Abstract:
PENERAPAN MODEL PEMBELAJARAN LANGSUNG
UNTUK MENINGKATKAN HASIL BELAJAR IPA
SISWA KELAS IV SD NEGERI 26 PEKANBARU
Oleh
Sri Kastatik Apriwayanti 1, Mahmud Alpusari 2, Hendri Marhadi 3
Abstract
The problem faced in this research is the result of low student learning because
teachers tend to use the classical ways of teaching as a lecture, question and answer
or give the task to the students to work at home. This situation resulted in students
being passive, lacking creativity, and ultimately affect the achievement of learning
interest. Of the 35 students only 16 students (45.7%) who achieved grades above
mastery criterion Minimal (KKM) which has been established with an average value
of 64.0 students, while KKM set is 70. Lack of student wishes to ask a question or
opinion when learning in class. Of the 35 students only 2 or 3 people (9%) who have
a desire to ask questions or submit opinions. Direct instruction model is an
appropriate approach to teaching if the teacher wants the students to learn declarative
knowledge or skills. Subjects in this study were fourth grade students Pekanbaru
District 26 school year 2012/2013 the number of students to 35 people. The research
was conducted in two cycles, siklsu I held two meetings with one final cycle and the
cycle repeats II also conducted two meetings with one final replication cycle.
Instrument data collection in this study was the observation sheet student, teacher
observation sheet and repeat the test cycle end. This research is a classroom action
research (CAR), which aims to improve learning outcomes in the context of human
subjects and functions. This study shows that the model of direct instruction can
improve students' science learning outcomes. Average student learning outcomes in
the first cycle was 69.4 and rose to 77.7 in the second cycle of the initial data to the
UH-I have increased 5.4% from the UH-I and UH-II increased to as many as 8, 3%.
Improved student learning outcomes is supported by an increase in the percentage of
all teachers and students in implementing learning. Large percentage of all teachers
in the first cycle is 62.5% and in the second cycle which increased 85.0%. The
percentage of student activity in the first cycle is 65.5% and in the second cycle
which increased 83.6%.
