ABSTRAK
Tujuan penelitian adalah (1) mendeskripsikan langkah-langkah penggunaan model Open Ended Learning dengan multimedia, (2) meningkatkan pembelajaran IPA tentang energi dan perubahannya pada siswa kelas IV SDN 3 Selang tahun ajaran 2014/2015, serta (3) mengetahui kendala dan solusi penggunaan model Open Ended Learning dengan multimedia dalam peningkatan pembelajaran IPA tentang energi dan perubahannya pada siswa kelas IV SDN 3 Selang tahun ajaran 2014/2015.
Penelitian ini merupakan penelitian tindakan kelas kolaboratif yang dilaksanakan dalam 3 siklus yang terdiri dari 6 kali pertemuan. Setiap pertemuan terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Subjek penelitian ini adalah siswa kelas IV SDN 3 Selang yang berjumlah 21 siswa. Teknik pengumpulan data menggunakan observasi, wawancara, dan tes. Validitas data menggunakan triangulasi teknik dan triangulasi sumber. Analisis data dilakukan melalui analisis statistik deskriptif komparatif dan kualitatif.
Hasil penelitian menunjukkan bahwa: (1) penggunaan model Open Ended Learning dengan multimedia dilaksanakan dengan langkah-langkah: orientasi, penyajian masalah dengan multimedia, pengerjaan masalah secara individu, diskusi kelompok dengan multimedia, presentasi hasil diskusi dengan multimedia, dan penutup dengan multimedia. (2) penggunaan model Open Ended Learning dengan multimedia dapat meningkatkan pembelajaran IPA tentang energi dan perubahannya pada siswa kelas IV SDN 3 Selang tahun ajaran 2014/2015, terbukti dari peningkatan proses dan hasil belajar. Proses pada siklus I 73,21%; siklus II 85,38%; dan siklus III 93,75%. Hasil belajar siswa pada siklus I 71,43%; siklus II 80,98%; dan siklus III 95%. (3) Kendala dalam penggunaan Open Ended Learning dengan multimedia antara lain: (a) guru kurang maksimal dalam mengondisikan kelas, (b) sebagian besar siswa tidak memperhatikan guru ketika menyampaikan materi, (c) siswa kurang dapat memahami masalah yang diberikan oleh guru, (d) guru kurang dalam membimbing siswa ketika proses diskusi kelompok, dan (e) siswa tidak terlibat secara aktif dalam menyimpulkan materi. Solusi untuk kendala tersebut antara lain: (a) guru memberikan perhatian lebih pada siswa, (b) guru memberi peringatan kepada siswa yang ribut sendiri, (c) guru mengadakan pembimbingan yang lebih intensif, (d) guru berkeliling untuk membimbing setiap kelompok dalam berdiskusi, dan (e) guru memberikan penguatan agar siswa aktif dalam membuat kesimpulan.
Kesimpulan penelitian ini adalah penggunaan model Open Ended Learning dengan multimedia yang dilaksanakan dengan langkah-langkah yang tepat dapat meningkatkan pembelajaran IPA tentang energi dan perubahannya pada siswa kelas IV SDN 3 Selang tahun ajaran 2014/2015.
Kata kunci: Model Open Ended Learning, Multimedia, Pembelajaran, IPA.
ABSTRACT
The aims of this research are: (1) to describe the steps of Open Ended Learning model with multimedia; (2) to improve natural science learning about energy and change by applying Open Ended Learning model with multimedia to the fourth grade students of SDN 3 Selang in the academic year of 2014/2015; (3) and to find out the problems and solutions in using Open Ended Learning model with multimedia to improve natural science learning about energy and change at the fourth grade students of SDN 3 Selang in the academic year of 2014/2015.
This research is a collaborative Classroom Action Research (CAR) conducted in three cycles included in 6 meetings. Each meeting consists of planning, implementation, observation, and reflection. The subjects of this research were 21 students of the fourth grade in SDN 3 Selang. The techniques of collecting the data were obtained by using observation, interview, and test. The validity of data was obtained by using triangulation of techniques and source involving observers, teachers, and students. The data analysis applied descriptive comparative analysis and qualitative.
The results of this research show that: (1) the using of Open Ended Learning model with multimedia implemented with following steps: orientation, provide problem with multimedia, solve problem individually, group discussion with multimedia, presentation of discussion result with multimedia, and closing with multimedia; (2) the using of Open Ended Learning model with multimedia can improve natural science learning about energy and change at the fourth grade students of SDN 3 Selang indicated by the percentage of process and learning outcomes. The assessment process in the first cycle was 73.21%; 85.38% in the second cycle, and 93.75% in the third cycle. The learning outcomes in the first cycle was 71.43%; 80.98% in the second cycle; and 95% in the third cycle; and (3) the problems in using Open Ended Learning model with multimedia were: (a) the teacher was less in guiding the student, (b) some students were playing themselves, (c) students were lack in understanding the problem given by the teacher, (d) the teacher was lack in guiding students in the process of group discussion, and (e) students were not involved actively in concluding material. The solution to these problems are: (a) the teacher gives more attention to the students to make easier, (b) the teacher gives warning to the students playing themselves, (c) the teacher conducts more intensive supervision, (d) the teacher goes around to guide each group in discussions, and (e) the teacher gives the students encouragement to be active in making conclusions.
The conclusion of this research is the using of Open Ended Learning model with multimedia implemented with appropriate steps can improve natural science learning about energy and change at the fourth grade students of SDN 3 Selang in the academic year of 2014/2015.
Keywords: Open Ended Learning Model, Multimedia, Learning, Natural Science.
