PENINGKATAN KEAKTIFAN DAN KEDISIPLINAN BELAJAR KKPI DENGAN MODEL PEMBELAJARAN KOOPERATIF TGT SISWA KELAS XI MULTIMEDIA 3 SMKN 2 SEWON

Lilin Wijayanti Saputri, , Indonesia

Abstract


Abstrak
Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran kooperatif tipe TGT
dalam meningkatkan kedisiplinan dan keaktifan belajar siswa pada mata pelajaran KKPI di kelas XI
MM 3 di SMK Negeri 2 Sewon. Penelitian ini merupakan penelitian tindakan kelas dengan desain
Kemmis dan Mc. Taggart yang terdiri dari 4 tahapan yaitu perencanaan, pelaksanaan, pengamatan,
dan refleksi. Subjek penelitian ini adalah siswa kelas XI MM 3 Semester ganjil tahun akademik
2015/2016. Penelitian ini dilakukan dalam tiga siklus. Pembelajaran Kooperatif tipe Teams-Games-
Tournaments (TGT) diawali dengan penyajian materi, belajar di tim, permainan/turnamen, dan
rekognisi tim. Teknik pengumpulan data dengan menggunakan lembar observasi keaktifan dan
kedisiplinan, catatan harian, dan dokumentasi. Metode untuk analisis data yaitu dengan metode
analisis deskriptif kualitatif. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran
kooperatif TGT pada mata pelajaran KKPI dapat meningkatkan keaktifan dan kedisiplinan belajar
siswa. Keaktifan belajar siswa sebesar 62,05% pada siklus I, 70,62% pada siklus II, dan 81,76% pada
siklus III. Kedisiplinan belajar siswa sebesar 55,68% pada siklus I, 75,22% pada siklus II, dan
82,27% pada siklus III.
Kata kunci: Pembelajaran Kooperatif tipe TGT, Keaktifan Belajar, Kedisiplinan Belajar, KKPI.

Abstract
The aim of this research was to know about the application of cooperative learning model type TGT in
enhance students’ activity and discipline learning of KKPI subject at class XI Multimedia 3 SMK N 2 Sewon.
This research was classroom action research. This research used Kemmiss and Mc. Taggart model that
consisting of four stages: plan, act, observe and reflect. The subjects of this research were students of class XI
Multimedia 3 first semester in academic year 2015/2016. This research was conducted in three cycles.
Cooperative learning model type Teams-Games-Tournaments (TGT) began from teaching, learning in a
team, games/tournaments, and team recognition. Data gathering techniques were using sheet of
student’s activity and discipline, notes, and documentation. The method that used in data analysis
was descriptive qualitative analysis method. The results of this research showed that the application
of TGT cooperative learning model can enhance students’ activity and discipline. Students’ activity
amounted to 62,05% in the first cycle, 70,62% in the second cycle, and 81,76% in the third cycle.
Students’ discipline amounted to 55,68% in the first cycle, 75,22% in the second cycle, and 82,27 %
in the third cycle.

Keywords: Cooperative learning model type TGT, Learning Activity , Learning Discipline, KKPI.


Full Text:

PDF


DOI: https://doi.org/10.21831/e-jpti.v5i2.4673

Refbacks

  • There are currently no refbacks.