Analisis Komparasi Problem Based Learning Dengan Team Assisted Individualization Pada Penguasaan Kompetensi “Mekanisme Katup & Sistem Bahan Bakar” Kelas XI SMK

Holis Harifi, Djoko Adi Walujo, Sugito Sugito

Abstract


SMK sebagai sekolah vokasi berbeda dengan sekolah menengah umum lainnya. Lebih menekankan pada kompetensi  atau keahlian. Pembelajaran yang monoton tidak variatif, membosankan dan lebih banyak terpusat pada guru, menyebabkan tidak efektif dan menyenangka. Penelitian ini menggunakan pendekatan Penelitian Tindakan Kelas (PTK) bertujuan untuk mengetahui bagaimana analisis komparasi  PBL dan TAI  efektif dalam penguasaan kompetensi “Mentup Simbahkar” akronim mekanisme katup dan sistem bahan bakar  pada Pemeliharaan Mesin Sepeda Motor kelas IX. Berdasarkan hasil olah data dapat dilihat: (1). Aktifitas positif pada siklus I sebesar 61%, siklus II sebesar 76%, dan siklus III sebesar 84%, sedangkan aktifitas negatif  pada siklus I sebesar 30%, siklus II sebesar 10%, dan siklus III sebesar 10%; (2). Rata – rata kelas pada siklus I sebesar 71, siklus II sebesar 81, dan siklus III sebesar 88, (3). Ketuntasan belajar peserta didik pada siklus I sebesar 28,5%, siklus II sebesar 100%, dan siklus III sebesar 100%.

 

Abstract

Vocational school as a vocational school is different from other public high schools. Put more emphasis on competence or expertise. Monotonous learning is not varied, boring and is more centered on the teacher, causing ineffective and unpleasant. This study uses a Class Action Research (CAR) approach aimed to find out how the comparative analysis of PBL and TAI is effective in mastering the competence of "Mentup Simbahkar" valve mechanism and fuel system acronyms on Class IX Motorcycle Engine Maintenance. Based on the results of data processing can be seen: (1). Positive activity in cycle I was 61%, cycle II was 76%, and cycle III was 84%, while negative activity in cycle I was 30%, cycle II was 10%, and cycle III was 10%; (2). The average class in cycle I was 71, cycle II was 81, and cycle III was 88, (3). Mastery learning of students in the first cycle of 28.5%, the second cycle of 100%, and the third cycle of 100%.

 

 


Keywords


Teknologi Pendidikan; Desain Pembelajaran; Model Pembelajaran

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References


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DOI: http://dx.doi.org/10.17977/um039v5i12020p088

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