5 (1) (2022) 18-22
Journal of Curriculum Indonesia
http://hipkinjateng.org/jurnal/index.php/jci
Utilization of Jeopardy Games Uses Powerpoint to Improve Student Learning Outcomes on The Subject of Geography Subject to The Basics
Farida Ariani
Madrasah Aliyah Negeri 1 Wonosobo, Indonesia
Info Articles
____________________
Keywords:
Jeopardy Games, Power- Point, Learning Outcomes _________________________
Abstract
________________________________________________________________
The reality on the ground shows that geography lessons at MAN 1 Wonosobo, in its presentation still tend to be verbalistic, namely; through reading books and other library books. For students of class X MAN 1 Wonosobo, Geography lessons are known for materials that are memorized a lot, teacher learning methods that are still conventional, so that in learning activities students tend to be passive. In reality, there is still a tendency to low student learning outcomes in Geography lessons.
Technological advances today are a trigger factor that today learning is not only done conventionally, in the form of text and reading. The provision of educational games becomes an alternative learning medium. Media in learning is very instrumental in attracting students' learning interest and making students enthusiastic about the material provided. Through this research, students are taught through the utilization of Jeopardy games using PowerPoint. This game is one way to increase the mastery of students of class X MAN 1 Wonosobo, in learning Dsar- basic Mapping in Geography lessons, so as to hone students' thinking power in understanding the subject matter. The method used in this study used the experimental design "Pretest-Posttes Control Group Design". The results proved there was a significant difference between learning outcomes using Jeopardy games and learning outcomes that did not use Jeopardy games. The results of the experimental class pretest calculation and control class showed that t count = - 1.3534 is smaller than ttable with a significant level of 5% with dk = 8 which is 2.262. This means that the two groups are still in a balanced state and there is no difference. And the posttest calculation shows that thitung=-7.2152 with a larger than ttabel with a significant level of 5% with dk=8 which is 1.86. Thus, there was a significant difference between the experimental class group and the control class after the treatment. Because the relationship between teacher and student is a two- way relationship, the teacher is obliged to guide and direct students to succeed in learning. So providing jeopardy game media is one way to overcome problems in the learning process, so it is expected that the learning process can be optimally successful.
e-ISSN 2549-0338
Journal of Curriculum Indonesia 5 (1) (2022) INTRODUCTION
Education cannot be separated from everyday life. Because education frees people from backwardness, ignorance, and poverty. According to John Dewey in Sagala (2007: 3), Education is the process of forming fundamental basic abilities, whether concerned with thinking, intellectual, emotional or feelings directed to human habits.
High School Education (SMA) or in Madrasah Aliyah (MA) will equip children by acquiring various sciences. One of the sciences gained is geography. Geography is a science that studies the similarities and differences of geosphere phenomena with a territorial or environment point of view in the context of space (Results of Seminars and Workshops of the Indonesian Geography Association (IGI) in Semarang Th 1988. The scope of geography studies the earth as a human habitation.based on this concept of the earth as a human dwelling place, with regard to space that has structures, patterns, and processes formed by human activities. In addition, the concept of human habitation is not only limited to the earth's surface occupied by humans, but also areas of the earth's surface that are not inhabited by humans, as long as the place is important for human life (Bintarto, 1977) Through geography subjects in class X at MAN 1 Wonosobo. Students are directed to be able to learn themselves and the environment, as well as the prospect of further development in applying it in everyday environments (Saktiyono 2008: 6).
From the results of observations, geography learning applied in MAN 1 Wonosobo, in essence the presentation of learning still tends verbally through reading books and other library books. For students of class X MAN 1 Wonosobo geography lessons are known for materials that are memorized a lot, teacher learning methods that are still conventional. With the fact that there is a tendency to low student learning outcomes in Geography lessons.
According to Degeng in Kustiono (2010: 5), learning media is an important component of delivery strategies. Learning media has an important role in teaching delivery strategies for the achievement of certain learning outcomes. Therefore, the learning media is right in overcoming problems related to the teaching and learning process, while the media as a communication tool can overcome the limitations of space and time in the teaching and learning process.
According to Degeng in Kustiono (2009: 2) learning is an attempt to align students. In aligning students, the role and function of the learning media is very important. Schram in Kustiono (2009: 4) defines learning media as a medium of communication used in teaching and learning activities, while Reiser and Gagne in Kustiono (2009: 2) view instructional media as physical tools that can communicate instructional messages.
In the current era of globalization, the development of technology strongly supports the advancement of the quality of education. The rapid development of technology, making it easier for humans to work in all fields, including their application in the world of education. Utilizing technology media in the world of education can change the concept of better learning so that the process of teaching and learning activities becomes more active, effective, efficient, and creative, so that the role of learning media becomes a good choice in the teaching and learning process.
Microsoft PowerPoint or Microsoft Office PowerPoint is a medium for presentation developed by Microsoft. Utilization of PowerPoint program media, in learning activities is very helpful for educators in the delivery of learning materials (Jasmadi 2010: 25). According to Ilham (2004: 8) PowerPoint is an application program that serves to create presentations in the form of slides.
Learning with Jeopardy games is an interactive learning approach with quiz game models, developed with the PowerPoint program. This game is in the form of problems, which have different categories of difficulty levels, which require students to play an active role, especially stuffy in the learning process. The principle of the game is to train the thinking and analysis power of
Journal of Curriculum Indonesia 5 (1) (2022)
learners, in order to increase mastery of the subject matter (Jasmadi 2010: 203). Jeopardy games in learning aim to promote active learning with one computer to enhance classroom interactiveness (apakabarpsbg.wordpress.com).
According to Ismail (2006: 296), learning by playing is an effort to convey learning materials to students by playing or in a fun way, so that students unwittingly gain knowledge and experience from the easy learning process. Based on the description above, the utilization of PowerPoint-based Jeopardy games to improve student learning outcomes on the subject of Geography subject the basics of mapping class X MAN 1 Wonosobo need to be done research.
Based on the description above, the problem that the author will review in this study is formulated as follows: whether there is a difference in improving learning outcomes between learning and through games. Jeopardy compared to learning that does not use jeopardy games in students of class X MAN 1 Wonosobo on the subject of Geography subject to the basics of mapping?
In accordance with the formulation of the above problem, the purpose of this study is to find out the extent to which the utilization of PowerPoint-based Jeopardy games can increase the learning outcomes of students of class X MAN 1 Wonosobo on the subject of Geography subject to basic Dsar-basic Mapping.
METHOD
This study uses experimental research. The purpose of experimental research itself is to investigate the absence of causal relationships by giving certain treatments to some experimental groups and control groups for comparison (Nazir 2003: 75). The researchers' goal is to find out the extent to which utilization of PowerPoint-based Jeopardy games can improve student learning outcomes in the subjects of Class X MAN 1 Wonosobo Geography.
The design used in this study is experimental design. In the experiment will be treatmen (treatment). To look for influence on other controlled variables. The experimental design chosen is
"Pretest-Posttest Control Group Design". In this design there are two groups that are each randomly selected, then given a pretest to find out the initial state of whether there is a difference between the experimental group and the control group. Good pretest results when the value of the experimental group does not differ significantly (Sugiyono 2008: 76).
The population in the study was a student of class X MAN 1 Wonosobo. To get a representative sample with the purpose of research that is subsubjected students, then the design of sampling techniques used is cluster random sampling, which is a sampling technique from randomly selected clusters.
RESULTS AND DISCUSSIONS
The learning process was carried out in the experimental group using Jeopardy Media and the control group without the use of Jeopardy media. It is seen that the learning results of the group are real different, this is shown from the results of the t test obtained t (calculated) which means Ho was rejected. By rejection this means the learning outcomes of students who use Jeopardy media better than without using jeopardy games.
Through learning using jeopardy game media, students' enthusiasm in receiving and understanding the subject matter becomes better. Because more get new and direct experience in studying the material delivered than the control group. Students are unlikely to actively find a conclusion themselves, without properly understanding the assigned material. In the control group given learning using conventional models, more emphasis on the senses of sight and hearing, so that
Journal of Curriculum Indonesia 5 (1) (2022)
the activeness of students has not been optimal. This condition if done continuously will cause boredom in students, so that the learning results obtained are lower than the experimental group.
Learning using Jeopardy media can generate motivation and interest, training students to analyze, process and improve mastery of the subject matter. The function of educational games, which is to provide knowledge to children through the learning process, stimulate the development of thinking, creativity, and language, in order to foster good attitudes, mental, and morals; create an attractive playing environment, providing a sense of security, and fun; And improve the quality of children's learning.
The role of the teacher as a facilitator, which is to give direction as necessary to students who have problems with the material delivered. Therefore, the liveliness will foster high learning motivation in students and will ultimately affect learning achievement.
The variable or object of the study of concern of this study there are two categories, namely variable cause or independent varabel (X), related to this research is jeopardy media. And the variable of the consequence or dependent varabel (Y) is the student's learning achievement. The study was directed to look at free variables in influencing variables bound to geography subjects of class X MAN 1 Wonosobo. Where both the experimental class and the control class are treated the same research instrument, in the form of a problem that has been tested in the trial class. This class of experiments departs from relatively similar (homogeneous) conditions. In this study variables are consequent or dependent variables (Y), namely student learning outcomes in geography subjects, in this case the problem in this research instrument is made a test of learning achievement in the form of objective. Which is divided in a grid of test questions. After 25 tested questions that were declared valid 20 questions, This is used as a research instrument. From the results of early to late stage test research it can be concluded that in hypothesis testing there are significant differences between learning outcomes using jeopardy games.
CONCLUSION
Based on the results of research and discussion, conclusions that can be taken are; 1) There is a difference in learning with Jeopardy games with learning that does not use Jeopardy games in improving the learning outcomes of students of class X MAN 1 Wonosobo on the subject of Geography subject peta. From the test results(t), (t(count)=-7.2152dant(table)=1.86 with a real level of 5% and dk=(10- 2)= 8. Mean in experimental group = 8.8500 and control group = 7.3100). 2) Learning using Jeopardy game media as a learning medium on geography subjects class X MAN 1 Wonosobo turned out to be effective, it was proven that during the learning process students in the experimental group were more active and creative compared to students in the control group who did not use Jeopardy game media.
Based on the conclusion above, it is recommended: 1) As a matter of consideration for teachers, should be in learning, especially Geography using jeopardy game media, so that it can create interactive and fun learning, and increase students' mastery of the subject matter. 2) It is necessary to do further research by taking other subjects so that more convincing results are obtained about the effectiveness of jeopardy game media in geography learning. 3) Schools that have complete and adequate computer laboratory facilities to use these facilities more optimally as interactive learning media, especially Geography lessons.
REFERENCES
Arikunto, Suharsimi. 2002. Dasar-dasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.
Arikunto,Suharsimi. 2006. Prosedur Penelitian Suatu Pendekatan. Jakarta: Rineka Cipta.
Journal of Curriculum Indonesia 5 (1) (2022)
Arsyad, Azhar. 2007. Media Pembelajaran. Jakarta: Rajawali Press. Fathurrohman, Pupuh. 2007. Strategi Bela- jar Mengajar-Strategi Mewujudkan Pembelajaran Bermakna Melalui Penanaman Konsep Umum & Konsep Islamia. Bandung: Refika Aditama.
Ely, Gerlach. 1971. Teaching and Media Systematic Approach. New Jersey Prentice Hall, Inc.
Hadi, Sutrisno. 2004. Metodologi Research. Yogyakarta: Andi Press.
Ismail, Andang. 2006. Education Games.Yogyakarta: Pilar Media.
Jasmadi. 2010. Menyusun Presentasi Pembelajaran Berbasis TIK dengan Ms. Office 2010. Jakarta: Elex Media Kom- putindo.
Kustiono.2010. Media Pembelajaran Konsep, Nilai Edukatif, Klasifikasi, Praktek Pemanfaatan dan Pengembangan.
Semarang: UNNES Press.
Miarso, Jusufhadi.2007. Menyemai Benih Teknologi Pendidikan. Jakarta: Kencana Prenada Media Group.
Nazir, Moh. 2003.Metode Penelitian.Jakarta:Ghalia Indonesia.
Rohani, Ahmad. 1997. Media Instruksional Edukatif. Jakarta: Rineka Cipta.
Rohani, Ahmad. 2004. Pengelolaan Pengajaran. Jakarta: Rineka Cipta.
Sudjana, N., Ibrahim. 2001. Penelitian dan Penilaian Pendidikan. Bandung: Sinar Baru Algensindo.
Sudono, Anggani. 2000. Sumber Belajar dan Alat Permainan untuk Pendidikan Anak Usia Dini. Jakarta: Grasindo.
Sagala, Syaiful. 2007. Konsep dan Makna Pembelajaran. Bandung: Alfabeta.
