PENGARUH METODE ACTIVE LEARNING TIPE TEAM QUIZ PADA PEMBELAJARAN IPS TERHADAP TANGGUNG JAWAB SISWA

Abstract

Abstrak
Penelitian ini bertujuan untuk mengetahui pengaruh metode active learning tipe team quiz pada pembelajaran bermuatan IPS terhadap tanggung jawab siswa kelas V SD Negeri se-Gugus Sidorejo, Kalasan, Sleman. Jenis penelitian ini adalah kuantitatif (quasi experiment). Instrumen pengumpulan data menggunakan skala Likert dengan empat pilihan jawaban. Teknik analisis data menggunakan analisis regresi linier sederhana dan analisis inferensial. Hasil penelitian analisis regresi menunjukkan bahwa metode active learning tipe team quiz lebih berpengaruh dalam menumbuhkembangkan tanggung jawab siswa daripada menggunakan metode konvensional. Pada kelas eksperimen yang diajar dengan metode active learning tipe team quiz skor rata-rata sebesar 123,27 sedangkan pada kelas kontrol yang diajar dengan metode konvensional sebesar 116,54. Hasil analisis inferensial menunjukkan bahwa ada perbedaan tanggung jawab siswa secara signifikan antara kelas eksperimen dan kelas kontrol. Hal tersebut dibuktikan bahwa Ha diterima Ho ditolak yang berarti ada pengaruh yang signifikan antara tanggung jawab peserta didik setelah pembelajaran pada kelas eksperimen dan kelas kontrol. 

Kata kunci: Metode Active Learning tipe Team Quiz, IPS, dan Tanggung Jawab

Abstract

This study was aimed to determine the effect of the team quiz type of active learning method on social science learning on the responsibilities of fifth grade elementary school students in the cluster of Sidorejo, Kalasan, Sleman. This type of research was quantitative research (quasi experimental). The instrument of data collection used the Likert scale with four answer choices. Data analysis techniques used simple linear regression analysis and inferential analysis. The results of the regression analysis showed that the team quiz type of active learning method was more influential in developing students' responsibilities than using conventional method. In the experimental class taught by the team quiz type of active learning method, the average score was 123.27, while the control class taught using the conventional method was 116.54. The results of inferential analysis showed that there are significant differences in student responsibility between the experimental class and the control class. It is proven that Ha is accepted and Ho is rejected, which means there is a significant influence between the responsibilities of students after learning in the experimental class and the control class.

Keywords: Team quiz type of Active Learning Method, Social Science, and Responsibility