Penerapan role playing berbasis problem untuk meningkatkan keaktifan dan kemampuan berpikir kritis siswa pada mata pelajaran ekonomi kelas X SMA Negeri 3 Surakarta tahun ajaran 2009/2010

Oleh :
Puji Astuti - K7406022 - Fak. KIP

ABSTRAK Tujuan penelitian ini adalah untuk meningkatkan keaktifan dan kemampuan berpikir kritis siswa dengan penerapan metode pembelajaran bermain peran (role playing) melalui pendekatan berbasis problem (problem based approach) pada mata pelajaran Ekonomi kelas X SMA Negeri 3 Surakarta. Jenis penelitian yang dilakukan oleh peneliti adalah Penelitian Tindakan Kelas (Classroom Action Research). Penelitian ini dilaksanakan dengan kolaborasi antara peneliti, guru kelas dan melibatkan partisipasi siswa. Subjek penelitian ini adalah siswa kelas X-3 SMA Negeri 3 Surakarta tahun ajaran 2009/2010, yang berjumlah 34 siswa. Teknik pengumpulan data dilakukan melalui kegiatan berupa: (a) observasi, (b) wawancara, (c) tes, dan (d) dokumentasi. Prosedur penelitian meliputi tahap: (a) perencanaan tindakan, (b) pelaksanaan tindakan, (c) observasi dan interprestasi, dan (d) analisis dan refleksi. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan metode pembelajaran role playing berbasis problem dapat meningkatkan keaktifan dan kemampuan berpikir kritis siswa. Hal ini terbukti pada siklus I dan siklus II keaktifan dan prestasi belajar siswa terus meningkat. Sebelum diterapkan metode pembelajaran role playing berbasis problem nilai rata-rata kelas adalah 74,76 atau dengan persentase 52,94%. Sedangkan keaktifan siswa pada aspek visual activities 52,94%, oral activities 14,70%, listening activities 64,71%, dan writing activities 52,94%. Pada siklus I kemampuan berpikir kritis siswa yang dilihat dari prestasi belajar mengalami peningkatan yaitu dengan nilai rata-rata 75,44 atau dengan persentase 67,64%. Sedangkan keaktifan siswa pada aspek visual activities 88,23%, oral activities 79,41%, listening activities 88,23% dan writing activities 67,65%. Pada siklus II kemampuan berpikir kritis yang dilihat dari prestasi belajar diperoleh peningkatan rata-rata menjadi 86,65 atau dengan persentase 91,18%. Sedangkan keaktifan siswa pada aspek visual activities, oral activities, listening activities dan writing activities mencapai 100%. Dengan demikian dapat disimpulkan bahwa dengan penerapan metode pembelajaran role playing berbasis problem dapat meningkatkan keaktifan dan kemampuan berpikir kritis siswa pada mata pelajaran ekonomi. ABSTRACT The objective of this research is to improve the activeness and critical thinking ability of the students in Grade X of State Senior Secondary School 3 of Surakarta in the Economics subject matter through the application of the learning method of problem-based role playing. This research is a classroom action one. It consisted of two cycles and each cycle included four phases, namely: (a) planning, (b) implementation, (c) observation and interpretation, and (d) analysis and reflection. The research involved the collaboration of the researcher, class teacher, and students. The subjects of the research were all of 34 students in Grade X-3 of State Senior Secondary School 3 of Surakarta in the academic year of 2009/2010. Its data were gathered through (a) observation, (b) in-depth interview, (c) test, and (d) documentation. The results of the research show that the application of the learning method of problem-based role playing can improve the activeness and critical thinking ability of the students. The activeness and critical thinking ability of the students are improving significantly as indicated in Cycles I and II. Prior to the application of the learning method of problem-based role playing, the class average score is 74.76 (52.94%). The visual activities, oral activities, listening activities, and writing activities, all of which reflect the activeness of the students in the learning process, are 52.94%, 14.70%, 64.71%, and 52.94% respectively. In Cycle I, the class average score, which reflects the critical thinking ability of the students, improves to 75.44 (67.64%), and the visual activities, oral activities, listening activities, and writing activities also improve to 88.23%, 79.41%, 88.23%, and 67.65% respectively. In Cycle II, the class average score improves to 86.65 (91.18%), and the visual activities, oral activities, listening activities, and writing activities all improve to 100%. Thus, a conclusion can be drawn that the application of the learning method of problem-based role playing can improve the activeness and critical thinking ability of the students in the Economics subject matter.