Proceeding of International Conference: Primary Education Pivotal Literature and Research UNNES 2018 ISBN 978-602-0747-08-8
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The Effectiveness of the Group to Group Exchange Learning Model
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Character education in schools is a vital requirement so that the next generation can equip them with basic abilities that are not only able to make it life-long learners as one of the important characters to live in a global information age, but also able to function with positive participation both as personal, as a family member, as a citizen or as a citizen of the world
Character education is a solution for the Indonesian people in order to overcome the nation's moral decline which is felt to be diminishing. Character education is the provision of various views of life values such as honesty, intelligence, caring, etc. and that is the choice of individuals who need to be developed and need to be nurtured from an early age.
Furthermore character education that is integrated into all subjects can provide meaningful experiences for students because they understand, internalize, and actualize it through learning processes so that these values can be absorbed naturally through daily activities. If these values are also developed through school culture, then it is likely that character education is more effective. Character formation must be a top priority because it has been proven that in people's lives there are very many problems caused by bad characters.
SD Muhammadiyah Domban 3 Tempel, Sleman feels responsible for participating in supporting developing character education. But in reality, the planting of student character values is still difficult to instill especially in the learning process. One of the values of characters that have not been embedded properly is communative character. Based on the results of observations made during learning, students are more likely to be passive.
When teachers carry out learning by forming group discussions, students are also still reluctant to express their opinions. Students who are active in groups are only one student and appear to dominate their group friends.
Communicating between friends is also not very good. This is due to the low communicative character value of students.
Planting character values can be done in the learning process. Each subject has character values that students can develop in their daily lives. One of the subjects whose subject matter relates directly to everyday life is an IPS subject. The main purpose of IPS is to educate and provide basic skills to students in order to develop themselves according to their talents, interests, abilities and environment as well as various provisions for students to pursue higher education (Trianto, 2010).
Besides through subjects, the learning process that can actualize character education is a process that actively involves students.
Student-centered learning will provide meaningful experiences to students. The teacher only acts as a facilitator not as an orator. The selection of learning models must also be adapted to the characteristics of students and also the subjects especially the material to be delivered. The learning model applied by the teacher should also be a model that can actualize student character values. One of the learning models that can be applied is the Group to Group Exchange learning model.
The GGE learning model provides learning that each group "teaches" to other students what they are learning (Silberman in Trianto, 2012). This learning model invites students to discuss in their own groups, then continues to present groups with other groups and exchange opinions on the material they get.
The GGE learning model teaches students to think about what they are learning, provides opportunities for students to discuss or socialize with friends, ask questions and share knowledge with other friends. The activities carried out in the GGE learning model train students to help each other in their groups.
Prayogo and Ayu Silviana (2010) suggest that the GGE learning model is a discussion
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format that assigns different tasks to different groups of students. The Group to Group Exchange learning model is an active learning model where students can be able to hear, see, ask questions about the material being studied, and discuss material with other students. Group to Group Exchange provides opportunities for students to act as teachers for other students. In learning with the GGE model, teaching fellow students provides opportunities for students to learn something well and at the same time become speakers for each other (Silbermen 2012). Giving different assignments to students will encourage them to not only learn together but also teach each other. On the basis of these thoughts, the researchers are interested in reviewing and further examining "The Effectiveness of the Group to Group Exchange Learning Model on Communicative Characters on Students of SD Muhammadiyah Domban 3 Tempel, Sleman-Yogyakarta Regency".
RESEARCH METHODS
This study uses a type of experimental research with a quasi experimental design. This design has a control group, but it cannot function fully to control external variables that affect the conduct of experiments. This study uses the Quasi Exsperimenntal design in the form of the Nonequivalent Design Group.
This research was conducted in Muhammadiyah Domban 3 Elementary School Tempel, Sleman, Yogyakarta on the 21st to 26th May 2018. The population in this study were all fourth grade students of SD Muhammadiyah Domban 3 Tempel, Sleman, Yogyakarta, amounting to 53 students. The use of samples in this study used saturated samples.
The study was taken two classes, one class for the control class, namely class IVa with a total of 27 students and for the experimental class namely class IVb with a total of 26 students at SD Muhammadiyah Domban 3 Tempel, Sleman, Yogyakarta
Data collection is done by using a questionnaire to see the communicative
character of students. The questionnaire instrument test was conducted on fourth grade students at SD Margorejo, Tempel, Sleman- Yogyakarta Regency. In order for this study to obtain valid data, it is necessary to test the validity and reliability before the instrument is used. Validity and reliability tests were carried out at Margorejo Tempel Station. The subject of this instrument test questionnaire sheet is class IV students totaling 45 students. The instruments tested were as many as 45 subjects.
The number of items tested were 30 statements.
Determination of valid observation instruments from the results of field trials was conducted using product moment correlation techniques from Carl Pearson
Calculated date using SPSS version 20, the results obtained from 30 items that were tested were 10 items about Vaid, namely items number 2, 4, 5, 7, 8, 11, 12, 13, 16, 19. So, 10th Valid items will be used in research, while invalid items will be discarded / not used anymore. The results of the obtained reliability coefficient of 0.735. From these results it can be concluded that the instrument is reliable because the value of the coefficient is greater than the critical value) 0.752> 0.7
While for the preliminary test, namely the normality test, the significance value for the experimental group was 0.200, while the significance value for the control group was also 0.200. Because the significance value of the experimental group and the control group is greater than the value of α (sig.> 0.05), it can be concluded that the data are normally distributed. The homogeneity test shows that the significance value is 0.198. Because the significance value is greater than the value of α (0.198> 0.05), the data has the same or homogeneous variant.
Results
Tests on the effectiveness of the group to group exchange learning model towards the characters of elementary school Muhammadiyah Domban 3, Tempel, Sleman Yogyakarta using independent t-test analysis
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Ho Hypothesis: The group to group exchange learning model is effective against communicative characters in elementary school students Muhammadiyah Domban 3, Tempel, Sleman-Yogyakarta
Ha hypothesis: Ineffective group to group exchange learning model on the communicative characters in elementary school students Muhammadiyah Domban 3, Tempel, Sleman- Yogyakarta.
Effective group to group exchange learning model on communicative characters in elementary school students Muhammadiyah Domban 3, Tempel, Sleman-Yogyakarta
The hypothesis was carried out at a significance level of 5% (0.05). Independent t- test analysis results
Tabel Hasil Analisis Uji –T
`Based on the results of the T-test analysis table above there is a significant independent t- test value of 0.036. Because the significant-test value is independent <α (0.036 <0.05) then Ho is rejected and Ha is accepted. So it can be concluded that the group to group exchange learning model is effective against the comunkative character of elementary school students Muhammadiyah Domban 3, Tempel, Sleman-Yogyakarta.
The results of hypothesis testing which states that social studies learning uses an effective model of group to group exchange learning on comunkative character in grade IV elementary school students is proven. The
indicated by the Sig independent t-test value in the table of results of the t-test analysis smaller than α. (0.036 <0.05).
The effectiveness of the learning model can be seen from the value of the learning questionnaire in the control class 19 and a maximum of 38 with an average value of 32.25.
While the minimum value of the questionnaire results in the experimental class 25 and the maximum value of the communicative questionnaire 42 with the average score of the questionnaire 34.92. The difference between the control class and experimental questionnaire values is 4 with an average difference of 2.67.
The results of the acquisition of character values indicate the average value obtained by the experimental class in social studies learning using a group to group exchange learning model higher than the average value of the control class in social studies learning without using the group to group exchange group to group exchange model. This means that the use of an effective group to group exchange learning model on the value of communicative characters in SD Muhammadiyah Domban 3 Tempel students.
The results of this study are supported by theories that were found previously. Prayogo and Ayu Silviana (2010) also suggested that the GGE learning model is a discussion format that assigns different tasks to different groups of students. The GGE model requires students to think about what students are learning, gives them the opportunity to discuss or socialize with friends, ask questions and share knowledge with other friends. Group to Group Exchange provides opportunities for students to act as teachers for other students. In learning with the GGE model, teaching fellow students provides opportunities for students to learn something well and at the same time become speakers for each other (Silbermen 2012).
The above theory is in line with the goals of character education. According to Mulyasa
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(2013) character value education aims to improve the quality of educational processes and outcomes that lead to the formation of full and integrated character and noble character of students in accordance with graduate competency standards in each education unit
Teachers in the learning process must be able to motivate, guide, direct and provide opportunities to participate in students in learning activities. By implementing a cooperative approach students are expected to be more active and able to work with groups.
As with the opinion of Miftahul Huda (2015:
111) that "cooperative learning (cooperative learning) is that the synergy that arises through cooperation will increase motivation that is far greater than through through an individual competitive environment". The teacher's skills in managing learning are very important in determining the success of learning. In line with the opinion of Soetopo (2005: 185-200) teachers deliver students to master the subject matter, obtain and develop experiences, skills and attitudes and values.
In this study the teacher tried to improve and and develop the character of students in social studies learning using the group to group exchange learning model. This is in accordance with the opinion of Muhammat Rahman (2014:
192) that the unit of learning as a handle for teachers is arranged in such a way that the learning unit already contains components. That is, in the unit of learning that has been portrayed the effort or activity that will be carried out to instill confidence in students, hold relevant activities, arouse interest or attention of students, conduct evaluations and foster a sense of respect, care for others or take pride in students
CONCLUSION
From the research that has been done, some conclusions can be drawn, including:
a. The group to group exchange learning model is right for use in social studies learning because with this method
students have a social soul and can be developed in daily life.
b. Through the group to group exchange learning model students are given the opportunity to discuss and socialize.
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