Abstract
The purpose of this study was to: Deskrepsi analysis of Implementation Cooperative Model Technique Leaning Talking Chips with Competency Standards Recognize Human Understanding Business Development Environment can increase environmental awareness and social studies achievement seven A (VIIA) grade social studies students of Junior High School State One Mondokan Sragen.
This study uses a Class Action Research. The population Seven A (VIIA) grade students of Junior High School State One Mondokan, Sragen academic year 2014/2015. This study is designed into three cycles, each cycle consisting of four phases, namely: Planning, Implementation/Provision action, Observation, and Reflection. For data on environmental awareness and learning achievement, using test method, observation, interviews and documentation of data while affective and psychomotor using observation sheet. Mechanical examination of the validity of data used triangulation techniques of observation and perseverance. Triangulation is used in this research is triangulation method, which compares the research findings obtained from multiple data collection techniques.
Research results obtained from the observation of the students at the time of execution of the model Cooperative Learning Techniques Talking Chips with Competency Standards Recognize Human Understanding Business Development Environment and the results of the attitude there is an increasing environmental concern of 19% pre-cycle, the first cycle reaches 31%, the second cycle reaches 59, 4% and the third cycle has reached 88%, it means that already exceeds the target of = 85% of students in one class have environmental concerns. While the results of the achievement of mastery in the classical experience a significant increase from 47% pre-cycle, the first cycle increased to 60%, the second cycle reaches 72% whereas the third cycle reaches 97%. This means classically been exceeded because the target of about =85% of students have a value equal to or more than Minimal Completeness Criteria (=70%). Seeing the results of observations that have been made above, it can be said that this method of learning with learning models Cooperative Learning Techniques Talking Chips, it can be said to be successful because of the attitude of environmental concerns and student achievement in understanding the human effort to identify developmental environment increased significantly. The results showed that the application of cooperative learning models Talking Chips technique has many advantages, students can be encouraged to learn while playing, making the atmosphere in the classroom more fun, cooperation for mutual aid in understanding the subject
matter and successfully led students to value the opinions of other students. For teachers themselves can also improve the quality and the role of teachers in delivering lessons to students. By applying the model coopertive Learning Techniques Talking Chips in delivering a lesson, it will be able to increase the awareness, enthusiasm and activeness of the students, so that they can understand the subject matter accepted that learning achievement will be better and able to practice in daily life. The results showed that: Model Cooperative Learning Techniques Talking Chips with Competency Standards Recognize Human Understanding Business Development Environment can be applied/implemented so that increase environmental awareness and social studies achievement in Seven A (VIIA) grade students of Junior High School State One Mondokan Sragen.
Keywords : Cooperative Learning Model, Method Talking Chips Structural
Engineering, Environmental Awareness, Learning Achievement
of Social Sciences
Abstrak :
Tujuan dari penelitian ini adalah untuk : Mendeskrepsikan analisis dari Implementasi Model Cooperative Leaning Teknik Talking Chips dengan Standar Kompetensi Memahami Usaha Manusia Mengenali Perkembangan Lingkungannyadapat meningkatkan kepedulian lingkungan dan prestasi belajar IPS pada siswa kelas VIIA SMP Negeri 1 Mondokan Sragen.
Penelitian ini menggunakan metode Penelitian Tindakan Kelas. Populasinya siswa kelas VIIA SMP Negeri 1 Mondokan, Sragen Tahun Pelajaran 2014/2015. Penelitian ini di rancang menjadi tiga siklus, setiap siklus terdiri dari empat tahapan yaitu : Perencanaan, Pelaksanaan/Pemberian Tindakan, Pengamatan, dan Refleksi. Untuk data tentang kesadaran lingkungan dan prestasi belajar, menggunakan metode tes, pengamatan, wawancara dan dokumentasi sedangkan data afektif dan psikomotor menggunakan lembar observasi. Teknik pemeriksaan keabsahan data digunakan teknik ketekunan pengamatan dan trianggulasi. Trianggulasi yang digunakan dalam penelitian ini adalah trianggulasi metode, yakni membandingkan temuan penelitian yang diperoleh dari beberapa teknik pengumpulan data.
Hasil penelitian didapatkan dari hasil observasi siswa pada saat pelaksanaan model Cooperative Learning Teknik Talking Chips dengan Standar Kompetensi Memahami Usaha Manusia Mengenali Perkembangan Lingkungannya dan hasil nilai sikap kepedulian lingkungan ada peningkatan dari pra siklus 19%, siklus I mencapai 31%, siklus II mencapai 59,4% dan siklus III sudah mencapai 88%, berarti sudah melebihi target = 85% siswa dalam satu kelas memiliki kepedulian lingkungan. Sedangkan hasil nilai prestasi untuk ketuntasan secara klasikal mengalami peningkatan yang signifikan dari pra siklus 47%, siklus I meningkat menjadi 60%, siklus II mencapai 72% sedangkan siklus III mencapai 97%. Ini berarti secara klasikal sudah melebihi karena targetnya sekitar =85% siswa memiliki nilai sesuai atau lebih dari KKM (=70%). Melihat hasil observasi yang telah dilakukan di atas, dapat dikatakan bahwa metode pembelajaran dengan model pembelajaran Cooperative Learning Teknik Talking Chips, sudah dapat dikatakan berhasil karena sikap kepedulian lingkungan dan prestasi belajar siswa dalam memahami usaha manusia mengenali perkembangan lingkungannya meningkat cukup signifikan. Hasil penelitian menunjukkan bahwa penerapan model CooperativeLearning Teknik Talking Chips memiliki banyak keunggulan, siswa dapat diajak untuk belajar sambil bermain, membuat suasana dalam pembelajaran di kelas lebih menyenangkan, kerjasama untuk saling membantu dalam memahami materi pelajaran dan berhasil mengantarkan siswa untuk menghargai pendapat siswa lain. Bagi guru sendiri juga dapat meningkatkan
kualitas dan peran guru dalam menyampaikan pelajaran kepada siswa. Dengan menerapkan model Coopertive Learning Teknik Talking Chips dalam menyampaikan pelajaran, maka akan dapat meningkatkan kepedulian, antusias dan keaktifan siswa, sehingga mereka dapat memahami materi pelajaran yang diterima sehingga prestasi belajar akan lebih baik dan dapat mengamalkan dalam kehidupan sehari-hari. Hasil penelitian menunjukkan bahwa : Model Cooperative Learning Teknik Talking Chips dengan Standar Kompetensi Memahami Usaha Manusia Mengenali Perkembangan Lingkungannya dapat diterapkan/dilaksana-kan sehingga meningkatkan kepedulian lingkungan dan prestasi belajar IPS pada siswa kelas VIIA SMP Negeri 1 Mondokan Sragen
Kata Kunci : Model Cooperative Learning, Metode Struktural Teknik
Talking Chips, Kepedulian Lingkungan Hidup, Prestasi Belajar
IPS
