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Sarana Aktivitas Dan Unggulan Guru

« VOL. XIII No.2 Desember 2019

EXPRESSING THE RESULTS OF CIVIC EDUCATION LEARNING ACHIEVEMENTS THROUGH PICTORAL RIDDLE APPROACH LEARNING (LEARNING APPROACH THAT DEVELOPS AND ENHANCES CRITICAL AND CREATIVE THINKING SKILLS) IN ODD SEMESTER XII-IPS-2 STUDENTS IN 6 MADIUN HIGH SCHOOL, MADI

Wahjudi Utomo (SMA Negeri 1 Kamal, Kabupaten Bangkalan)
Abstrak
Based on data obtained from cycle 1 to cycle 3 shows a change in the direction of Improving Student Learning Achievement Results for the achievement of research objectives. In cycle 1, the teacher's activity that stands out in the learning activities is the introduction (20%). Other teacher activities are examining students' understanding and giving feedback to students who ask questions, and clarifying less obvious subjects (22.85%). It's just that in clarifying the subject that is less clear the teacher seems to force understanding to students in line with the teacher's activities in learning, students are active in listening to the teacher's explanation (21.42%). The teacher's explanation that students listened to was not an explanation of the direct lecture method but a combination of explanations of the method of discussion, demonstration and question and answer. Students are active in demonstrating the activities that are on the student activity sheet (LKS). At the end of the lesson the teacher gives a quiz to measure student achievement. The value obtained by students is still not optimal, because of the 22 students who can complete their learning there are still 21 students. In cycle 2, the teacher's activities that were prominent in the learning activities were the introduction (17.50%). The preliminary stage still requires a lot of time because there are operational sub-activities as discussed in the first cycle. The other dominant activity of the teacher is checking students' understanding and giving feedback to students who ask questions, and clarifying the subject which is less clear. The teacher tries to make the example included in the context used by students and can develop positive student attitudes. Increased teacher activity motivates students in the Value Clafification and Moral Development Approach groups (approaches that develop students' personalities according to competence) (to 7.5% from 4.28% in the first cycle) and provides guided training in the Value Clafification and Moral Development groups Approach (Approach that develops students' personal according to competence) (to 12.5% from 7.15% in the first cycle).In line with teacher activities, student activities in learning are students actively presenting observations in the Value Clafification and Moral Development Approach group (approaches that develop students' personalities according to competencies) (12.5%). In this case there are still weaknesses, namely the courage of students in presenting the results of the discussion group Value Clafification and Moral Development Approach (approaches that develop students' personal according to competence) in front of the class. Only 4 groups showed up, on average they still showed an attitude of doubt, worrying wrong. The way to report the results of group work is still clear. At the end of the lesson the teacher gives a quiz to measure student achievement. The results of the quiz on cycle 2 there was an increase from 26 students who completed learning in cycle 1 to 28 students who completed. In cycle 3, the teacher's salient activity in the learning cycle was to provide guided training in small groups (25%). This is in line with the students 'activities in presenting observations in the group discussion Value Clafification and Moral Development Approach (approach that develops students' personalities according to their competencies) (25%), reads the worksheet (15.62%), and demonstrates the activities in the worksheet (15.62%). For this reason the teacher in linking the lesson now with the previous attempt to be made real, by not ignoring the prior student's prior knowledge. So that students' activities in the learning process increase and are completed

Kata kunci : : Learning achievement, Value Clafification and Moral Development Approach (Approach that develops students' personal according to competence)

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