PENERAPAN METODE DEMONSTRASI PADA STANDAR KOMPETENSI SISTEM PENGAPIAN KONVENSIONAL DALAM RANGKA PENINGKATAN KETUNTASAN BELAJAR SISWA SMK PGRI 1 SURAKARTA TAHUN PELAJARAN 2014/2015

Abstract

The objective of this research is to improve the learning completeness of the students in Grade XI O1 of PGRI Vocational High School 1 Surakarta through the application of the demonstration method in the competency standard of Conventional Ignition System Improvement.  This research used the classroom action research with two cycles. Each cycle consisted of four phases, namely: planning, implementation, observation, and reflection. The subjects of research were the students as many as 24 in Grade XI O1of the aforementioned school in Academic Year 2014/2015. The data of research were collected through observation sheet, documentation, and test. The data of research were analyzed by using the descriptive comparative model of analysis. The application of the demonstration method can improve the learning completeness on the competency standard of Conventional Ignition System Improvement of the students in Grade XI O1 of PGRI Vocational High School 1 of Surakarta in Academic Year 2014/2015. This result can be seen in the results of observations in the pre-cycle, Cycle I, and Cycle II. In the testing of learning result variable, the researcher used the content validity. The test was made by comparing between the contents of the instrument and the learning materials instructed. The content validity of the test was tested by using the expert judgment, and the test item application was tested by using Iteman 3.0. The result of the test was 20 valid items and 5 essays. In the pre-cycle, the percentage of the students who completed the learning is 62.5%, which is still far below the minimum learning completeness criterion of 80%. The percentages of the cognitive aspect learning completeness are 75% in Cycle I and 87.5% in Cycle II respectively of the minimum learning completeness criterion of 75, and the class completeness successfulness indicator is 80%. In the learning completeness of the affective aspect, there are several indicators, namely: (1) interest, (2) attitude, and (3) respect. The percentages of the affective aspect learning completeness are 76.03% in Cycle I and 88.87% in Cycle II respectively. The psychomotor learning completeness was measured with the practicum activities through work on job sheet aided with engine stand media of conventional ignition system. The result of practicum shows that the percentages of the learning completeness are 79.16% and 91.6% in Cycle II respectively. These results have fulfilled the benchmark of the students’ learning completeness, namely: 80%.