PENINGKATAN KEAKTIFAN, BERPIKIR KRITIS, DAN HASIL BELAJAR SEJARAH MELALUI METODE PEMBELAJARAN COOPERATIVE SCRIPT

Abstract

Yuli Astuti dan Tarto
ABSTRAK
Penelitian ini bertujuan untuk meningkatkan keaktifan, berpikir kritis dan hasil belajar peserta didik pada mata pelajaran sejarah melalui metode pembelajaran cooperative script. Subjek penelitian adalah peserta didik kelas XI MIPA 1 SMA Muhammadiyah 3 Yogyakarta tahun pelajaran 2019/2020 yang berjumlah 29 orang terdiri dari 9 orang laki-laki dan 20 orang perempuan. Teknik pengumpulan data penelitian dilakukan dengan menggunakan angket, observasi dan tes. Teknik analisis data menggunakan deskriptif kuantitatif dan kualitatif dengan persentase. Keaktifan peserta didik dapat ditingkatkan melalui metode cooperative script. Hasil prasiklus kategori baik dan sangat baik sebanyak 18 orang (62,06%), siklus I 19 orang (65,51%), dan siklus II 23 orang (79,31%). Kemampuan berpikir kritis dapat ditingkatkan dengan melalui metode cooperative script. Kemampuan berpikir kritis prasiklus kategori baik dan sangat baik 17 orang (58,62%). Siklus I 21 orang (72,41%), dan siklus II 26 orang (89,65%). Hasil belajar dapat ditingkatkan dengan melalui metode cooperative script. Kriteria Ketuntasan Minimal prasiklus 6 orang (20,68%), siklus I 17 orang (58,62%), dan siklus II 23 orang (79,31%).
Kata Kunci : Pembelajaran, Tindakan, Keaktifan, Meningkat.
This study was conducted to improve students’ activity, critical thinking, and learning outcomes through cooperative script learning method. This research is a classroom action research. The subject of this study was consisted of 29 students, 9 males and 20 females XI MIPA 1 SMA Muhammadiyah 3 Yogyakarta. The research data collection techniques were carried out using questionnaires, observations and tests. The data were analyzed using qualitative descriptive and qualitative percentages. There was an improvement in students’ activity through cooperative script learning method. The pre-cycle result that there were 18 students (62.06 %) achieved good and very good category. In the first cycle 19 students (65.52%), and in the second cycle 23 students (79.31%). There was an improvement in students’ critical thinking through cooperative script learning method. In the pre-cycle were 17 students (58.62%) achieved good and very good category. In the first cycle 21 students (72.41%), and in the second cycle 26 students (89.65%). There was an improvement in students’ learning outcomes through cooperative script learning method. In the pre-cycle result were 6 students (20.68%) passed the minimum standard mastery. In the first cycle were 17 students (58.62%) and in the second cycle were 23 students (79.31%).
Keywords: Learning, Action, Activity, Improvement.