@rtikulasi

Abstrak
This classroom action research was conducted in class VI of Linggasari Elementary School in 2 cycles, with details of the preparation of the first and second cycles as follows; (1) Make a plan that is making learning devices (RPP-1, interview guidelines, test questions, teacher-teacher assessment), (2) actions (teaching and learning teachers in class), (3) observation (assessment by collaborators during KBM) and (4) Reflection, discussing weaknesses and strengths during teaching and learning activities between teaching teachers and collaborators. Data obtained from formative tests, the results of student interviews and the assessment of collaborators / observers. The second cycle is carried out as in the first cycle with different material. The results of the study obtained an increase in learning outcomes from PBM cycle 1, which is class average 62.23. These results have an increase in the average value when compared with the pre cycle with the acquisition of an average value of 53.13. Similarly, the number of students who are able to master the material above SKBM (70%) at the end of cycle 2 is 36 students or 64.29%. The average value of the second cycle is an increase from the first cycle to 71.25. Based on the data obtained from the results of this study, proving that by applying the habitual method of asking, has been able to improve students' understanding of mathematics. Although these results have not yet reached the expectations that have been determined, because of some student learning activities most are still below 70%. Because of this, it is recommended that the habitual method of asking can be used as an alternative to improve students' understanding of learning, especially in Mathematics. Penelitian tindakan kelas ini dilaksanakan di kelas VI SDN Linggasari dalam 2 siklus, dengan rincian persiapan siklus pertama dan kedua sebagai berikut; (1) Membuat perencanaan yaitu membuat perangkat pembelajaran (RPP-1, pedoman wawancara, soal ulangan, penilaian KBM guru), (2) tindakan (KBM guru dikelas), (3) observasi (penilaian oleh kolaboarator selama KBM) dan (4) Refleksi, membahas kelemahan dan kelebihan selama KBM antara guru pengajar dan kolaborator. Data diperoleh dari test formatif, hasil wawancara siswa dan penilaian kolaborator/pengamat. Siklus kedua dilaksanakan seperti pada siklus pertama dengan materi yang berbeda. Diperoleh hasil penelitian mengalami kenaikan hasil belajar dari PBM siklus 1 yaitu rata kelas 62,23. Hasil tersebut ada kenaikan nilai rata-rata bila dibandingkan dengan pra siklus dengan perolehan nilai rata-ratanya sebesar 53,13. Begitu pula jumlah siswa yang mampu menguasai materi di atas SKBM (70%) di akhir siklus 2 sejumlah 36 orang siswa atau 64,29%. Perolehan nilai rata-rata pada siklus ke 2, ada kenaikan dari siklus pertama yaitu menjadi 71,25. Berdasarkan data yang diperoleh dari hasil penelitian ini, membuktikan bahwa dengan menerapkan metode kebiasaan bertanya, telah mampu meningkatkan pemahaman siswa terhadap pelajaran matematika. Walaupun hasil ini belum mencapai harapan yang telah ditentukan, karena dari beberapa kegiatan belajar siswa sebagian besar masih di bawah 70%. Oleh karena hal tersebut, disarankan Metode kebiasaan bertanya ini dapat dijadikan alternatif untuk meningkatkan pemahaman siswa dalam belajar, terutama pada pelajaran Matematika.