PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT FACILITATOR AND EXPLAINING (SFE) UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR MATEMATIKA
Abstract
ABSTRAK
Penelitian Penelitian ini bertujuan untuk mengetahui peningkatan motivasi dan peningkatan hasil belajar Matematika menggunakan model pembelajaran kooperatif tipe Student Facilitator and Explaining pada peserta didik kelas SMP PGRI 1 Batanghari. Dalam penelitian ini menggunakan pendekatan kualitatif, dengan jenis penelitian tindakan kelas (PTK). Teknik pengumpulan data dalan penelitian ini menggunakan instrumen berupa kuisioner motivasi belajar peserta didik, dan soal pretest dan postest sebanyak masing-masing 4 soal essay materi Pola Bilangan. Analisis data menggunakan deskriptif kuantitatif. Penelitian ini dilaksanakan dalam 2 siklus, masing-masing siklus terdiri dari 2 kali pertemuan. Setiap siklus terdiri dari perencanaan, pelaksanaan, pengamatan dan refleksi. Hasil penelitian ini yaitu: (1) peningkatan peresentase motivasi belajar dari siklus 1 sebesar 65,21% dan meningkat menjadi 82,60% pada siklus 2 yang berarti masuk dalam kategor “baik”. (2) peningkatan presentase hasil belajar peserta didik dari pretest siklus 1 yaitu 26,1% meningkat menjadi 34.8% pada postest siklus 1 kemudian hasil pretest siklus 1 meningkat pada pretest siklus 2 yaitu 73,9% dan postest siklus 1 juga mengalami peningkatan pada postest siklus 2 yaitu 82.6% sehingga diperoleh nilai gain sebesar 0.52 dan masuk dalam kategori “sedang” yaitu 0,30 > g Berdasarkan hasil penelitian dapat disimpulkan bahwa peningkatan motivasi dan hasil belajar Matematika peserta didik kelas SMP PGRI 1 Batanghari tahun pelajaran 2020/2021 terjadi karena menerapkan model pembelajaran kooperatif tipe Student Facilitator and Explaining (SFE).
Kata kunci: hasil belajar; motivasi belajar; student facilitator and explaining (SFE)
ABSTRACT
This study aims to determine the increase in motivation and increase in learning outcomes of Mathematics using a cooperative learning model of the Student Facilitator and Explaining type in the students of SMP PGRI 1 Batanghari class. In this study using a qualitative approach, with the type of classroom action research (CAR). The data collection technique in this study used an instrument in the form of a student learning motivation questionnaire, and 4 pretest and posttest questions each on the Number Pattern material. Data analysis used descriptive quantitative. This research was carried out in 2 cycles, each cycle consisting of 2 meetings. Each cycle consists of planning, implementing, observing and reflecting. The results of this study are: (1) an increase in the percentage of learning motivation from the first cycle of 65.21% and increased to 82.60% in the second cycle which means it is in the "good" category. (2) an increase in the percentage of student learning outcomes from the pretest cycle 1 which is 26.1% increased to 34.8% in the posttest cycle 1 then the results of the pretest cycle 1 increased in the pretest cycle 2 which is 73.9% and the posttest cycle 1 also experienced an increase in the posttest Cycle 2 is 82.6% so that the gain value is 0.52 and is included in the "medium" category, which is 0.30 > g. apply the type of cooperative learning model Student Facilitator and Explaining (SFE).
Keywords: learning motivation; learning outcomes; student facilitator and explaining (SFE)
References
Arikunto, S. (2013). Dasar-Dasar Evaluasi Pendidikan. Bumi Aksara. Jakarta
Emda, A. (2017). Kedudukan Motivasi Belajar Peserta didik Dalam Pembelajaran. Latanida Jurnal. 5(2), 93-196.
Fatimah, dkk (2014). Penerapan Pendekatan Pembelajaran Student Facilitator and Explaining Dalam Upaya Meningkatkan Kemampuan Pemecahan Masalah Matematika Peserta didik. Jurnal Analisa 1(2), 73-86.
Hanafiah & Suhana. (2009). Konsep Strategi Pembelajaran. Bandung: PT Refika Aditama
Hasanudin. (2015). Penerapan Model Pembelajaran Student Facilitatorand Explaining untuk Meningkatkan Hasil Belajar dan AktivitasSiswa Materi Gas Ideal di Kelas XI IPA-1 SMA Negeri 1 Sungai Ambawang. Skripsi. Pontianak: FKIP Universitas Tanjungpura.
Massaleng. J. & Ratu, S.M. (2015). Penerapan Model Student Facilitator and Explaining Untuk Meningkatkan Hasil Belajar Pkn Peserta didik Kelas IV SDN5 Talunglipu Kabupaten Toraja Utara.Jurnal Kip.4(2), 879-885
Suyatno. (2009). Menjelajahi Pembelajaran Inovatif. Jakarta: Mas Media Buana Pustaka.
Syafarudin, Supono & Burhanddin. (2019) Pendidik Mari Kita Menulis Penelitian Tindakan Kelas (PTK). CV. Budi Utama. Yogyakarta
Vahlia, I. dkk. (2018). Pengaruh Model Pembelajaran FSLC Terhadap Kemampuan Pemecahan Masalah Matematika Ditinjau Dari Motivasi Belajar Siswa. Jurnal Aksioma Pendidikan Matematika FKIP Universitas Muhammadiyah Metro, 7(1), 96-102.
Yanto.Y. & Juwita.R. (2018). Penerapan Model Kooperatif Tipe Student Facilitator and Explaining Terhadap Hasil Belajar Matematika Peserta didik. Jurnal Pendidikan Matematika(Judika Education). 1(1), 53-60.
Authors who publish with EMTEKA: Jurnal Pendiidkan Matematika agree to the following terms
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
EMTEKA: Jurnal Pendiidkan Matematika is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
This journal provides immediate open access to its content on the principle that making research freely available to the public supports a greater global exchange of knowledge. EMTEKA offers all authors of journal articles allows their research openly available, free access and time restrictions.
All articles published Open Access will be immediately and permanently free for everyone to read and download. Under the CC-BY license, authors retain ownership of the copyright for their article, but authors grant others permission to use the content of publications in EMTEKA in whole or in part provided that the original work is properly cited. Users (redistributors) of AKSIOMA are required to cite the original source, including the author's names, EMTEKA as the initial source of publication, year of publication, volume number and DOI (if available)
