Penerapan metode drill untuk meningkatkan pemahaman konsep siswa kelas ii pada pelajaran matematika di sekolah kisten kalam kudus Kosambi iii

Le’bok, Royanti (2019) Penerapan metode drill untuk meningkatkan pemahaman konsep siswa kelas ii pada pelajaran matematika di sekolah kisten kalam kudus Kosambi iii. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Pemahaman konsep merupakan hal terpenting untuk dapat menguasai pelajaran. Berdasarkan pengamatan peneliti di kelas II dapat dikatakan 68% yang memiliki pemahaman konsep yang masih kurang pada pelajaran matematika dengan topik operasi hitung campur. Hal ini terjadi karena guru hanya menggunakan metode ceramah sehingga siswa memahami materi secara abstrak. Oleh karena itu peneliti memutuskan menggunakan metode drill. Penelitian ini bertujuan untuk mengetahui bagaimana metode drill dapat meningkatkan pemahaman konsep siswa pada topik operasi hitung campur. Penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) model Palton yang berlangsung selama dua kali yakni pada tanggal 25 September 2018 hingga 9 Oktober 2018 di kelas II SKKK Kosambi III dengan jumlah 23 siswa. Instrumen yang digunakan yaitu lembar observasi mentor, umpan balik mentor, hasil tes, serta jurnal refleksi. Berdasarkan hasil penelitian menunjukkan bahwa penerapan metode drill dapat meningkatkan pemahaman konsep siswa kelas II pada pelajaran matematika. Dengan cara memberikan latihan yang berulang-ulang maka siswa dapat memahami materi yang disampaikan. Terlihat pada penerapan pertama persentase indikator menyatakan ulang konsep mencapai 43%, indikator mengklasifikasikan objek mencapai 73%, dan indikator menerapkan konsep 91%. Kemudian pada penerapan kedua mengalami peningkatan dimana indikator menyatakan ulang konsep mencapai 81%, indikator mengklasifikasikan objek mecapai 90%, dan indikator menerapkan konsep mencapai 95%./ Conceptual understanding is the important thing in mastering the lesson. Based on researcher’s observation in grade II approximately 68 % of students have law conceptual understanding in mixed counting operations in Mathematic subject. This was occurred because the teacher only used direct teaching method that made the students understand the material in the abstract. Therefore, the researcher decided to use drill method. This research aims to know how the drill method increases the students conceptual understanding in mix counting operations. The research used by the researcher was Classroom Action Research (CAR) with Pelton’s model that was conducted for twice applications namely during September 25, 2018- October 9, 2018 in grade II SKKK Kosambi III with 23 students. The instruments used are mentor observation sheet, mentor’s feedback, test result, and reflection journals. Based on the finding showed that the implementation of the drill method could increase conceptual students’ understanding at grade II especially for mix counting operations topic in the mathematic subject. By giving exercise repeatedly could make students understand the material given. It can be seen from the indicator percentage in the first application showed the repeated concept approximately 43 %, indicator of object classification of 73%, and indicator of concept application of 91%. Then, in the second application has increase of 81 %, indicator of object application of 90%, and the indicator of concept application of 95%.

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