Penerapan strategi Contextual Teaching Learning (CTL) untuk meningkatkan pemahaman konsep siswa kelas XI IPS pada topik perpajakan

Labobar, Franika Trivona (2015) Penerapan strategi Contextual Teaching Learning (CTL) untuk meningkatkan pemahaman konsep siswa kelas XI IPS pada topik perpajakan. Bachelor thesis, Universitas Pelita harapan.

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Abstract

Berdasarkan pengamatan yang dilakukan peneliti pada kelas XI di sekolah XYZ Toraja, didapati bahwa siswa kurang dalam memahami konsep pada topik perpajakan. Hal ini menunjukkan siswa membutuhkan strategi mengajar yang dapat mengaitkan konsep materi dengan kehidupan nyata siswa, sehingga siswa dapat belajar lebih bermakna. Berdasarkan masalah ini, peneliti merencanakan untuk menerapkan strategi Contextual Teaching Learning (CTL) untuk meningkatkan pemahaman konsep siswa Adapun cara peneliti untuk melihat pengaruh tersebut adalah dengan menggunakan Metode Penelitian Tindakan Kelas (PTK). Penelitian ini dilakukan sejak 3 November 2014 hingga 15 November 2014. Penelitian yang dilaksanakan berlangsung sebanyak dua siklus dengan melibatkan 13 siswa. Instrumen yang digunakan dalam penelitian ini adalah lembar tes, lembar wawancara (guru mentor dan siswa), lembar angket siswa, lembar feedback mentor, dan jurnal refleksi peneliti. Dalam menganalisis instumen tersebut, peneliti menggunakan teknik analisis statistik deskriptif dan analisis kualitatif deskriptif. Dari penelitian yang dilakukan, dapat disimpulkan bahwa pemahaman konsep untuk ditingkatkan melalui penerapan strategi Contextual Teaching Learning (CTL). Hal ini dapat dilihat dari peningkatan hasil tes siswa. lebih lanjut, strategi Contextual Teaching Learning (CTL) untuk meningkatkan pemahaman konsep siswa merupakan strategi mengajar yang dapat mengaitkan konsep materi yang dipelajari dengan kehidupan nyata siswa. / Based on observations conducted by researchers at the XI grade at school XYZ Toraja, found that students are lacking in understanding the concept of the topic perpajakan. It shows students need teaching strategies that for associate the concept of the material to real life, so that students can learn more meaningful. Based on this problem, researcher are planning to implement a strategy of Contextual Teaching Learning (CTL) to enhance the students understanding about the concepts As for how researcher to see the effect using the Method Classroom Action Research (CAR). This research was carried out since November 3rd 2014 until November 15th 2014. Ongoing research conducted by two cycles involving 13 students. The instrument used in this study is a test sheet, the questionnaires (teacher's mentor and students), the students questionnaire sheet, sheet feedback mentor, and researcher reflective journal. In analyzing the instrument, the researcher used descriptive statistical analysis techniques and descriptive qualitative analysis. From the research conducted, it can be concluded that the understanding of the concept can be enhanced through the implementation of strategies Contextual Teaching Learning (CTL). It can be seen from the increase in student test results. Further, the strategy Contextual Teaching Learning (CTL) which for improve students understanding of the concept is a teaching strategy that can associate the concept of the materials studied by real-life.
Item Type: Thesis (Bachelor)
Creators:
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ORCID
Labobar, Franika Trivona
NIM40720110006
UNSPECIFIED
UNSPECIFIED
Contributors:
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Thesis advisor
SIlalahi, Destya Waty
NIDN0314128304
desty.silalahi@uph.edu
Additional Information: CD SK 407-11 LAB p ; T 92697
Uncontrolled Keywords: strategi contextual teaching learning; pemahaman konsep.
Subjects: L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools
Divisions: University Subject > Current > Faculty/School - UPH Karawaci > Faculty of Education > Economics Education
Current > Faculty/School - UPH Karawaci > Faculty of Education > Economics Education
Depositing User: Mrs Veronica Fitri Astuti
Date Deposited: 03 May 2021 03:52
Last Modified: 13 Sep 2024 08:51
URI: http://repository.uph.edu/id/eprint/15928

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