan dan solusi serta pengambilan tindakan dapat meningkatkan prestasi belajar IPA siswa. Nilai rata-rata prestasi belajar IPA siswa meningkat dari 65,96 pada pra siklus, menjadi 74,51 pada siklus I dan 80,48 pada siklus II. Sedangkan persentase siswa yang mencapai KKM pada pra siklus adalah 41,93%, siklus I 74,20% dan siklus II 93,55%. Penelitian ini dihentikan sampai siklus II karena sudah memenuhi kriteria keberhasilan tindakan yaitu ≥75% siswa sudah mencapai nilai KKM (70).

Kata kunci: prestasi belajar IPA, model pembelajaran contextual teaching and learning

Abstract

This research aimed to increase the science learning achievement through Contextual Teaching and Learning model for third grader student in SDN Tegalsari. This research was classroom action research based on Kemmis and McTaggart model. The collecting data technique was done by using observation, test and documentation. The data analysis technique executed in qualitative and quantitative descriptive. The result showned that the implementation of Contextual Teaching and Learning model, through invitation, exploration, explanation and solution, and taking action could increase the student’s science learning achievement. The average of student’s science learning achievement was increasing from 65,96 in pre-cycle, became 74,51 in cycle I and 80,48 in cycle II. Meanwhile the percentage of students who fulfilled the standart KKM in pre-cycle was 41,93%, cycle I 74,20% and cycle II 93,55%. This research finished in cycle II because the results fulfilled the action success criteria that ≥75% of the students had realized the KKM (70).

Keyword: science learning achievement, contextual teaching and learning model