PENERAPAN MODEL EXPLICIT INSTRUCTION DALAM PEMBELAJARAN MATEMATIKA MATERI BILANGAN ROMAWI PADA SISWA KELAS IV SD INPRES KAPASA MAKASSAR

Abstract

Abstrak:

Tujuan penelitian ini untuk mengetahui pengaruh penerapan model explicit instruction terhadap hasil belajar siswa pada materi bilangan Romawi. Penelitian ini merupakan penelitian pra-eksperimen dengan melibatkan 28 siswa kelas IV sebagai sampel di SD Inpres Kapasa. Desain penelitian yang digunakan adalah one-group pretest-posttest design. Berdasarkan hasil analisis data, diperoleh gambaran bahwa: (1) sebelum penerapan model explicit instruction, skor rata-rata hasil belajar siswa yaitu 55,32 yang tergolong kategori rendah, sementara setelah penerapan model explicit instruction skor rata-rata hasil belajar siswa mencapai 83,29 yang tergolong ketegori tinggi; (2) persentase ketuntasan hasil belajar siswa mencapai 92,86% yang memenuhi kriteria ketuntasan hasil belajar secara klasikal; (3) hasil uji hipotesis diperoleh t_hitung > t_tabel (4,931>1,703) sehingga H_a (H_a: µ₁ < µ₂) diterima; (4) diperoleh peningkatan nilai pretest dan posttest dengan indeks gain (d) sebesar 0.62601 yang berada kategori sedang. Berdasarkan hasil penelitian disimpulkan bahwa penerapan model explicit intruction dapat meningkatkan hasil belajar siswa pada materi bilangan Romawi kelas IV SD Inpres Kapasa. Dengan demikian, model explicit instruction merupakan alternatif perbaikan pembelajaran dimana materi bilangan Romawi diajarkan secara tersruktur dan siswa diberi penguatan agar pengetahuan mereka mengendap dan bertahan lama dalam memori. 

Abstract:

The purpose of this study was to determine the effect of implementing the explicit instruction model towards students’ learning outcomes through Roman numeral material. This research was a pre-experimental study involving 28 fourth grade students as a sample in SD Inpres Kapasa. The research design used in this study was one-group pretest-posttest design involving one experimental class which began with a pretest before being given treatment and posttest after being given treatment. Based on the results of the data analysis, it was obtained an illustration that: (1) before the implementation of the explicit instruction model, the average score of student’s learning outcomes is 55.32 which was classified as low, while after the application of the explicit instruction model the student’s learning outcomes score reaches 83.29 which was classified as high category; (2) the percentage of completeness of student learning outcomes reaches 92.86% which met the criteria for completeness of learning outcomes in a classical; (3) based on the results of the hypothesis test obtained tcount> ttable (4.931> 1.703) so that Ha (Ha: µ1 <µ2) was accepted; (4) obtained an enhancement in the value of the pretest and posttest with the index gain (d) of 0.62601 which was in the medium category. Based on the results of the study concluded that the implementation of the model of explicit instruction can improve learning outcomes of students in the material of Roman numerals in IV grade. Thus, the explicit instruction model is an alternative learning improvement where the material of Roman numbers was taught structurally and students ware given reinforcement so that their knowledge settles and lasts long in memory.