Studi kualitatif deskriptif tentang penerapan metode pengajaran beregu pada mata pelajaran pendidikan jasmani dan kesehatan kelas xii

Parwanto, Agung Tri (2016) Studi kualitatif deskriptif tentang penerapan metode pengajaran beregu pada mata pelajaran pendidikan jasmani dan kesehatan kelas xii. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Penelitian ini didasarkan pada hasil observasi pada mata pelajaran pendidikan jasmani dan kesehatan (penjaskes) kelas XII SMA XYZ yang menerapkan metode pengajaran beregu selama lebih dari empat tahun, serta manfaatnya terhadap siswa, guru, dan sekolah. Tujuan penelitian ini adalah mendeskripsikan tahapan penerapan, kekuatan dan kelemahan, hambatan yang dihadapi guru, serta langkah strategis untuk mengatasi kelemahan dan hambatan penerapan metode pengajaran beregu. Jenis penelitian ini adalah kualitatif deskriptif yang dilaksanakan pada tanggal 3 Agustus – 12 November 2015. Instrumen dan partisipan dalam penelitian ini diantaranya wawancara mendalam kepada 5 siswa, 4 guru, dan 1 CCTT sekolah, kuesioner kepada 29 siswa, serta lembar observasi checklist kepada 9 guru. Teknik analisis data yang digunakan adalah model Miles dan Huberman. Terdapat empat hasil penelitian yang signifikan, 1) tahap pelaksanaan metode pengajaran beregu adalah perencanaan, pelaksanaan, dan evaluasi, 2) kekuatan dan kelemahan metode pengajaran beregu. Pertama, materi penjaskes lebih dipahami oleh siswa (68,96% siswa, serta 75,86% siswa mencapai KKM pada UTS). Bagi guru, pembelajaran berlangsung dengan disiplin (68,96% siswa dan 88,89% guru). Bagi sekolah adalah memperoleh data hasil belajar siswa secara personal dan objektif. Kedua, kelemahan bagi siswa, cenderung terjadi perbedaan informasi pembelajaran dari guru. Bagi guru, cenderung terjadi salah komunikasi dalam tim. 3) Hambatan penerapannya adalah keterbatasan waktu bertemu partner. 4) Langkah strategis untuk mengatasi kelemahan dan hambatan adalah membagi tugas dan tanggung jawab mengajar dengan jelas. Kesimpulan penelitian ini adalah metode pengajaran beregu mempunyai banyak manfaat bagi siswa, guru, dan sekolah serta terdapat kelemahan dan hambatan, namun guru dapat mengatasinya dengan baik. / This research was based on the results of observations on the physical education (PE) course on grade XII in XYZ High School which applying team teaching method for more than four years, and its benefits to students, teachers, and schools. The purpose of this research was to describe the stages of implementation, strengths and weaknesses, obstacles which faced by the teachers, and strategic step to overcome weaknesses and obstacles of the implementation of team teaching methods. This is a descriptive qualitative research which was held on August 3rd to November 12th, 2015. Instruments and participants in this research include interview with five students, four teachers and one school CCTT, questionnaires to 29 students, and checklist observation sheet to nine teachers. Data analysis technique used is a model of Miles and Huberman. There are four significant result, 1) the stages of implementation of team teaching method are planning, implementation, and evaluation, 2) strengths and weaknesses of team teaching method. First, the material of Physical Education is more understandable by the students (68,86% students, and 75,86% students are able to achieve the standard score at Midterm Exam). For teachers, the learning process attracted with discipline (68,96% students and 88,89% teachers). For school is to obtain data of student learning outcomes personally and objectively. Second, the disadvantage of this method for the students, is tends to receive different learning information from the teacher. For teachers is tendency to miscommunication in the team. 3) Obstacle in implementation is the time limitation to meet the partner. 4) Strategic step to overcome the weaknesses and obstacle is dividing the tasks and responsibilities of teaching clearly. The conclusion of this research is the team teaching method has many benefits for students, teachers, and school, and there are weaknesses and obstacles, but the teacher can handle it well.

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