PENERAPAN MODEL PEMBELAJARAN DISCOVERY LEARNING UNTUK MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR PESERTA DIDIK PADA MATA PELAJARAN PENGANTAR ADMINISTRASI PERKANTORAN KELAS X AP 3 SMK NEGERI 6 SURAKARTA TAHUN PELAJARAN 2014/2015

Abstract

Penelitian ini bertujuan untuk mengetahui penerapan model pembelajaran Discovery Learning dapat meningkatkan keaktifan dan prestasi belajar peserta didik pada mata pelajaran Pengantar Administrasi Perkantoran kelas X Administrasi Perkantoran 3 SMK Negeri 6 Surakarta tahun pelajaran 2014/2015. Berdasarkan penelitian yang sudah dilaksanakan, disimpulkan bahwa penerapan model pembelajaran tersebut dapat meningkatkan keaktifan dan prestasi belajar peserta didik. Hal tersebut terbukti pada siklus I dan II keaktifan dan prestasi belajar terus meningkat. Pada tahap pra siklus aspek keaktifan memiliki prosentase ratarata di bawah 50% sedangkan prestasi belajar yang terdiri dari tiga ranah mencapai prosentase 50%. Pada siklus I prosentase aspek keaktifan berada di atas 60% dan prestasi belajar yang terdiri dari tiga ranah mencapai prosentase di atas 65%. Pada siklus II untuk aspek keaktifan semua sudah mencapai prosentase di atas 80% dan untuk prestasi belajar yang terdiri dari tiga ranah terus mengalami peningkatan dan sudah mencapai prosentase di atas 96,88%. Dari hasil penelitian di atas, dapat disimpulkan bahwa penerapan model pembelajaran Discovery Learning dapat meningkatakan keaktifan dan prestasi belajar peserta didik.

Kata kunci: Discovery Learning, Keaktifan dan Prestasi Belajar

This research aimed to find out whether or not the application of Discovery Learning model can improve learning activeness and learning achievement of students in Introduction to Office Administration Subject in the 10th Office Administration 3 Grade of SMK N 6 Surakarta in the school year of 2014/2015. The result of research showed that the application of such learning model could improve learning activeness and learning achievement of students. It could be seen from the learning activeness and achievement improving continuously from cycle I to cycle II. In pre-cycle stage, the activeness aspect had the mean score of less than 50%, while learning achievement divided into three domains had score of 50%. In cycle I, the percentage of activeness aspect was higher than 60% and the learning achievement consisting of three domains had score higher than 65%. In cycle II, for activeness aspect all students have reached score higher than 80% and the learning achievement consisting of three domains improved continuously and had reached score higher than 96.88%. From the result of research, it could be concluded that the application of Discovery Learning model could improve learning activeness and learning achievement of students in Introduction.

Keywords: Discovery Learning, Learning Activeness and Achievement