PENERAPAN PENDEKATAN PAKEM DALAM MENINGKATKAN KEAKTIFAN BELAJAR SISWA KELAS IV SD NEGERI CEPIT BANTUL YOGYAKARTA TAHUN AJARAN 2014/2015

Abstract

Abstrak

Penelitian ini bertujuan untuk meningkatkan keaktifan belajar siswa dengan menerapkan Pendekatan PAKEM kelas IV SD Negeri Cepit, tahun ajaran 2014/2015. Jenis penelitian ini adalah penelitian tindakan kelas yang dilaksanakan secara kolaboratif. Desain penelitian yang digunakan adalah model Kemmis dan Mc. Taggart. Penelitian ini dilaksanakan dalam dua siklus setiap siklus terdiri dari empat tahapan yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Subjek penelitian adalah siswa kelas IVB SD Negeri Cepit yang berjumlah 20 siswa dan objek dalam penelitian ini adalah keaktifan belajar siswa. Pengumpulan data dilakukan melalui observasi dan skala keaktifan. Teknik analisis data yaitu secara deskriptif kualitatif dan kuantitatif. Hasil penelitian menunjukkan bahwa dengan menggunakan Pendekatan PAKEM dapat meningkatkan keaktifan belajar siswa. Peningkatan didasarkan pada hasil pra tindakan yang menunjukkan siswa belum terlihat aktif dalam pembelajaran. Pada siklus I, ada beberapa siswa sudah mulai terlihat aktif dalam pembelajaran, seperti siswa memperhatikan guru saat menjelaskan materi, siswa berani bertanya apabila tidak mengerti, dan memberikan pendapat dalam diskusi kelompok. Pada siklus II, peningkatan lebih maksimal, semakin banyak siswa yang tidak ragu untuk bertanya, mengemukakan pendapat, menjawab pertanyaan dari guru maupun siswa, dan siswa sudah aktif dalam bekerja kelompok. Peningkatan juga dapat dilihat dari persentase keaktifan belajar siswa. Presentase skala keaktifan belajar siswa siklus I sebesar 68,75% dan siklus II sebesar 75,25%. Sehingga peningkatan skala keaktifan belajar siswa pada siklus I dan siklus II dipresentasikan sebesar 6,5%. Dengan demikian Pendekatan PAKEM dapat meningkatkan keaktifan belajar siswa.

Kata kunci: keaktifan belajar, Pendekatan PAKEM, siswa kelas IV

Abstract

This study aimed to improve the students’ learning activeness by applying the ACELJL approach in Grade IV of SD Negeri Cepit in the 2014/2015 academic year. This was a classroom action research study collaboratively conducted using the model by Kemmis and Mc Taggart. The study was conducted in two cycles each of which consisted of four stages, namely planning, action, observation, and reflection. The research subjects were Grade IV B students of SD Negeri Cepit with a total of 20 students and the research object was the students’ learning activeness. The data were collected through observations and an activeness scale. They were analyzed by means of qualitative and qualitative descriptive techniques. The results of the study showed that the ACEJL approach was capable of improving the students’ activeness. The improvement was based on the results in the pre-cycle showing that the students were not active yet ini learning. In Cycle I, several students were active learning; they paid attention to the teacher’s explanation of the materials, they were not afraid of asking questions if the did not understand, and they expressed their opinions in group discussion. In Cycle II, the improvement was more maximal; more students did not hesitate to ask questions, express opinions, and answer questions from the teacher and other students, and the students were active ini group work. The improvement was also indicated by the percentage of the students’ learning activeness. The percentage of the students’ learning activeness in Cycle I was 68.75% and that in Cycle II was 75,25%, so that the improvement of their learning activeness from Cycle I to Cycle II was 6.5%. Therefore, ACEJL approach was capable of improving the students’ learning activeness.

Keywords: learning activeness, ACEJL approach, students’ Grade IV