PENERAPAN PEMBELAJARAN IPA TERPADU DENGAN PENDEKATAN CONTEXTUAL TEACHING AND LEARNING (CTL) PADA TOPIK PERUBAHAN MATERI TERHADAP HASIL BELAJAR SISWA DI KELAS VII SMP

KHUSNIATUS SHOBIKAH

Abstract


Abstrak


Penelitian yang berjudul Penerapan Pembelajaran IPA Terpadu dengan Pendekatan Contextual Teaching and Learning (CTL) Pada Topik Perubahan Materi Terhadap Hasil Belajar Siswa di Kelas VII SMP bertujuan untuk mendeskripsikan keterlaksanaan pembelajaran, hasil belajar siswa dan respon siswa terhadap pembelajaran IPA terpadu dengan Pendekatan Contextual Teaching and Learning (CTL). Penelitian ini merupakan jenis penelitian pre eksperimental dengan menggunakan suatu rancangan pre-test and post-test group. Sampel yang digunakan dalam penelitian ini adalah siswa kelas VII-B yang berjumlah 28 siswa. Data yang diperoleh dalam penelitian ini mencakup data hasil pengamatan keterlaksanaan pembelajaran IPA terpadu dengan pendekatan CTL, data hasil belajar siswa yang meliputi hasil pre test-post test, hasil penilaian sikap, keterampilan sisw a serta hasil respon siswa terhadap pembelajaran. Berdasarkan hasil pengamatan keterlaksanaan pembelajaran, nilai rata-rata keterlaksanaan pembelajaran dari pertemuan I ke pertemuan II mengalami peningkatan dari 3,7 menjadi 3,8 dengan kriteria baik. Pengujian data hasil pre test dengan uji normalitas diperoleh X2hitung = 10,4 < X2tabel = 11,1 yang berarti bahwa sampel berdistribusi normal. Pengujian hipotesis terhadap hasil belajar siswa dengan uji-t dua pihak diperoleh t hitung = 9,88 > t tabel = 2,03 yang berarti bahwa terdapat perbedaan signifikan antara rata-rata pre test dengan post test, hasil penilaian sikap siswa rata-rata mencapai  kriteria baik, dan  hasil penilaian keterampilan siswa yang dicapai rata-rata sebesar 3,34 dengan ketuntasan belajar secara klasikal sebesar 86% siswa. Hasil respon siswa dari tiap pertanyaan berada pada kriteria sangat baik dengan persentase rata-rata sebesar 89,3%.


Kata Kunci: Pembelajaran IPA terpadu, pendekatan Contextual Teaching and Learning (CTL), topik perubahan materi, hasil belajar siswa.


 


Abstract


Research titled the implementation of integrated science learning by approach of Contextual Teaching and Learning (CTL) on topic of material changes toward student learning achievement at grade VII Junior High School aimed to describe learning realization, student learning achievement, and student response toward integrated science learning by approach of Contextual Teaching and Learning (CTL). This research was pre-experimental research by using pre-test and post-test group design. Samples used in this research were students of classroom VII-B consists of 28 students. Data obtained in this research including observation result of realization integrated science learning by approach of CTL, data of student learning achievement covering pre-test and post-test, attitude, skill, and student response on learning. Based on result of learning realization observation, mean of learning realization of lesson I to lesson II had increased from 3.7 become 3.8 with good criteria. Calculation result of pre-test with normality test obtained X2calculation= 10,4 < X2table = 11,1 which meant sample was distributed normal. Hypothesis test on student learning achievement with two sample t-test obtained tcalculation = 9,88 > t table = 2,03 which meant that there was significant difference between pre-test and post-test. Result of student attitude valuation obtained mean in good criteria, and result of student skill obtained mean 3.34 with learning completeness classically was 86%. Student response of each question was in very good criteria with percentage 89.3%.


Keywords: integrated sciece learning, approarch of contextual teaching and learning (CTL), topic of material changes, student learning achievement.


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