Meningkatkan Hasil Belajar Tema Tiga menjadi Penemu pada Pembelajaran IPA melalui Model Inquiry Siswa Kelas VI SD Inpres Bunne Kabupaten Barru
DOI:
https://doi.org/10.30605/cjpe.412021.602Keywords:
Hasil belajar, Model Inquiry, Pembelajaran IPAAbstract
Hasil analisis observasi keaktifan belajar siswa kelas VI SD Inpres Bunne kabupaten Barru, masih cukup skor persentase 53,21%, kemampuan guru juga masih cukup skor persentase 54,16%, tidak mencapai standar minimal 62,5% minimal kategori baik. Sedangkan hasil belajar tema ayo menjadi penemu masih kurang, skor rerata yang dicapai 64,62 dengan tuntas belajar klasikal hanya 38,46% dari 5 orang dari total 13 orang siswa, belum mencapai standar minimal KKM 70 atau minimal kategori cukup dengan tuntas belajar klasikal minimal 85%. (Bahriah, 2018). Alternatif pemecahan masalah adalah pelaksanaan model Inquiry pada tema ayo menjadi penemu pada pembelajaran IPA, untuk meningkatkan hasil belajar siswa kelas VI SD Inpres Bunne, melalui wadah penelitian tindakan kelas.Prosedur penelitian tindakan kelas ini, model siklus Kurt Lewin yang terdiri dari tiga siklus dan masing-masing siklus meliputi: perencanaan (planning), tindakan (acting), obervasi (observing), refleksi (reflecting), terdiri tiga siklus, setiap siklus tiga kali pertemuan pembelajaran, satu kali pertemuen diberikan tes akhir tiap siklus, sesuai skenario tindakan yang telah dirancang. Subjek penelitian ini siswa kelas VI SD Inpres Bunne berjumlah 13 orang siswa, 8 orang perempuan dan 5 orang laki-laki. Data kuantitatif hasil belajar dikumpul dari hasil tes praktik tiap akhir siklus. Data kualitatif dikumpul dari lembar observasi aktivitas belajar siswa dan kemampuan guru. Hasil penelitian: (1) Hasil belajar tema tiga menjadi penemu meningkat kualitas rerata selisih 11,54% dan kategori kategori baik siklus III skor rerata 80,77 dari kurang siklus II skor rerata 69,23 dengan tuntas belajar yang dicapai 84,6% siklus III. (2) Kemampuan guru meningkat selisih 18,06% siklus III persentase skor 75,00% kategori baik, dari siklus II persentase skor 56,94% kategori cukup. (3) Aktifitas belajar siswa meningkat selisih 2,77% meningkat kategori baik siklus III persentase skor 75,21%, kategori cukup dari siklus II persentase skor 59,19%
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