Nasution, Ainur Rasyidah (2016) PENGEMBANGAN MODEL PEMBELAJARAN BERBASIS MASALAH TERHADAP MOTIVASI BELAJAR DALAM MENULIS TEKS LAPORAN HASIL OBSERVASI SISWA KELAS X SMK. Masters thesis, UNIMED.
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Abstract
Inovasi proses belajar-mengajar yang kreatif dan rekreatif adalah kunci pembinaan dan pengembangan bahasa Indonesia di SMK. Pengembangan model pembelajaran yang baik dengan didukung strategi yang tepat merupakan salah satu upaya pencapaian standar kompetensi yang ditetapkan. Menulis Teks Laporan Hasil Observasi menjadi salah satu kompetensi dasar yang diajarkan pada kelas X SMK. Pengembangan model pembelajaran berbasis masalah (PBM) yang diterapkan pada kompetensi ini diharapkan layak dan efektif digunakan pada proses pembelajaran di sekolah. Penelitian pengembangan ini bertujuan untuk ;1) mengetahui pengembangan model pembelajaran berbasis masalah dalam menulis Teks Laporan Hasil Observasi; (2) mengetahui kelayakan pengembangan model pembelajaran berbasis masalah dalam menulis Teks Laporan Hasil Observasi; (3) mengetahui keefektifan desain pengembangan berbasis masalah terhadap motivasi belajar menulis Teks Laporan Hasil Observasi siswa kelas X SMK. Penelitian pengembangan ini disusun berdasarkan model penelitian pengembangan 4-D yang dikembangkan oleh Thiagarajan dengan empat langkah pengembangan, yaitu (1) Define (Pendefinisian), (2) Desain (Perancangan), (3) Development (pengembangan), dan (4) Dissemination (Penyebarluasan). Sebelum produk diujicobakan, terlebih dahulu dilakukan validasi oleh teman sejawat (Reviewer) dan ahli desain pembelajaran juga ahli materi. Setelah layak, produk diujicobakan di dalam kelas. Subjek uji coba penelitian adalah siswa kelas X ADP SMK Negeri 1 Stabat dengan uji coba terbatas dan diperluas.elompok kecil dan kelompok besar Instrumen yang digunakan untuk menjaring data adalah angket, wawancara, lembar pengamatan aktivitas siswa dan tes. Alat pengumpul data yang berupa angket menggunakan skala likert. Data yang diperoleh dianalisis dengan statistik deskriptif kualitatif . Hasil uji coba penelitian diperoleh kualitas desain pembelajaran dari teman sejawat bernilai 73,73% dengan kriteria Baik (B). Kualitas materi ajar sebesar 66,79 % dengan kriterria Baik (B). Setelah dilakukan perbaikan atau revisi, desain dan materi ajar diperiksa kembali oleh ahli desain yang merupakan dosen pada Perguruan Tinggi dengan hasil 76% untuk desain pembelajaran, kriteria Baik (B) dan 82,03% untuk materi ajar kriteria Sangat Baik (SB). Untuk motivasi siswa diperoleh skor sebesar 83,04% dengan kriteria Sangat Baik (SB). Aktivitas siswa selama proses pembelajaran pun cukup baik, keaktifan siswa selama proses pembelajaran dapat dilihat dalam bentuk tabel dan grafik yang disajikan. Jadi, dapat disimpulkan bahwa pengembangan ini layak untuk digunakan sebagai salah satu strategi pembelajaran di dalam kelas.
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