UPAYA PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR MELALUI MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN MEDIA POWER POINT PADA MATA PELAJARAN PENGANTAR EKONOMI DAN BISNIS SISWA SMK NEGERI I BANYUDONO TAHUN AJARAN 2015/2016

Abstract

Tujuan  penelitian  ini  adalah  untuk  meningkatkan  keaktifan  dan  hasil belajar siswa dalam pembelajaran pengantar ekonomi dan bisnis pada siswa kelas X Pemasaran 1 SMK Negeri I Banyudono dengan menerapkan model pembelajaran think pair share berbantuan media power point.

Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilakukan sebanyak dua siklus. Setiap siklus terdiri dari 4 tahap yaitu: (1) perencanaan tindakan; (2) pelaksanaan tindakan; (3) observasi dan interpretasi; (4) analisis dan refleksi. Subyek penelitian adalah siswa kelas X Pemasaran 1 SMK Negeri 1

Banyudono  yang  berjumlah  29  siswa.  Teknik  pengumpulan  data  dilakukan melalui kegiatan: (a) wawancara, (b) observasi, (c) dokumentasi, dan (d) tes.

Hasil penelitian menunjukkan bahwa melalui penerapan model pembelajaran think pair share berbantuan media power point dapat meningkatkan keaktifan belajar dan hasil belajar peserta didik dari pra siklus ke siklus I dan dari

siklus I ke siklus II. Hal ini terbukti pada siklus I keaktifan peserta didik dari segi visual activities meningkat (presentase pra siklus 13,79% dan siklus I 27,59%), keaktifan peserta didik dari segi oral activities meningkat (presentase pra siklus

0,00% dan siklus I 30,79%), keaktifan peserta didik dari segi writing activities meningkat (presentase pra siklus 0,00% dan siklus I 58,62%), keaktifan peserta didik dari segi mental activities meningkat (presentase pra siklus 0,00% dan siklus I 30,90%), keaktifan peserta didik dari segi emotional activities meningkat (presentase pra siklus 31,00% dan siklus I 44,69%). Hasil belajar peserta didik juga mengalami peningkatan yaitu sebesar 6,77 (nilai rata-rata pra siklus 73,96 dan nilai rata-rata siklus I 80,73) dan presentase ketuntasan meningkat 17,24% (presentase  pra  siklus 48,28%  dan siklus I 65,52%).  Pada  siklus II keaktifan peserta didik terus meningkat, terbukti keaktifan peserta didik dari segi visual activities meningkat 48,09% (presentase siklus I 27,59% dan siklus II 75,86%), keaktifan peserta didik dari segi oral activities meningkat 45,07% (presentase siklus I 30,79% dan siklus II 75,86%), keaktifan peserta didik dari segi writing activities meningkat 24,4% (presentase siklus I 58,62% dan siklus II 82,76%), keaktifan peserta didik dari segi mental activities meningkat 31,17% (presentase siklus I 30,90% dan siklus II 62,07%), keaktifan peserta didik dari segi emotional activities meningkat 27,72% (presentase siklus I 44,69% dan siklus II 72,41%). Hasil  belajar  peserta  didik  pada  siklus  II  juga  mengalami  peningkatan  yaitu sebesar 4,55 (nilai rata-rata siklus I 80,73 dan nilai rata-rata siklus II 85,28) dan presentase ketuntasan meningkat 20,69% (presentase siklus I 65,52% dan siklus II 86,21%).

The  objective  of  research  is  to  improve  the  learning  activeness  and learning  outcomes  in  the  subject  matter  of  Introduction  to  Economics  and Business of the students in Grade X of Marketing Department of State Vocational High  School  1  of  Banyudono  in  Academic  Year  2015/2016  through  the application of think pair share teaching combined with power point media.

This study used the classroom action research (CAR) with two cycles. Each cycle consisted of four phases i.e. planning, implementation, observation, and analysis & reflection. Its subjects were 29 students of the aforementioned school. The data of research were collected through (a) in-depth interview, (b) observation, (c) documentation, and (d) test.

The application of the think pair share teaching combined with power point media can improve the learning activeness and learning outcomes in the

Introduction to Economics and Business subject matter from Pre-cycle to Cycle I and from Cycle I to Cycle II. The percentage of the students’ learning activeness in visual activities is 13.79% in Pre-cycle, and it becomes 27.59% in Cycle I and

75.86%  in  Cycle  II  respectively;  the  percentage  of  the  students’  learning activeness in oral activities is 0.00% in Pre-cycle, and it becomes 30.79% in Cycle I and 75,86% in Cycle II respectively; the percentage of the students’ learning activeness in writing activities is 0.00% in Pre-cycle, and it becomes 58.62% in Cycle I and 82.76% in Cycle II respectively; the percentage of the students’

learning activeness in mental activities is 0.00% in Pre-cycle, and it becomes 30.90% in Cycle I and 62.07% in Cycle II respectively; the percentage of the students’ learning activeness in emotional activities is 31.00% in Pre-cycle, and it becomes 44.69% in Cycle I and 72.41% in Cycle II respectively. Furthermore, the students’ average score is 73.96 in Pre-cycle, and it becomes 80.73 in Cycle I and

85.28 in Cycle II respectively. Finally, the percentage of the students’ learning

completeness is 48.28% in Pre-cycle, and it becomes 65.52% in Cycle I and

86.21% in Cycle II.