Implementasi Direct Instruction Dengan Strategi Peer Tutoring Untuk Meningkatkan Hasil Belajar Kelistrikan Otomotif Kelas X TKRO SMK Negeri 2 Depok Sleman

Indonesia, Inggris

Abstract

Abstract

This classroom action research describes the implementation of Direct Instruction combined with Peer Tutoring and drilling and examines its contribution to automotive electrical learning outcomes in class X TKRO B at SMK Negeri 2 Depok Sleman. The study used the Kemmis and McTaggart action-research model and was conducted in three cycles during the second semester of the 2025/2026 academic year with 36 students. Each cycle consisted of planning, action, observation, and reflection. Data were collected through cognitive tests, performance assessments, observation sheets, and documentation. The instruments were reviewed through expert judgment, and data were analyzed descriptively by comparing achievement across cycles with the minimum success criterion of 75% and a Learning Objective Achievement Criterion of 78. The average cognitive score reached 85.4 in Cycle I,86.4in Cycle II, and 86.5 in Cycle III. Cognitive classical mastery was 86.11%,94.40%, and 91.67%, respectively. Psychomotor mastery was 91.7% in Cycle I,91.7%in Cycle II, and 83.3% in Cycle III, remaining above the success criterion despite a decline in the final cycle as task complexity increased. Teacher-action implementation improved from 83.75% to 92.50%, while student activity reached 90.00% in Cycle III. The findings indicate that the combined approach helped maintain high achievement while improving instructional implementation. Because each cycle assessed different material, the scores should not be interpreted as a linear gain on a single identical competency. The study is limited to one class and one subject area.

Abstrak

Penelitian tindakan kelas ini bertujuan mendeskripsikan implementasi Direct Instruction yang dipadukan dengan Peer Tutoring dan latihan drilling terstruktur serta mengkaji kontribusinya terhadap hasil belajar kelistrikan otomotif peserta didik kelas X TKRO B SMK Negeri 2 Depok Sleman. Penelitian menggunakan model tindakan kelas Kemmis dan McTaggart dalam tiga siklus pada semester genap tahun ajaran 2025/2026 dengan 36 peserta didik. Setiap siklus meliputi perencanaan, tindakan, observasi, dan refleksi. Data dikumpulkan melalui tes kognitif, penilaian unjuk kerja, lembar observasi, dan dokumentasi. Instrumen ditelaah melalui expert judgment, sedangkan data dianalisis secara deskriptif dengan membandingkan capaian antar siklus terhadap indikator keberhasilan minimal 75% dan KKTP sebesar 78. Rerata nilai kognitif mencapai 85,4 pada Siklus I,86,4 pada Siklus II, dan 86,5 pada Siklus III. Ketuntasan klasikal kognitif berturut-turut sebesar 86,11%,94,40%, dan 91,67%. Ketuntasan psikomotorik sebesar 91,7% pada Siklus I,91,7% pada Siklus II, dan 83,3% pada Siklus III, sehingga tetap berada di atas indikator keberhasilan meskipun menurun pada siklus terakhir seiring meningkatnya kompleksitas tugas. Keterlaksanaan tindakan guru meningkat dari 83,75% menjadi 92,50%, sedangkan aktivitas peserta didik mencapai 90,00% pada Siklus III. Temuan menunjukkan bahwa kombinasi strategi tersebut membantu mempertahankan capaian belajar yang tinggi sekaligus memperbaiki keterlaksanaan pembelajaran. Karena setiap siklus mengukur materi yang berbeda, capaian antar siklus tidak dimaknai sebagai peningkatan linear pada satu kompetensi yang identik.