KAJIAN TEORI, KERANGKA BERPIKIR DAN PENGAJUAN HIPOTESIS
B. Penelitian yang Relevan
Hasil penelitian yang dilakukan di University of Southern California oleh Richard E. Clark menyatakan bahwa:
Recent meta-analyses and other studies of media's influence on learning are reviewed. Consistent evidence is found for the generalization that there are no learning benefits to be gained from employing any specific medium to deliver instruction. Research showing performance or time-saving gains from one or another medium are shown to be vulnerable to commit to user
compelling rival hypotheses concerning the uncontrolled effects of instructional method and novelty. Problems with current media attribute and symbol system theories are described and suggestions made for more promising research directions.
Dari pernyataan di atas dapat disimpulkan bahwa dengan menggunakan media dapat menghemat waktu dan dapat memperbaharui metode pembelajaran yang telah ada.
Dalam penelitian Suwarni (1999) “Penggunaan Metode Ceramah Bervariasi Dalam Rangka Meningkatkan Prestasi Belajar Sejarah Kelas IB SLTP I Boyolali Tahun Pelajaran 1998/1999” ,menyimpulkan bahwa metode ceramah bervariasi dapat meningkatkan prestasi belajar IPS sejarah. Lebih lanjut Sudaryono (2000)
“Penggunaan Metode Ceramah Bervariasi Utnuk Meningkatkan Prestasi Belajar Sejarah Pada Siswa Kelas 1 SLTP Negeri 1 Ngawi Tahun Pelajaran 1999/2000 Dengan Pokok Bahasan Kerajaan – Kerajaan Di Indonesia Yang Bercorak Islam”.
Kurang lebih 95% siswa telah meningkat hasil belajarnya untuk mata pelajaran Sejarah.
Disamping itu Sukiman (2000) “Peningkatan Partisipasi Siswa Dalam Pembelajaran Sejarah Melalui Penggunaan Metode Ceramah Bervariasi : Penelitian Tindakan Kelas Di Kelas I F SLTP 2 Banyudono Tahun Pelajaran 1999/2000”. Menyimpulkan bahwa dengan metode ceramah bervariasi dapat meningkatkan partisipasi siswa dalam pelajaran sejarah.
Menurut Nurmi Astuti “Pengaruh Penggunaan Metode Diskusi Dan Metode Ceramah Bervariasi Terhadap Prestasi Belajar Akuntansi Siswa Kelas XI SMK PGRI 1 Sentolo Program Keahlian Akuntansi Tahun Ajaran 2009/2010. Dan hasil penelitian tersebut menunjukkan bahwa: (1) Terdapat Pengaruh Penggunaan Metode Diskusi terhadap Prestasi Belajar Akuntansi Siswa Kelas XI SMK PGRI 1 Sentolo Program Keahlian Akuntansi Tahun Ajaran 2009/2010 dibuktikan dengan nilai rata-rata pre test adalah 5,85; pada post-test meningkat menjadi 7,82.
sehingga peningkatan sebesar 2,03.
Lebih lanjut menurut Ida Ayu Kartika Surya Dewi and Budi Sutrisno (2009)
“Penerapan Strategi Pembelajaran The Power Of Two Sebagai Upaya commit to user
Meningkatkan Aktivitas Dan Prestasi Belajar IPS Siswa SMP Negeri 2 Kartasura”, This Classrom Action Research aims to know The effectiveness of
“the power of two” applications strategy for increase student activity study of IPS, and to know what this applications strategy can increase accomplishment learn student, with detect class student response of SMP 2 kartasura. The data collecting is done with observation sheet, cycle test, inquiry, documentation and interview.
accomplishment result data learns and student activities in study is analyzed by using descriptive comparability. The result of this research shows that accomplishment learns student experiences enhanced. This matter visible from cycle test result data that experience average enhanced 20,73%. before watchfulness, the classical learning completely only 39,02%, in my cycle increases to be 70,73% and in second cycle increase again be 80,49%. For activities learns student in course of average study experiences enhanced 18,9%, while the student activities learns in double-groupinf show the average increase until 18,70%. Accomplishment enhanced learns and activities learns also followed with ability enhanced psycomotoric that by student ability enhanced in percentage. Dari pernyataan tersebut disimpulkan bahwa dari masing – masing siklus terdapat peningkatan aktivitas dan preastasi belajar IPS siswa SMP Negeri 2 Kartasura.( http://eprints.ums.ac.id/1517/)
Penelitian yang lain oleh Wagiran, (2007) “Peningkatan Keaktifan Mahasiswa Dan Reduksi Miskonsepsi Melalui Pendekatan Problem Based Learning”,This research is trying to improve the quality of learning, reduction of misconceptions, improving of learning activity by using the method of Problem-basedLearning in the subjectmatter of Matematika Teknik.Thegoal of this reserach is reducingas well as eradicating the students'inactiveness in learning, reduction of misconceptions followed by the improvement of learning performance. This research is a classroom action research consisting of two cycles. Each cycle consists of four steps of activities: planning the action, implementation and observation, reflection. and revision. Research conducted to all students participant of Matematika Teknik subject. The data were collected through observation and tests Data were analyzed descriptively. Result of the commit to user
research indicate that: (1) Learning model of Problem-Based Learning based on constructivism can reduce the frequency of misconceptions to Matematika Teknik concepts (misconceptions reduced from 87.1% in pre-test become 41,3% at the post-test). (2) Learning model of Problem-Based Learning base on constructivism can improve student's learning activity marked with more and more students participate actively in learning (3) Learning model of Problem-Based Learning base on construc- tivism can improve learning performanceofthe students (from 3,3 at pre-test become 7,0 at the time of post-test). Pursuant to result of this research hence require to strive applying of learning model of Problem-Based Learning base on construc-tivism at broader scope in the effort of improving the quality of learning and education in applying of competence based curriculum.
Dari pernyataan tersebut disimpulkan bahwa Model Belajar basis Pembelajaran Masalah-Berdasarkan konstruktivisme dapat meningkatkan aktivitas siswa belajar ditandai dengan makin banyak murid yang berpartisipasi aktif dalam belajar.(
http://eprints.uny.ac.id/550/ )
Menurut David A. Slykhus (2005:1), “New thechinques and new technologies are now available to aid the teachers’ efforts to change students’
conceptions”. Dari pernyataan tersebut dapat disimpulkan bahwa penggunaan teknik dan teknologi dalam pembelajaran mampu membantu guru menyampaikan konsep yang akan dipelajari.