Lumbung Pustaka UNY: No conditions. Results ordered -Date Deposited. 2024-03-29T14:13:29ZEPrintshttp://eprints.uny.ac.id/apw_template/images/sitelogo.pnghttps://eprints.uny.ac.id/2015-08-13T11:24:33Z2015-08-13T11:24:33Zhttp://eprints.uny.ac.id/id/eprint/24937This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/249372015-08-13T11:24:33ZIMPROVEMENT ACTIVITIES AND STUDENT LEARNING
OUTCOMES IN READING COMPREHENSION THROUGH
COOPERATIVE LEARNING
TYPE TEAMS-GAMES-TOURNAMENT (TGT) FIFTH GRADE CLASS
ELEMENTARY SCHOOL 8 SOUTH METROThis research is motivated by the low activities and student learning
outcomes in teaching reading comprehension is lesson. The purpose of this action
research to improve the activity and student learning outcomes in reading
comprehension through cooperative learning type teams-games-tounament (TGT)
in fifth grade class Elementary School 8 South Metro academic year 2011/2012.
This study is a Classroom Action Research (CAR). CAR consists of a series of
four activities carried out in the cycle, namely: (1) planning, (2) implementation,
(3) observation, and (4) reflection. The data were taken by using observation, test,
and documentation. The data analysis of this research is descriptive qualitative
and quantitative of the learning process of students from the first cycle to the
second cycle.The results of the reading comprehension is lesson in fifth grade
class students of Elementary School 8 South Metro through the TGT cooperative
learning from cycle to cycle is increase. Student activity in the first cycle obtained
65.90%, in the second cycle it obtained 78.40% or 12.50% increased. Student
learning outcomes in the first cycle is 68.33, the second cycle increased 5.21 to
73.54. Based on the findings, reading comprehension activities through
cooperative learning tipe TGT is able to improve student learning outcomes.
Researcher recommend to teachers to implement cooperative learning TGT as an
alternative learning method to teach Indonesian as well as other subjects.
Keywords: Activities, Learning Outcomes, Reading Comprehension, TeamsGames-Tournament
(TGT)Teguh Prasetyoteguh.dikdas@gmail.com2015-08-10T09:45:20Z2019-05-09T02:34:34Zhttp://eprints.uny.ac.id/id/eprint/24594This item is in the repository with the URL: http://eprints.uny.ac.id/id/eprint/245942015-08-10T09:45:20ZPengembangan Perangkat Penilaian Hasil Belajar dalam Pembelajaran Tematik Integratif Kelas V SD pada Subtema Komponen EkosistemPenelitian ini bertujuan untuk: (1) menghasilkan perangkat penilaian yang layak untuk pembelajaran tematik-integratif kelas V SD, (2) mengetahui kepraktisan perangkat penilaian yang dikembangkan, dan (3) mengetahui keefektifan perangkat penilaian di kelas V SD pada subtema Komponen Ekosistem.
Penelitian pengembangan ini mengacu pada model pengembangan 4-D dari Thiagarajan, Semmel, & Semmel yang telah dimodifikasi menjadi tiga prosedur pengembangan, yaitu: (1) define, (2) design, dan (3) develop. Tahap define meliputi analisis awal-akhir, analisis peserta didik, analisis materi, analisis tugas dan perumusan indikator, tahap design meliputi pemilihan format, pemilihan media, dan draf produk awal, tahap develop meliputi validasi ahli dan uji coba pengembangan. Subjek uji coba pengembangan terdiri dari SDN Godean 1, SDN Cebongan 1, dan SDN Purwomartani. Instrumen pengumpulan data yang digunakan adalah lembar validasi, lembar observasi keterlaksanaan, lembar observasi aktivitas peserta didik, angket respon guru, dan angket respon peserta didik. Seluruh instrumen telah divalidasi oleh ahli. Analisis data dilakukan secara kuantitatif dan kualitatif. Analisis data kuantitatif dilakukan dengan mengkonversikan skor total yang dikategorikan sedangkan data kualitatif digunakan mendapatkan masukan dan saran terhadap produk yang dikembangkan.
Hasil penelitian menunjukkan bahwa perangkat penilaian hasil belajar dalam pembelajaran tematik-integratif di kelas V SD pada subtema Komponen Ekosistem layak digunakan, praktis, dan efektif. Berdasarkan penilaian ahli terhadap perangkat penilaian hasil yang dikembangkan berkategori “sangat baik”. Selanjutnya hasil uji coba pengembangan, produk menunjukkan bahwa perangkat penilaian hasil belajar berkategori “sangat praktis” dan “sangat efektif” dalam pembelajaran. Selain itu produk juga dapat mengukur ketuntasan prestasi belajar peserta didik.Teguh Prasetyo