ABSTRAK
Tujuan penelitian ini adalah untuk mengetahui peningkatan hasil belajar
siswa di kelas X TGB A SMK Negeri 2 Sukoharjo tahun ajaran 2013/2014 pada
mata pelajaran RAB dengan menerapkan model pembelajaran ARCS (Attention,
Relevance, Confidence, Satisfaction) dan media komponen bangunan.
Penelitian tindakan kelas ini dilaksanakan dalam tiga siklus. Dimulai
dengan identifikasi permasalahan yang ada dalam kelas dengan melakukan tindak
pra siklus. Tahap siklus I dimulai dengan perencanaan berupa penyusunan
langkah-langkah pembelajaran melalui penerapan model pembelajaran ARCS
(Attention, Relevance, Confidence, Satisfaction) dan media komponen bangunan,
pelaksanaan tindakan, observasi, dan refleksi untuk tindakan siklus II dan siklus
III. Subyek penelitian adalah siswa kelas X TGB A SMK Negeri 2 Sukoharjo
tahun ajaran 2013-2014.
Hasil penelitian menunjukkan bahwa penerapan model pembelajaran
ARCS (Attention, Relevance, Confidence, Satisfaction) dan media komponen
bangunan dapat memperbaiki atau meningkatkan : (1) Hasil belajar siswa dengan
ketuntasan belajar yang diperoleh dari penilaian ranah kognitif siswa (prasiklus
25,8%, siklus I 41,9%, siklus II 45,2% dan siklus III 87,9%); (2) Hasil belajar
ranah afektif (siklus I 51,6%, siklus II 61,3% dan siklus III 81,8%); dan 2) Hasil
belajar ranah psikomotorik (siklus I 32,3%, siklus II 58,1% dan siklus III 87,8%).
(3) Hasil nilai kompetensi siswa (siklus I 25,8%, siklus II 35,5%, dan siklus III
75,8%).
Simpulan penelitian ini adalah model pembelajaran ARCS (Attention,
Relevance, Confidence, Satisfaction) dan media komponen bangunan mampu
meningkatkan hasil belajar siswa kelas X TGB A SMK Negeri 2 Sukoharjo tahun
ajaran 2013/2014.
Kata kunci : media komponen bangunan, ARCS, hasil belajar.
ABSTRACT
The purpose of this research is for knowing the learning outcome of
students in class X TGB B SMK Negeri 2 Sukoharjo academic year 2013/2014 on
the subject of RAB by implementing media of building components and learning
models type ARCS (Attention, Relevance, Confidence, Satisfaction).
Classroom action research (CAR) which as conducted in three cycles.
Starting with the identification of the existing problems in the classroom with
committing a pre-cycle. Phase one begins with the planning cycle in the form of
the preparation steps of learning through the application of learning models ARCS
(Attention, Relevance, Confidence, Satisfaction) and media of building
components, action, observation, and reflection for the second cycle and third
cycle. Subjects were students of class X TGB A SMK Negeri 2 Sukoharjo
academic year 2013/2014.
The results showed that the application of learning models ARCS
(Attention, Relevance, Confidence, Satisfaction) and media of building
components can improve or increase: (1) The results of student learning with
mastery learning derived from the cognitive assessment of students (pre cycle
25.8%, fist cycleI 41.9%, 45.2% second cycle and third cycle 87.9%); (2) The
results of studying the affective (51.6% first cycle, second cycle and third cycle
61.3% 81.8%); and 2) The results of psychomotor learning domains (32.3% first
cycle, second cycle and third cycle 58.1% to 87.8%). (3) Results of the value of
student competencies (25.8% first cycle, second cycle of 35.5%, 75.8% and third
cycle)
The conclusions of this study are learning model ARCS (Attention,
Relevance, Confidence, Satisfaction) and media of building components can
improve learning outcomes for students of X TGB A SMK Negeri 2 Sukoharjo
academic year 2013/2014.
Keywords: media building components, ARCS, learning outcomes.
