Informasi Dokumen
- Penulis:
- Suryati
- Pengajar:
- Prof. Dr. Ir. Hasriadi Mat Akin, M.P
- Prof. Dr. Sujarwo, M.S
- Dr. Muhammad Fuad, M.Hum
- Dr. Riswanti Rini, M.Si
- Dr. Herpratiwi, M.Pd
- Dr. Irawan Suntoro, M.S
- Dr. Sulton Djasmi, M.Pd
- Dr. Budi Koestoro, M.Pd
- Sekolah: Universitas Lampung
- Mata Pelajaran: Technology Education
- Topik: Peningkatan Hasil Belajar PKN Melalui Model Pembelajaran Discovery Learning Pada Siswa Kelas VI Di SD N I Merbau Tanggamus
- Tipe: thesis
- Tahun: 2016
- Kota: Bandar Lampung
Ringkasan Dokumen
I. PENDAHULUAN
The introduction outlines the significance of Civic Education (PKn) in fostering democratic citizenship among students. It highlights the challenges faced in the implementation of active learning models, particularly the discovery learning model, which aims to enhance student engagement and learning outcomes. The research identifies a gap in the current teaching methods employed by educators, leading to unsatisfactory results that do not meet the Minimum Completeness Criteria (KKM). This section sets the stage for the research objectives, which include improving both the teaching process and student learning outcomes in PKn.
1.1 Latar Belakang
This subsection elaborates on the legal framework guiding Indonesian education, emphasizing the need for a curriculum that fosters critical thinking and democratic values. It discusses the role of PKn in developing responsible citizens and the necessity for teachers to adopt innovative teaching strategies, such as discovery learning, to engage students actively. The background underscores the importance of aligning teaching methods with the educational goals set forth by national standards.
1.2 Fokus Penelitian
The focus of this research is to investigate the effectiveness of the discovery learning model in enhancing student learning outcomes in PKn. It outlines specific sub-focus areas, including lesson planning, implementation, assessment, and the overall impact on student performance. This structured approach aims to provide comprehensive insights into the application of discovery learning in a primary school context.
II. KAJIAN PUSTAKA
This section reviews relevant literature on learning theories and models, particularly focusing on constructivist approaches such as discovery learning. It discusses various learning theories, including behaviorism and cognitivism, and their implications for educational practices. The literature review establishes a theoretical foundation for the research, connecting the principles of discovery learning with the objectives of PKn education, emphasizing how this model can foster critical thinking and student autonomy.
2.1 Teori Belajar Dan Pembelajaran
This subsection provides an overview of learning theories that inform teaching practices. It emphasizes the importance of understanding how students learn and the impact of different teaching methodologies on learning outcomes. The discussion includes behaviorist, cognitive, and constructivist theories, highlighting the relevance of discovery learning in promoting active engagement and deeper understanding among students.
2.2 Teori Pembelajaran
Here, the focus shifts to specific learning theories, such as those proposed by Bruner and Ausubel, that support the application of discovery learning in the classroom. It discusses how these theories advocate for student-centered learning experiences that encourage exploration and critical thinking, which are essential for mastering the concepts taught in PKn.
III. METODE PENELITIAN
This section outlines the research methodology employed in the study, which is a classroom action research design conducted over three cycles. It details the research setting, subjects, data collection techniques, and analysis methods. The methodology is designed to systematically assess the effectiveness of the discovery learning model in improving student engagement and learning outcomes in PKn.
3.1 Pendekatan Penelitian
The research adopts a qualitative approach, integrating quantitative data to provide a comprehensive analysis of the intervention's impact. The classroom action research framework allows for iterative cycles of planning, acting, observing, and reflecting, facilitating continuous improvement in teaching practices and student learning.
3.2 Setting Penelitian
This subsection describes the research context, including the characteristics of the school, the student population, and the specific classroom dynamics. It sets the stage for understanding how the discovery learning model is implemented within the unique environment of SD N I Merbau Tanggamus.
IV. HASIL PENELITIAN DAN PEMBAHASAN
This section presents the findings from the research, detailing the improvements observed in lesson planning, teacher and student activities, and learning outcomes across the three cycles of implementation. It discusses the data collected through observations and assessments, providing a clear picture of the effectiveness of the discovery learning model in enhancing student engagement and achievement in PKn.
4.1 Hasil Penelitian
The findings indicate a progressive improvement in lesson planning and implementation, with each cycle showing increased effectiveness. Student engagement metrics also improved significantly, reflecting the positive impact of the discovery learning model on their learning experiences.
4.2 Pembahasan Hasil Penelitian
This subsection analyzes the results in relation to the theoretical framework established in the literature review. It discusses how the findings align with existing research on discovery learning and its effectiveness in fostering critical thinking and active learning among students.
V. KESIMPULAN DAN SARAN
The conclusion summarizes the key findings of the research, emphasizing the effectiveness of the discovery learning model in improving PKn learning outcomes. It provides recommendations for educators on implementing this model in their teaching practices, highlighting the importance of fostering an interactive and engaging learning environment for students.
5.1 Kesimpulan
The research concludes that the discovery learning model significantly enhances student engagement and cognitive outcomes in PKn. The iterative approach of classroom action research proved effective in refining teaching practices and improving student performance.
5.2 Saran
Recommendations include further training for teachers on implementing discovery learning strategies, as well as continuous evaluation of student engagement and learning outcomes to ensure the sustained effectiveness of teaching practices in PKn.
Referensi Dokumen
- Model – model Media, dan Strategi Pembelajaran konstektual (Inovatif) ( Aqib Zainal )
- Learning to Teach ( Richard I Arends )
- Prosedur Penelitian Suatu Pendekatan Praktik ( Suharsimi Arikunto )
- Penelitian Tindakan Kelas ( Suharsimi Arikunto )
- Buku Panduan Internalisasi Pendidikan Karakter di Sekolah ( Jamal Ma’mur Asmani )
