Metode pembelajaran kooperatif tipe peer tutoring untuk meningkatkan pemahaman konsep biologi murid kelas x-1 sma Lentera Harapan Gunungsitoli Utara

Haratilu, Dina Muliana (2017) Metode pembelajaran kooperatif tipe peer tutoring untuk meningkatkan pemahaman konsep biologi murid kelas x-1 sma Lentera Harapan Gunungsitoli Utara. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Pendidikan Kristen berfungsi sebagai rekonsiliasi gambar dan rupa Allah dalam diri murid. Peran guru sebagai agen rekonsiliasi harus menuntun murid memahami karya ciptaan Tuhan. Salah satu hal penting dalam pembelajaran Biologi adalah murid bisa memahami konsep pelajaran yang dipelajari. Berdasarkan hasil observasi yang dilakukan di kelas X-1 SMA Lentera Harapan Gunungsitoli Utara pada pelajaran Biologi, didapati bahwa murid kesusahan dalam menjelaskan konsep materi. Fakta ini dibuktikan dengan jurnal refleksi selama mengajar dan hasil tes murid tentang pemahaman konsep yang rendah. Untuk mengatasi permasalahan tersebut, peneliti memilih metode pembelajaran kooperatif tipe peer tutoring untuk meningkatkan pemahaman konsep. Peneliti menggunakan metode Penelitian Tindakan Kelas (PTK) model Kemmis dan McTaggart yang berlangsung selama dua siklus. Subyek penelitian adalah murid kelas X-1 SMA Lentera Harapan Gunungsitoli Utara yang berjumlah 30 orang. Instrumen yang digunakan untuk mengumpulkan data yaitu lembar observasi guru mentor dan teman sejawat, lembar angket murid, lembar tes murid, dan jurnal refleksi peneliti. Hasil penelitian menunjukkan indikator pemahaman konsep murid telah mencapai kriteria yang sudah ditentukan yaitu terjadi peningkatan dari 56,85% hingga mencapai 91,65% dari jumlah keseluruhan murid yang mencapai nilai KKM (≥ 70). Berdasarkan hasil tersebut disimpulkan bahwa pemahaman konsep murid pada pelajaran Biologi dapat ditingkatkan melalui penerapan metode pembelajaran kooperatif tipe peer tutoring apabila langkah-langkahnya diterapkan dengan terstruktur yaitu menetapkan dan merencanakan program peer tutoring, memperlengkapi tutor melalui pelatihan (training), mempertahankan kelancaran ketika metode pembelajaran kooperatif tipe peer tutoring diterapkan dengan menjalankan RPP sesuai dengan perencanaan, mengawasi tutor dan tutee selama pembelajaran berlangsung, memberikan posttest (assessing), mencari dukungan dalam menerapkan metode peer tutoring. / Christian Education serves as the reconciliation of God’s image in the students. Teachers role as an agent of reconciliation should guide the students to recognize the work of Gods creation. One of the important thing in learning biology is how the students understand the lesson that given. Based on the observations that conducted in X-1 grade, Lentera Harapan Senior High School North Gunungsitoli., the students were having difficulty in explaining the concepts given. The fact that the students were have the low understanding level was proved through the journal reflection during teaching and students test result. To solve the problem, the researcher chose cooperative learning method type peer tutoring to improve students cioncept understanding. The researcher used Classroom Action Research (CAR) method from Kemmis and Mc Taggart method which occurs for two cycles. The subject of this observation are students from grade X-1 SMA Lentera Harapan Gunungsitoli Utara, consist of 30 persons. The data collection was collected by these following instruments such as: the observation sheets guru mentor and peer, student questionnaire sheet, students’ test, and researcher’s journal reflection. The results showed that the indicators of the students concept understanding has reached a pre-determined criteria, there was an improvement from 56,85% into 90% from the total number of the students already reached the Minimum Passing Grade (≥ 70). Based on these results it could be concluded that students understanding of the biology concept outcomes could improve through the implementation of cooperative learning method type peer tutoring in accordance with the key to successful strategy implementation are defining and planning a peer ttutoring program, training peer tutors, sustaining a peer tutoring program, monitoring daily result, assesing and finding support for peer tutoring.

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