PENINGKATAN KEMANDIRIAN BELAJAR SISWA MELALUI LAYANAN BIMBINGAN KLASIKAL
DOI:
https://doi.org/10.33143/jes.v8i2.2417Abstrak
Jenis penelitian ini adalah penelitian tindakan kelas bimbingan dan konseling (PTK BK). Ada bermacam jenis layanan dalam BK, salah satunya adalah layanan bimbingan belajar. Pada penelitian ini, sumber data diperoleh dari: (1) Data proses diperoleh dari peneliti dalam memberikan layanan bimbingan kelompok dan siswa sewaktu mengikuti layanan dan situasi pada saat layanan. (2) Data hasil diperoleh dari pengamatan terhadap siswa berupa hasil remedial teaching siswa dalam ulangan harian. Pengumpulan data melalui angket terhadap 21 (orang) siswa. Pada siklus I, terdapat 15 siswa tidak sesuai dari aspek yang diterapkan karena masih menggantungkan kepada teman dan kurangnya kemandirian belajar siswa. Setelah dilaksanakan layanan bimbingan klasikal dan siswa mengisi angket kemandirian belajar, pencapaian kemandirian belajar siswa meningkat, dari 21 siswa terdapat 8 siswa yang masih kurang dalam kemandirian belajar. Dengan kata lain terdapat peningkatan dalam hal kemandirian belajar pada siswa setelah dilakukan layanan bimbingan klasikal dari 35 % pada siklus I meningkat menjadi 65 % pada siklus II. Sehingga dapat disimpulkan bahwa layanan bimbingan klasikal kepada siswa dapat meningkatkan kemandirian belajar siswa.
Kata Kunci: Kemandirian, Belajar Siswa, Bimbingan Klaksial
This type of research is action research guidance and counseling class (PTK BK). There are various types of services in BK, one of which is tutoring services. In this study, the data sources were obtained from: (1) Process data were obtained from researchers in providing group and student guidance services while participating in the service and the situation at the time of service. (2) The data obtained from observations of students in the form of remedial teaching results of students in daily tests. Collecting data through a questionnaire to 21 (persons) students. In the first cycle, there were 15 students who did not fit the applied aspect because they still depended on their friends and lacked student learning independence. After implementing classical guidance services and students filling out learning independence questionnaires, the achievement of student learning independence increased, from 21 students there were 8 students who were still lacking in learning independence. In other words, there is an increase in learning independence in students after classical guidance services are carried out from 35% in the first cycle to 65% in the second cycle. So it can be concluded that classical guidance services to students can increase student learning independence.
Keywords: Independence, Student Learning, Classical Guidance
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