Ignatius Sulistyo
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Journal : Jurnal Studi Sosial Program Pascasarjana P-IPS

MODEL CONNECTED DALAM PEMBELAJARAN IPS BERKARAKTER

Jurnal Studi Sosial Program Pascasarjana P-IPS Vol 2, No 3 (2014): Jurnal Studi Sosial
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

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Abstract

The purposes of this research were to produce the Connected Model in social studies that can be used as an alternative to improve the learning outcomes of students in junior high, connected model to analyze the effectiveness of testing in social studies. This research method uses Research and Development (R&D). Results showed that connected model product development in social studies learning was developed by using the research design development adopted the steps from Dick and Carey instructional design model, and then tested with the results of the development steps by Borg and Gall development research, conducted through 6 stages, namely: making needs analysis, planning or product development, or expert review of the expert validation, product revision, the test is limited, and, so models and reporting. Connected Model in the IPS learning effectively used in teaching social studies.Tujuan Penelitian ini adalah menghasilkan Model Connected pada mata pelajaran IPS yang dapat dijadikan alternatif untuk meningkatkan hasil belajar peserta didik di SMP, menganalisis pengujian efektifitas Model Connected pada mata pelajaran IPS. Metode penelitian ini menggunakan Research and Development (R&D). Hasil penelitian menunjukkan pengembangan produk model Connected dalam pembelajaran IPS dikembangkan menggunakan model rancangan penelitian pengembangan mengadopsi langkah-langkah Dick and Carey sebagai model desain pembelajaran, kemudian hasil pengembangan diuji cobakan dengan langkah-langkah penelitian pengembangan Borg and Gall, yang dilaksanakan melalui 6 tahap, yaitu: membuat analisis kebutuhan, perencanaan atau pengembangan produk,  validasi ahli atau reviu ahli,  revisi produk, uji terbatas, dan, model jadi dan pelaporan. Model Connected dalam pembelajaran IPS efektif digunakan dalam pembelajaran IPS.Kata kunci:  ips, model pembelajaran connected, pendidikan karakter

PENINGKATAN MOTIVASI BELAJAR DENGAN MENERAPKAN MODEL PEMBELAJARAN KOOPERATIF TGT PADA PELAJARAN PKN

Jurnal Studi Sosial Vol 4, No 1 (2016): Jurnal Studi Sosial
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Lampung

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Abstract

Observations that have been implemented based on the background of the problem, which were the existence of boredom or lack of enthusiasm for learning, the results of daily tests students still below Standard KKM and the lack of learning media and methods that are less attractive in the learning process. As this study aims to improve students learning activities, generate cooperation, facilitating students to express opinions, provide an opportunity to ask and improving student discipline. Based on the analysis of the first cycle students with 2 meetings. The average value of 18.70% of learning activities. Learning Outcomes 68.70%, 26.60% Portfolio Data. Cycle II with 2 meetings. The average value of 47.10% of learning activities. Learning Outcomes 73.38%, 57% Portfolio Data. Cycle III with 2 meetings. The average value of learning activities 82.58%, 82.41% Learning Outcomes.Pengamatan yang telah dilaksanakan dalam Mata Pelajaran PKn berdasarkan latar belakang masalah yaitu adanya kejenuhan atau kurang semangat belajar, hasil ulangan harian siswa masih dibawah Standar KKM dan kurangnya media belajar dan metode yang kurang menarik dalam proses pembelajaran. Penelitian ini bertujuan untuk meningkatkan aktifitas belajar siswa, membangkitkan kerjasama, memfasilitasi siswa untuk mengemukakan pendapat, memberi kesempatan bertanya dan meningkatkan disiplin siswa. Berdasarkan analisis siswa Siklus I dengan 2 kali pertemuan. Rata-rata nilai Aktivitas belajar 18,70%. Hasil Belajar 68,70 %, Data Portofolio 26,60%. Siklus II dengan 2 kali pertemuan. Rata-rata nilai Aktivitas belajar 47,10%. Hasil Belajar 73,38%, Data Portofolio 57%. Siklus III dengan 2 kali pertemuan. Rata-rata nilai Aktivitas belajar 82,58%, Hasil Belajar 82,41%.Kata kunci:    model pembelajaran kooperatif, motivasi belajar, tgt