Penerapan model pembelajaran learning cycle (LC) terhadap aktivitas dan hasil belajar pada materi pokok getaran dan gelombang

Nikmah, Faikotun (2016) Penerapan model pembelajaran learning cycle (LC) terhadap aktivitas dan hasil belajar pada materi pokok getaran dan gelombang. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengetahui (1) aktivitas siswa dan guru menggunakan model pembelajaran Learning Cycle (LC) pada materi getaran dan gelombang, (2) peningkatan hasil belajar siswa setelah menggunakan model pembelajaran Learning Cycle (LC) pada materi getaran dan gelombang, (3) terdapat tidaknya hubungan yang signifikan antara aktivitas terhadap hasil belajar siswa menggunakan model pembelajaran Learning Cycle (LC) pada materi getaran dan gelombang.

Penelitian ini menggunakan pendekatan kuantitatif menggunakan jenis penelitian eksperimen dengan model rancangan Design Pra-Eksperimental dengan tipe One Group Pretest-Posttest design. Instrumen yang digunakan adalah lembar pengamatan aktivitas siswa dan guru dan tes hasil belajar kognitif siswa. Populasi penelitian adalah kelas VIII semester 2 SMP Muhammadiyah Palangka Raya tahun Ajaran 2015/2016, sampel penelitian adalah kelas VIII-3 yang dipilih secara purposive sampling berjumlah berjumlah 17 siswa. Analisis data menggunakan program Microsoft excel 2007 dan SPSS versi 17.0 for windows.

Hasil penelitian menunjukkan bahwa: (1) aktivitas siswa pada pembelajaran fisika secara keseluruhan dengan model pembelajaran learning cycle termasuk dalam kategori cukup baik dengan persentase nilai rata-rata sebesar 66,32% dan aktivitas guru pada pembelajaran fisika secara keseluruhan dengan model pembelajaran learning cycle termasuk dalam kategori baik dengan persentase nilai rata-rata sebesar 79,44%. (2) berdasarkan analisis tes hasil belajar kognitif siswa didapatkan nilai rata-rata pretest 30,31 dan nilai rata-rata posttest sebesar 45,02. Berdasarkan analisis gain dan N-gain menunjukkan bahwa hasil belajar kognitif siswa mengalami peningkatan setelah dilaksanakan model Learning Cycle (LC) termasuk dalam kategori rendah dengan nilai sebesar 0,20. (3) berdasarkan analisis uji hipotesis aktivitas belajar terhadap hasil belajar menunjukkan tidak terdapat hubungan yang signifikan antara aktivitas terhadap hasil belajar dengan rs hitung sebesar 0,336 dengan kategori rendah.

ABSTRACT

This study was aimed to understand: (1) the activities of students and teachers in using LC (Learning Cycle) learning model at vibration and waves subject; (2) the increasing of student’s learning and outcomes after applying LC (Learning Cycle) at Vibration and waves subject; (3) the existence of significant relation between activities and student’s learning outcomes by using LC (Learning Cycle) learning model at vibration and waves subject.

This study used quantitative approach in experimental research. The research applied Pre-Experimental Design research with one group pretest-posttest design. The instruments used in the study were the observation sheets of student and teacher activities and the cognitive learning outcome test of the students. The population of the research was the 17 students of grade VIII semester II of SMP Muhammadiyah Palangka Raya that had been selected based on purposive sampling. The data analysis was done by using Microsoft Exel 2007 and SPSS Version 17.0 Windows.

The result of the study showed that: (1) learning activities of students in physics as a whole using LC (Learning Cycle) learning model was in cluded in the category of fair, with a percentage of average value 66,32. The activities of teachers in physics as a whole using LC (Learning Cycle) model was included in the category of good with a percentage of average value 79,44. Based on the analysis of the test results of student’s cognitive leaning; (2) the average value obtained in pretest is 30,31 and the average value obtained in posttest is 45,02. The analysis of gain and N-gain showed that student’s cognitive learning outcome increases after the application of LC (Learning Cycle) learning Model with the category of low, the was 0,20; (3) the analysis of hypothesis testing on learning outcomes and learning activities showed that there was no significant relation between the activities and the learning outcomes with rs count 0,336 with the category of law.

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