Proceedings of the Fifth International Conference on eLearning for Knowledge-Based Society, December 11-12, 2008,
2.36
Improving Learning Performance of Social Science through Application of Socio-
Reality on the ground particularly in the SDN Jayasakti 05 Bekasi district, the results of social studies students of class V are still low, seen from the average test results of students who are not more than 60, while KKM determined by the school 70. This situation is due to the learning IPS still conventional, teachers do not use methods that varied in the present difficult learning so that students understand a concept being taught.
Various methods of learning social studies teacher needs to be understood in order to implement effective learning in improving learning outcomes and implementation. The learning method must be done in accordance with the needs of students for each of these approaches have the different objectives and principles.
In this study used methods sociodrama, sociodramas derived from the Socio and Drama. Socio Social mean that society, and drama means demonstrates, show or exhibit.
Social or community consisting of one other human relationship can be said to be a social relationship.
Drama in the broad sense is or exhibit demonstrates circumstances or events that experienced by people, nature and behavior of people. Sociodramas method means a way of presenting the lesson material demonstrates, displaying or demonstrating how behavior in social relations.
Sociodramas method is a form of teaching methods to dramatize behavior in social relationships in order to provide an understanding and appreciation as well as developing the students' ability to solve them.
Sociodramas method is often used when we want to give a deeper understanding of the various situations involving social issues.
methods Sociodramas have the advantages such as, (1) Students are trained to create on and take the initiative, (2) Students are trained to understand something and try to do it, (3) If students have the seeds of art, the talent will be nurtured properly, through frequent Sociodramas, ( 4) Cooperation between friends so nurtured by better anyway, and (5) Students are happy, because the fragments can be comforted by his friends.
Based on the description of the above problems, the authors tried to overcome these problems in a scientific paper entitled
"Improving Learning Outcomes Prepare IPS on Indonesian Independence Through Sociodramas Methods In Grade Students of SDN Jayasakti 05 Bekasi District".
Theoretical studies
The learning result is the ability gained from the process or learning activities that can be either knowledge, attitudes, skills and creativity. The knowledge in question is in the form of facts, terms and principles, the attitude in question is of concern, respect, values, feelings, and emotions, while the skill and creativity in question is in the form of skills and creativity in solving problems. The same thing was said by Abdurrahman in Jihad who argued about the meaning of learning outcomes as the ability acquired after the child through learning activities. Therefore, to obtain the results of an evaluation study or how to measure the level of student mastery. After going through the learning process, the students are expected to achieve the goal of learning is the ability of the students after undergoing a learning process.
According to Benjamin S. Bloom in Sudjana three domains of learning outcomes, namely:
(1) cognitive, (2) affective and (3) psychomotor. Cognitive domain with respect to the results of intellectual learning that consists of six aspects, namely memory, comprehension, application, analysis, synthesis, and evaluation. Affective regard to the attitude that consists of five aspects, namely acceptance, response or reaction, assessment, organization, and internalization.
Psychomotor domains with respect to the results of learning skills and ability to act which consists of six aspects, namely reflexes, basic movement skills, perceptual abilities, harmony or precision, complex movement skills and expressive and interpretive movement.
Based on the above it can be said that the achievement of learning outcomes can be seen from the achievement of shape changes in behavior that tends to settle on the cognitive, affective and psychomotor aspects of learning
process is done in a certain time, but of the three domains which became the object of assessment for learning outcomes, the realm kognitiflah the most widely assessed as the main purpose of assessment is to measure the ability of the students in charge of teaching materials.
There is a very well-known law of Gestalt theory in the law Pragnanz Abraham, which means "a regular, balanced or harmonious".
Learning to obtain the results need to make efforts to seek and find Pragnanz, order, harmony of something that is learned. The implementation of this Gestalt theory in the learning, the teacher gives a lesson as a whole or a single entity, not separated.
From a variety of expert opinions on the results of the above study it can be concluded that the results of learning is student behavior changes significantly after the learning process is the cognitive aspects.
II. METHODS
Subjects in this study were students of class V SDN Jayasakti 05 Muaragembong Bekasi totaling 20 students. Observer of the study was peer who is a Class V and teachers will collaboratively conduct
research and observation.
This research method using a Class Action Research (PTK). According Ebbutt in Wiraatmadja penelitain class action is a systematic review of the implementation of the improvement of education by a group of teachers to perform actions in learning, based on their reflections about the results of such measures (rochiati Wiraatmadja, 2008)
The action plan, covering the implementation of learning plan with learning objectives in accordance with the material to be studied, determining the competencies associated with the material to be learned, develop learning scenarios, compiled format teacher and student activity observation, determine the media and learning tools. Observations were made during the learning process takes
place from open lesson with a prayer, build understanding, core activities, reflection, and evaluation and closed with prayer.
The process of learning activities conducted 2 meetings for each cycle. Each meeting is conducted over 2 sessions (1 hour lesson = 35 minutes), adjusted to the time that has been scheduled for school learning. Observation of activities carried out by the observer or observers held in conjunction with the implementation of the action. Observations assisted by friends sejahwat as an observer or observers at the time of learning activities undertaken by researchers to view and record all the actions that have been planned, ongoing learning activities, actions and reactions of both attitudes and responses of students during the learning process takes place.
III. RESULTS AND DISCUSSION DISCUSSION
Based on the results of intervention actions and the record field in the first cycle time of observation dilkukan, it is known that the method of learning through sociodrama, visible learning process has not gone well, the teacher is still less than the maximum in learning so that the targets set in this study can not be reached in the
cycle I.
At the core stage students are asked to assemble the basic movements to rhythmic gymnastics, but students do not understand what is instructed by the teacher.
In this case the teacher has not yet
implemented the ability of teachers to
manage classes and not applying the
learning process to the fullest. Besides
seeing the results of observations of the
action on the first cycle, the first cycle of
teachers still looks stiff in the notice the
material, there are still many students were
silent, and the number of statements that
emerged from the observation sheet in the
first cycle 20-point declaration, the amount
of which does not appear 8 with
Percentage 73.33%.
Based on the results of intervention actions and the record field in the first cycle time of observation dilkukan, it is known that the method of learning through sociodrama, visible learning process has not gone well, the teacher is still less than the maximum in learning so that the targets set in this study can not be reached in the
cycle I.
At the core stage students are required to read and play the drama, but the students do not understand what is instructed by the teacher.
In this case the teacher has not yet implemented the ability of teachers to manage classes and not applying the learning process to the fullest. Besides seeing the results of observations of the action on the first cycle, the first cycle of teachers still looks stiff in the notice the material, there are still many students were silent, and the number of statements that emerged from the observation sheet in cycle to the second 20-point declaration, the amount of which does not appear 4 to
percentage of 86.6%.
In the second cycle of this research has been done properly, the implementation of the research looks better prepared to carry out research so that activities in learning can be implemented properly, it is the result of improvement measures in the previous cycle has not done well, which is then discussed and evaluated by observers and researchers to make the next event better. It also affects the readiness of students to carry out any activity in learning. Students as a whole has to be actively involved so that the potential of the students to develop optimally.
CONCLUSIONS AND
RECOMMENDATIONS
The success of a learning best be achieved if teachers can pick and mementukan learning tailored to the needs, the
characteristics of the intellectual and social development of students and subjects.
Sociodramas method in teaching social studies in class V was appropriate from the aspect of intellectual development of students as well as the background and purpose of social studies subjects listed in
the curriculum.
Another aspect that can be seen is in terms of intellectual development of students sitting in a high class located in the operational phase concrete, where they've been able to develop logical thinking and it can solve the problem, while in terms of subjects, the curriculum IPS SD explained that the purpose of education IPS SD organized so that learners have the ability to develop skills to investigate their surroundings, solve problems and make decisions.
Sociodramas method in teaching social studies equip students with sufficient knowledge so that he can take action in connection with its decision. The objectives were developed as follows: (1) students can connect social reality with the topic of classroom learning, (2) students can use various avenues to mensikapi various issues or situations that develop in a society based on scientific view, and (3) the students can make themselves as citizens who have a social responsibility.
Based on the above, then presumably
teachers in implementing the learning
process is required to be able to use the
method chosen Sociodramas as learning to
improve learning outcomes IPS.
REFERENCES