MENINGKATKAN PRESTASI BELAJAR SISWA KELAS XII DENGAN PEMBELAJARAN KONTEKSTUAL POKOK BAHASAN RUANG DIMENSI TIGA
DOI:
https://doi.org/10.33143/jes.v8i1.1982Abstract
Penelitian ini bertujuan untuk meningkatkan prestasi, aktifitas dan minat belajar siswa kelas XII IPS 1 SMA Negeri 1 Jaya pada pokok bahasan ruang dimensi tiga melalui pendekatan kontekstual. Obyek penelitian ini adalah siswa kelas XII IPS 1 SMA Negeri 1 Jaya Tahun Pelajaran 2021/2022 dengan jumlah 22 orang. Jenis penelitian ini adalah penelitian tindakan kelas yang terdiri atas III siklus. Data prestasi belajar siswa dikumpulkan dengan mengunakan tes, sedang data aktifitas siswa dikumpulkan dengan metode observasi, dan data minat siswa diperoleh dari sebaran angket yang diberikan kepada siswa sebelum dan sesudah pembelajaran matematika melalui pendekatan kontekstual. Pada siklus I diperoleh nilai rata- rata kelas 79,8 dengan ketuntasan belajar 54,5 %, serta aktivitas siswa tergolong cukup aktif. Pada siklus II perolehan nilai rata- rata kelas 83,0 dengan ketuntasan belajar 68,2 %, serta aktivitas siswa dikategorikan aktif. Pada siklus III perolehan nilai rata-rata kelas 87,0 dengan ketuntasan belajar 91%, serta aktivitas siswa tergolong aktif. Dari penelitian ini dapat disimpulkan bahwa penerapan pembelajaran kontekstual dapat meningkatkan prestasi, aktivitas dan minat belajar siswa terhadap pelajaran Matematika pada pokok bahasan ruang dimensi tigapada siswa kelas XII IPS 1 tahun pelajaran 2021/ 2022.Kata Kunci: Prestasi Belajar, aktifitas belajar dan, pendekatan kontekstual
This study aims to improve the achievement, activity and learning interest of class XII IPS 1 students of SMA Negeri 1 Jaya on the subject of three-dimensional space through a contextual approach. The object of this research is 22 students of class XII IPS 1 SMA Negeri 1 Jaya in the academic year 2021/2022. This type of research is classroom action research which consists of III cycles. Student achievement data was collected using tests, while student activity data was collected using the observation method, and student interest data was obtained from the distribution of questionnaires given to students before and after learning mathematics through a contextual approach. In the first cycle, the average value of the class was 79.8 with a learning completeness of 54.5%, and the student activities were quite active. In the second cycle, the average value of the class was 83.0 with a learning completeness of 68.2%, and student activities were categorized as active. In the third cycle, the average value of the class is 87.0 with a learning mastery of 91%, and student activities are classified as active. From this study, it can be concluded that the application of contextual learning can improve student achievement, activity and interest in learning Mathematics on the subject of three-dimensional space in class XII Social Sciences 1 academic year 2021/2022.
Keywords: learning achievement, learning activities and, contextual approach
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