PBL BERMEKARAN UNTUK PENINGKATAN KREATIVITAS DAN HASIL BELAJAR IPA PADA SISWA KELAS VI

• Main Author: Rujiani .
• Format: Article
• Language: Indonesian
• Published: Department of Primary School Teacher Education Faculty of Teacher Training and Education Universitas PGRI Yogyakarta 2019-08-01
• Series: Elementary School
• Online Access: https://journal.upy.ac.id/index.php/es/article/view/302

Abstrak Menjadi satu hal yang menarik jika pembelajaran IPA disajikan dengan model pembelajaran PBL Bermekaran, sebuah model pembelajaran yang menggunakan Problem Based Learning berbantuan media papan kartu Pancasila, sehingga menumbuhkan kreativitas, memunculkan nilai dimensi IPA. Penelitian ini menggunakan rancangan penelitian tindakan kelas (Classroom based Action Research), dilaksanakan dalam bentuk siklus berulang yang di dalamnya terdapat empat tahapan utama kegiatan, yaitu perencanaan, tindakan, pengamatan, dan refleksi. Hasil penelitian menunjukkan peningkatan pada siklus I ketuntasan belajar siswa mencapai 62% dan peningkatan kreativitas menjadi 69%. Pada siklus II benar-benar maksimal peningkatan kreativitas dan hasil belajar siswa. Ketuntasan belajar yang dialami siswa telah mencapai 92%, demikian juga dengan kreativitas siswa telah mencapai 92%, sehingga peneliti memutuskan untuk tidak melanjutkan penelitian pada siklus berikutnya karena telah mencapai indicator kinerja. Model pembelajaran PBL Bermekaran terbukti mampu meningkatkan kreativitas dan hasil belajar siswa, khususnya siswa kelas VI SDN Tlogowungu 02. Kata Kunci : Problem Based Learning (PBL), media papan kartu Pancasila, kreativitas, hasil belajar Abstract It will be more interesting in IPA learning teaching process if PBL Bermekaran is applied. This learning model on of the form of Problem Based Learning. The media for this model is in the form of Pancasila Card Board (PapanKartu Pancasila). The model learning is expected that the students raise their creativity and their attitude of Natural Science value.This research is in the form of Classroom Action Research. It is carried out through multiple cyclus with four steps, namely, planning, executing, observasing,and reflecting. The result of cyclus 1 showed the increase of the learning mastery and the students’ creativity. Mastery learning was 62% and the creativity is 69%. The second cyclus showed the maximum increase. The learning achivement or mastery is 92% and students’ creativity is 92% too. Therefore the researcher didn’t continue the third cyclus since the performance indicator has been achived. The learning model PBL Bermekaran was proved to be able to increase the students learning mastery/achivement and creativity for the students of six class in SDN Tlogowungu02. Keywords: Problem Based Learning (PBL),Pancasila card board media, creativity, learning achievement