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Peningkatan Kompetensi Menyusun Proposal Penelitian Tindakan Kelas melalui Model Pelatihan Partisipatif dengan Pendampingan Intensif Bagi Guru Guru di SMP Negeri 2 Ampel Kabupaten Boyolali

Mediatati, Nani. 2015. Peningkatan Kompetensi Menyusun Proposal Penelitian Tindakan Kelas melalui Model Pelatihan Partisipatif dengan Pendampingan Intensif bagi Guru Guru di SMP Negeri 2 Ampel Kabupaten Boyolali.Tujuan penelitian ini untuk meningkatkan kompetensi menyusun proposal penelitian tindakan kelas (PTK) guru guru di SMP Negeri 2 Ampel Kabupaten Boyolali melalui model pelatihan partisipatif dengan pendampingan intensif. Penelitian tindakan sekolah ini dilaksanakan dengan strategi siklus yang dimulai dari identifikasi masalah, penyusunan rencana tindakan, pelaksanaan tindakan, observasi tindakan, dan refleksi. Penelitian ini dilakukan dalam dua siklus. Berdasarkan identifikasi masalah, guru-guru mengalami kesulitan dalam menyusun proposal PTK. Tindakan pada siklus 1 diterapkan model pelatihan partisipatif dengan pendampingan intensif secara kelompok/klasikal. Pada siklus 2 diterapkan model pelatihan partisipatif dengan pendampingan intensif secara individu. Teknik pengumpulan data yang digunakan dalam penelitian ini adalah observasi, wawancara, dan evaluasi. Analisis data menggunakan analisis deskriptif komparatif. Hasil penelitian menunjukkan bahwa ada peningkatan kompetensi guru dalam menyusun proposal PTK dari siklus 1 ke siklus 2. Pada siklus 1 penilaian terhadap ketiga proposal PTK yang dipresentasikan guru mulai dari latar belakang masalah, rumusan masalah, tujuan penelitian, manfaat hasil penelitian, kajian teoritis/pustaka, kerangka berpikir, hipotesis tindakan, metode penelitian, jadwal penelitian, dan daftar pustaka, masing-masing dinilai dengan kriteria baik, cukup, dan kurang. Pada siklus 2, penilaian terhadap ketiga proposal yang dipresentasikan guru semuanya dinilai dengan kriteria baik. Observasi terhadap proses pelatihan menunjukkan bahwa guru-guru memiliki keseriusan, antusias, kemauan, dan keaktifan yang tinggi untuk menyusun proposal PTK. Partisipasi aktif guru-guru dalam proses pelatihan dan pendampingan intensif dari pelatih baik secara klasikal maupun individu dalam penyusunan proposal PTK inilah yang mendukung keberhasilan dari pelatihan ini.Kata Kunci : Kompetensi Menyusun Proposal PTK, Model pelatihan partisipatif dengan pendampingan intensif.Mediatati, Nani. 2015. Increasing Competence to Make a Classroom Action Research Proposal by Training Participatory Model with Intensive Support for The Teachers in Ampel 02 Junior High School of Boyolali District.The purpose of this research was to increase competence to make a classroom action research proposal for the teachers in Ampel 02 Junior High School of Boyolali district by participatory training model with intensive support. School action research was conducted with the cycle strategy which was starting from the problem identification, planning, action, observation, and reflection. This research was conducted in two cycles. Based on the problem identification, the teachers had some difficulties to make a classroom action research proposal. The action in cycle 1 was applied by participatory training model with intensive support in a group or classical. The action in cycle 2 was applied by the participatory training model with intensive individual counseling. Data collection techniques that were used in this research were the observation, interview and evaluation. Data analysis used the comparative descriptive analysis. The results showed that there was an increasing of the teachers competence to make a classroom action research proposal from cycle 1 to cycle 2. In cycle 1, the assessment of the three proposals which were presented by teachers from the problem background, problem formulation, research objectives, research benefit, literature review, mind frame, hypothesis of action, research methods, research schedule and bibliography were determined by good, moderate, and less criteria. In cycle 2, the assessment of proposals which were presented by three teachers were assessed with good criteria. Observation of the training process showed the teachers had the seriousness, enthusiasm, willingness, and the high activeness to make a classroom action research proposal. The active participation of teachers in the process with intensive training and coaches assistance by classical and individual to make a classroom action research proposals supported the success of this training.
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Penerapan Model Pembelajaran Kooperatif Tipe Learning Together untuk Meningkatkan Prestasi Belajar Siswa pada Mata Diklat Keselamatan, Kesehatan Kerja dan Lingkungan Hidup (K3lh) Kelas X Administrasi Perkantoran 2 Smk Negeri 1 Sragen

Tujuan Penelitian ini adalah mengetahui penerapan model pembelajaran kooperatif tipe learning together dalam upaya meningkatkan prestasi belajar keselamatan, kesehatan kerja dan lingkungan hidup (K3LH) pada siswa kelas X AP 2 SMK Negeri 1 Sragen.Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK). Teknik pengumpulan data dilakukan dengan observasi, dokumentasi, wawancara, dan tes. Prosedur penelitian meliputi tahap: (1) pengenalan masalah, (2) persiapan tindakan, (3) penyusunan rencana tindakan, (4) implementasi tindakan, (5) pengamatan, dan (6) penyusunan laporan. Proses penelitian ini dilaksanakan dalam dua siklus.Berdasarkan penelitian yang telah dilakukan, dapat disimpulkan bahwa penerapan metode pembelajaran kooperatif tipe Learning Together (LT) pada pembelajaran K3LH secara optimal dapat meningkatkan prestasi belajar siswa kelas X AP 2 SMK Negeri 1 Sragen. Hal tersebut ditunjukkan dengan adanya peningkatan kerja sama siswa pada siklus I sebesar 62,5% menjadi 87,5% pada siklus II dan sudah melampaui target yang ingin dicapai yaitu 70%. (2) Keaktifan siswa mengalami peningkatan. Hal tersebut ditunjukkan dengan adanya peningkatan rata-rata pada siklus I sebesar 25% menjadi 79,17% pada siklus II dan sudah melampaui target yaitu 70%. (3) Adanya peningkatan ketepatan dan ketelitian dalam menyelesaikan soal. Hal ini ditunjukkan dengan adanya peningkatan pada siklus I sebesar 50% menjadi 75% pada siklus II dan sudah mencapai target yang diinginkan yakni 70% (4) Adanya peningkatan ketuntasan hasil belajar siswa dalam mata diklat K3LH. Hal tersebut ditunjukkan dengan adanya peningkatan pada siklus I sebesar 66,67% menjadi 89,58% pada siklus II dan sudah melampaui target yang ingin dicapai yaitu 75%. Kata Kunci : model pembelajaran kooperatif tipe learning together, prestasi belajarThe purpose of this study was to determine the implementation of cooperative learning model learning together in efforts to improve learning achievement of safety, health and environment (K3LH) in class X AP 2 SMK Negeri 1 sragen.This study used action research approach (PTK). This research was carried out with the collaboration between classroom teachers, researchers and students involved. Data was collected through observation, documentation, interviews, and tests. Research procedure includes the step of: (1) the introduction of the problem, (2) the preparation of the action, (3) the preparation of an action plan, (4) the implementation of the action, (5) observation, and (6) the preparation of reports. The research process was conducted in two cycles. Based on the research that has been done, it can be concluded that the application of methods of cooperative learning Learning Together (LT) on learning K3LH can optimally improve student achievement of class X AP 2 SMK Negeri 1Sragen. This is reflected in some indicators as follows: (1) The application of cooperative learning methods Learning Together (LT) in the training eye K3LH increased. It is shown by an increase in the cooperation of students in the first cycle of 62.5% to 87.5% in the second cycle and has surpassed the target to be achieved is 70%. (2) The active participation of students has increased. This is shown by the average increase in the first cycle by 25% to 79.17% in the second cycle and has already exceeded the target of 70%. (3) An increase in the precision and accuracy in solving problems. This is indicated by an increase in the first cycle by 50% to 75% in the second cycle and have reached the desired target of 70% (4) There is an increasing mastery of student learning outcomes in training eye K3LH. This is indicated by an increase in the first cycle of 66.67% to 89.58% in the second cycle and has surpassed the target to be achieved is 75%.
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Penerapan Model Pbl untuk Meningkatkan Kemampuan Berpikir Kritis dan Hasil Belajar Siswa pada Materi Ekonomi di SMA Negeri 3 Surakarta Tahun Pelajaran 2014/2015

Tujuan penelitian ini adalah untuk meningkatkan kemampuan berpikir kritis dan hasil belajar pada materi Ekonomi kelas X IIS 1 SMA Negeri 3 Surakarta tahun ajaran 2014/2015 melalui penerapan model Problem Based Learning (PBL). Jenis penelitian ini adalah Penelitian Tindakan Kelas. Subjek penelitian ini adalah peserta didik kelas X IIS 1 SMA Negeri 3 Surakarta Tahun Pelajaran 2014/2015 yang berjumlah 32 peserta didik. Prosedur penelitian meliputi tahap (a) perencanaan, (b) tindakan, (c) observasi, (d) refleksi. Berdasarkan hasil penelitian, proses pembelajaran dengan penerapan model Problem Based Learning (PBL) dapat meningkatkan kemampuan berpikir kritis dan hasil belajar peserta didik. Hal ini terbukti kemampuan berpikir kritis peserta didik ditinjau dari segi aspek yaitu indikator-indikator berpikir kritis pada pra siklus 27,1%, siklus I 70,17%, dan siklus II 82,52% dan jika ditinjau dari segi individu pada pra siklus 16,13%, siklus I 70%, dan siklus II 85,48%. Hasil belajar peserta didik juga mengalami peningkatan yaitu nilai rata-rata pra siklus 78,41 (persentase ketuntasan 71,88%), siklus I menjadi 82,67 (persentase ketuntasan 84,38%), dan siklus II menjadi 85,54 (persentase ketuntasan 93,75%). Kata kunci : Problem Based Learning (PBL), kemampuan berpikir kritis, hasil belajarThe purpose of this research is to improve critical thinking skills and students learning outcomes of economic lesson at class X IIS 1of Senior High Sschool 3 Surakarta in the academic year of 2014/2015 with the implementation of Problem Based Learning (PBL) model. The type of this research is classroom action research. The subject of this research is students at X IIS 1 of Senior High School 3 Surakarta in the academic year of 2014/2015 with 32 students. The procedures of this research are (a) planning, (b) action, (c) observation, and (d) reflection. Based on the research results, the learning process with the implementation of Problem Based Learning (PBL) model can increase the critical thinking skills and learning outcomes of the students. It can be seen in the cycle I that the students' critical thinking skills in terms of every indicator aspect are pre research 27,1%, cycle I 70,17%, and cycle II 82,52%, and the individual critical thinking skills are pre cycle 16,13%, cycle I 70%, and cycle II 85,48%. Students learning outcomes are also increased at pre cycle have average value 78,41 (percentage of completeness 71,88%), cycle I becomes 82,67 (percentage of completeness 84,38%), cycle II becomes 85,54 (percentage of completeness 93,75%).
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