PENGARUH METODE PBL DAN METODE EXPOSITORY TERHADAP HASIL BELAJAR MATEMATIKA PADA SISWA KELAS V

 Noviarda Yastika, Haryanto Haryanto

Abstract


Penelitian ini bertujuan untuk mengetahui perbedaan rata-rata hasil belajar pada siswa yang mendapat pembelajaran menggunakan metode Project-based learning dan siswa yang yang mendapat pembelajaran menggunakan metode expository pada siswa kelas V SD di Gugus I Kecamatan Bantul. Penelitian menggunakan metode eksperimen semu. Desain yang digunakan kelompok kontrol prates-pascates berpasangan. Penelitian dilakukan pada siswa kelas V SD di Gugus I Kecamatan Bantul. Pengumpulan data menggunakan angket hasil belajar afektif, tes hasil belajar kognitif, dan lembar observasi hasil belajar psikomotor. Uji validitas menggunakan expert judgement dan uji korelasi product moment. Uji reabilitas menggunakan cronbach alpha. Teknik analisis data yang digunakan adalah teknik analisis data multivariat MANOVA dengan taraf signifikansi 0,05. Hasil penelitian menunjukkan adanya perbedaan hasil belajar yang signifikan antara siswa yang mendapat pembelajaran menggunakan metode Project-based learning dengan siswa yang mendapat pembelajaran menggunakan metode expository. Terdapat perbedaan signifikan pada taraf signifikansi (0,000) kurang dari α (0,05). Hasil belajar baik hasil belajar afektif, hasil belajar kognitif, dan hasil belajar psikomotor dari kelas eksperimen mempunyai rata-rata yang lebih besar daripada kelas kontrol.

Kata kunci: Project-based learning, expository, hasil belajar

 

THE EFFECTS OF PBL METHOD AND EXPOSITORY METHOD ON MATHEMATICS LEARNING OUTCOMES IN CLASS V

Abstract

This study aims to find out the average difference in the learning outcomes of students who received learning using Project-based learning method and students who received learning using expository method in the fifth grade students elementary school in the first group of sub-districts of Bantul. The study used a quasi-experiment method. The design was a matching pretest-postest control group design. The study was conducted at the fifth grade students in the first group of Bantul districts. The data were colected using questionnaires of affective learning outcomes, a cognitive achievement test, and observation sheets of psychomotor learning outcomes. The validity test used was expert judgment and product moment correlation test. Reliability test used Cronbach Alpha. The data were analyzed using technique of multivariate data analysis MANOVA with a significance level of 0.05.The research shows significant differences in learning outcomes between students who receive learning using Project-based learning method and those getting learning using expository method. There are significant differences in the Sig. (0.000) less than α (0.05). Affective learning outcomes, cognitive learning outcomes, and psychomotor learning outcomes of the experimental class have an average bigger than that of the control class.

Keywords: Project-based learning, expository, learning outcomes


Keywords


project-based learning; expository; hasil belajar

Full Text:

PDF

References


Anindyta, P., & Suwarjo, S. (2014). Pengaruh problem based learning terhadap keterampilan berpikir kritis dan regulasi diri siswa kelas V. Jurnal Prima Edukasia, 2(2), 209-222. (Diakses melalui http://journal.uny.ac.id/index.php/jpe/article/view/2720 pada hari Selasa, 14 Juli 2015)

Bender, W. N. (2012). Project-based learning differentiating instruction for the 21st century. Thousand Oaks: Corwin

Chikita, G. P., et.al. (2013). The effect of project-based learning and students’ perceived learning discipline toward the writing competency of the eleventh grade students of SMAN 5 Mataram in the academic year 2012/2013. Diambil pada tanggal 22 April 2015 dari http://pasca.undiksha.ac.id/e-journal/index.php/jpbi/article/download/747/533

Edinyang & Ubi. (2012). Relative effectiveness of inquiry and expository methods of teaching social studies on academic performance of secondary students in Akwa Ibom State, Nigeria [Versi elektronik]. British Journal of Arts and Social Sciences, 8, 95-102

Erdogan, Y., Bayram, S., & Deniz, L. (2008). Factors That Influence Academic Achievement and Attitudes in Web Based Education [Versi Elektronik]. International Journal of Instruction, 1, 31-48

Filippatou, D. & Kaldi, S. (2010). The effectiveness of Project-based learning on pupils with learning difficulties regarding academic performance, group work and motivation [Versi elektronik]. International Journal of Special Education, 25, 17-26

Gultekin, M. (2005). The Effect of Project-based learning on Learning outcomes in the 5th Grade Social Studies Course in Primary Education [Versi elektronik]. Educational Science: Theory and Practice, 5(2), 548-556

Han, S., Capraro, R., & Capraro, M. (2014). How science, technology, engineer-ing, and mathematics (STEM) project-based learning (PBL) affects high, middle, and low achievers differently: The impact of student factors on achievement. Diambil pada tanggal 15 Mei 2015, dari http://link.springer.com/article/10.1007/s10763-014-9526-0

Helen. I.N.N. (2013). Effects of guided-inquir and expository teaching methods on senior secondary school students’ performances in Biology in Imo State [Versi Elektronik]. Journal of Education Research and Behavioral Sciences, 2(4), 51-57

Hosnan. (2014). Pendekatan saintifik dan kontekstual dalam pembelajaran Abad 21. Jakarta: Ghalia Indonesia

Karaman, S. & Celik, S. (2008). An exploratory study on the perspectives of prospective computer teachers following Project-based learning [Versi elektronik]. International Journal of Technology Design Education, 18, 203-215

Kemendikbud. (2013). Panduan teknis pembelajaran tematik terpadu dengan pendekatan saintifik di sekolah dasar. Jakarta: Kemendikbud

Knight, J. (2013). High impact instruction a framework for great teaching. Thousand Oaks CA: Sage

Laur, D. (2013). Authentic learning experiences a real-world approach to project-based learning. New York: Routledge

Le Hong Sharon Yam, & Rossini, P. (2010). Implementing a project-based learning approach in an introductory property course. [Versi elektronik]. 16th Pacific Rim Real Estate Society Conference

Martin, J. M. (2009). Elementary science methods: a constructivist approach, fifth edition. Belmont CA: Wadsworth

Mettas, A. C. & Constantionou, C.C. (2007). The Technology Fair: a Project-based learning approach for enhancing problem solving skills and interest in design and technology education [Versi elektronik]. International Journal of Technology Design Education, 18, 79-100

Moon, J. (2002). The module & programme development handbook a practical guide to linking levels, learning outcomes & assessment. London: Kogan

Moore, Kenneth. (2012). Effective instructional strategies. Thousand Oaks CA: Sage

Nitko, A.J., & Brookhart, S.M. (2011). Educational assessment of students. Boston: Pearson

Oya, R., & Budiningsih, C. (2014). Peningkatkan motivasi dan hasil belajar Bahasa Indonesia menggunakan model pembelajaran kreatif dan produktif. Jurnal Prima Edukasia, 2(1), 116-126. (Diakses melalui http://journal.uny.ac.id/index.php/jpe/article/view/2649 pada hari Selasa, 14 Juli 2015)

Romanov, K. & Nevgi, A. (2008). Student activity and learning outcomes in a virtual learning environment [Versi elektronik]. Learning Environments Research, 11, 153-162

Sigler, E.A., & Saam, J. (2007). Constructivist or expository instructional approaches: Does instruction have an effect on the accuracy of Judgment of Learning (JOL)? [Versi Elektronik]. Journal of the Scholarship of Teaching and Learning, 7, 22– 31

Slavin, R.E. (2006). Educational psychology theory and practice. Boston: Pearson

Srinath, A. (2014). Active learning strategies: an illustrative approach to bring out better learning outcomes from science, technology, engineering and mathematics (STEM) students [Versi elektronik]. International Journal of Emerging Technologies in Learning, 9, 21-25

Steven, S. (2015). Learning outcomes in an online vs traditional course [Versi elektronik]. International Journal for the Scholarship of Teaching and Learning, 9, 1-18

Sukmadinata, N.S. (2013). Metode penelitian pendidikan. Bandung: Rosda

Sudjana, N. (2013). Penilaian hasil proses belajar mengajar. Bandung: Rosdakarya

Tseng, K.H., Chang, C.C., Lou, S.J. et al. (2013). Attitudes towards science, technology, engineering and mathematics (STEM) in a Project-based learning (PjBL) environment [Versi elektronik]. International Journal of Technology Design Education, 23, 87-102

Wahyudi, A., & Suardiman, S. (2013). Meningkatkan karakter dan hasil belajar IPS menggunakan metode bermain peran pada siswa SD. Jurnal Prima Edukasia, 1(2), 113-123. (Diakses melalui http://journal.uny.ac.id/index.php/jpe/article/view/2629/2184 pada hari Selasa, 14 Juli 2015)

Westwood, P. (2011). Commonsense methods for children with spesial education need. New York: Routledge.




DOI: https://doi.org/10.21831/jpe.v4i1.7716

Refbacks

  • There are currently no refbacks.


Copyright (c) 2016 Jurnal Prima Edukasia

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Jurnal Prima Edukasia indexed by:

All rights reserved p-ISSN: 2338-4743 |e-ISSN: 2460-9927

Creative Commons LicenseJurnal Prima Edukasia by http://journal.uny.ac.id/index.php/jpe/index is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
View Prima Edukasia Journal Stats