Saung Guru

Abstrak
This study aims to (1) improve learning outcomes of Social Sciences Subjects by the application of Problem Solving learning methods and (2) obtain evidence that the Problem Solving learning method can improve students' learning outcomes in Social Sciences Subjects. The type of this research is Classroom Action Research (CAR) with research subjects are VII grade students of SMP 3 Pancatengah academic year 2018/2019. The research was carried out in two cycles, each cycle taken with two actions and consisted of four stages, namely planning, implementation, observation, and reflection. Data obtained from the results of observations during the social studies learning activities take place by using student and teacher observation sheets, documentation, and test results. This study uses two forms of data analysis, namely quantitative analysis and qualitative analysis. The validity of the data used in this study uses data triangulation. The method used to solve the problem, set a temporary answer to the problem, test the truth of the temporary answer, draw conclusions. Cycle I at the beginning of the lesson is preceded by using the lecture method, then proceed with the problem solving method. In the second cycle using the problem solving method which was then clarified by the question and answer method. The results of the study show that the average value of each cycle has increased. The first cycle of the average value obtained was 6.57, in the second cycle there was an increase of 7.57. In addition to the average value, student activities also experienced an increase, including aspects of asking questions in the first cycle of 16.67%, cycle II of 10%. The aspect of responding to the responses of other students in the first cycle was 21.67%, the second cycle was 13.34%. Aspects of answering questions in cycle I were 16.67%, cycle II was 66.67%. Aspects pay attention to the teacher's explanation in the first cycle of 71, 67%, cycle II is 85%. The group discussion aspect in the first cycle was 66.67%, the second cycle was 86.67%. The aspect of class discussion in the first cycle was 81.67%, cycle II was 86, 67%. Penelitian ini bertujuan untuk (1) meningkatkan hasil belajar Mata Pelajaran IPS dengan penerapan metode pembelajaran Problem Solving dan (2) mendapatkan bukti bahwa metode pembelajaran Problem Solving dapat meningkatkan hasil belajar Mata Pelajaran IPS siswa. Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK) dengan subjek penelitian adalah siswa kelas VII SMPN 3 Pancatengah tahun ajaran 2018/2019. Penelitian dilaksanakan dalam dua siklus, setiap siklus ditempuh dengan 2 kali tindakan dan terdiri atas 4 tahap yaitu perencanaan, pelaksanaan, observasi, dan refleksi. Data hasil penelitian diperoleh dari hasil observasi selama kegiatan pembelajaran IPS berlangsung dengan menggunakan lembar observasi siswa dan guru, dokumentasi, dan tes hasil belajar. Penelitian ini menggunakan dua bentuk analisis data yaitu analisis kuantitatif dan analisis kualitatif. Keabsahan data yang digunakan dalam penelitian ini mengunakan triangulasi data. Metode yang digunakan untuk memecahkan masalah tersebut, menetapkan jawaban sementara dari masalah tersebut, menguji kebenaran jawaban sementara tersebut, menarik kesimpulan. Siklus I pada awal pelajaran didahului dengan menggunakan metode ceramah, kemudian dilanjutkan dengan metode problem solving. Pada siklus II menggunakan metode problem solving yang kemudian diklarifikasi dengan metode tanya jawab. Hasil penelitian menunjukkan perolehan nilai rata-rata yang setiap siklusnya mengalami peningkatan. Siklus I nilai rata-rata yang diperoleh sebesar 6,57, pada siklus II mengalami peningkatan yaitu 7,57. Selain nilai rata-rata, aktivitas siswa juga mengalami peningkatan d iantaranya aspek mengajukan pertanyaan pada siklus I sebesar 16,67%, siklus II sebesar 10%. Aspek menanggapi respon siswa lain pada siklus I sebesar 21,67%, siklus II sebesar 13,34%,. Aspek menjawab pertanyaan pada siklus I sebesar 16,67%, siklus II sebesar 66,67%. Aspek memperhatikan penjelasan guru pada siklus I sebesar 71, 67%, siklus II sebesar 85%. Aspek diskusi kelompok pada siklus I 66,67%, siklus II sebesar 86,67%. Aspek diskusi kelas pada siklus I sebesar 81,67%, siklus II sebesar 86 ,67%