PENINGKATAN HASIL BELAJAR SISWA MENGGUNAKAN STRATEGI VISUAL SPASIAL DALAM PEMBELAJARAN IPS

Abstract

Abstrak

Penelitian ini bertujuan untuk meningkatkan hasil belajar IPS siswa kelas V di Sekolah Dasar Negeri Karen dengan menggunakan strategi visual spasial. Jenis penelitian ini adalah penelitian tindakan kelas. Penelitian ini menggunakan model Kemmis & Mc Taggart. Subjek penelitian ini adalah guru dan siswa kelas V Sekolah Dasar Negeri Karen Bantul yaitu 12 siswa laki-laki dan 10 siswa perempuan. Teknik pengumpulan data menggunakan observasi, dokumentasi dan tes. Teknik analisis data menggunakan deskriptif kualitatif dan kuatitatif. Hasil penelitian dengan strategi visual spasial menunjukkan adanya peningkatan hasil belajar, hasil belajar siswa pada pra siklus rata-rata nilai belajar dalam kelasnya 59,54 dan siswa yang mencapai KKM sebanyak 3 siswa atau 13,64%  sedangkan pada siklus I rata-rata nilai belajar dalam kelasnya meningkat menjadi 77,73 dan siswa yang mencapai KKM sebanyak 14 siswa atau 63,64% serta di siklus II rata-rata nilai belajar siswa dalam kelas mencapai 89,55 dengan siswa yang mencapai KKM sebanyak 19 siswa atau 86,36%.

Kata kunci: Hasil Belajar, kecerdasan visual spasial

Abstract

The research aims at improving social studies learning outcomes at fifth grade students in Karen primary school using visual-spatial strategy. The type of the research was a collaborative classroom action research. The research design used was that of Kemmis & Mc. Taggart. The subjects of the research were teacher fifth grade elementary school in Karen and 12 male and 10 female students. The data were collected through observations, documentation and tests. The data analysis was done by using quantitative descriptive and qualitative descriptive techniques. The result of the research shows that the using visual spasial strategy can improve the learning outcomes at fifth grade students in Karen primary school. This was proved by the average value of the students learning outcomes in pre-cyclus was 59.54 and students who reached minimum mastery criteria were 3 students or 13.64%, while in the first cyclus the average value of learning in class increased to 77.73 and students who reached minimum mastery criteria were 14 students or 63.64% and in the second cyclus the average value of student learning in the class reached 89.55 and students who reached minimum mastery criteria were 19 students or 86.36%.

Keywords: learning outcomes, visual-spatial intelligence.