ABSTRAK
Penelitian ini bertujuan untuk mengetahui adanya peningkatan keaktifan siswa dan prestasi belajar menggunakan metode Constructive Controversy pada materi larutan elektrolit dan nonelektrolit bagi siswa kelas X MIA 2 SMA Batik 2 Surakarta tahun pelajaran 2013/2014. Penelitian ini merupakan Penelitian Tindakan Kelas (Classroom Action Research) yang dilaksanakan dalam dua siklus, dengan tiap siklus terdiri dari perencanaan, tindakan, observasi dan refleksi.Subjek penelitian adalah siswa kelas X MIA 2 SMA Batik 2 Surakarta tahun pelajaran 2013/2014.Teknik pengumpulan data berasal dari observasi, wawancara, angket, tes dan dokumentasi.Analisis data menggunakan teknik analisis deskriptif kualitatif.
Hasil penelitian menunjukkan bahwa penggunaan metode Constructive Controversy(CC) dapat meningkatkan keaktifan siswa (dari 77,50% pada siklus I menjadi 77,71% pada siklus II) dan prestasi belajar (pencapaian persentase aspek pengetahuan meningkat dari 64,71% pada siklus I menjadi 75,00% siklus II; persentase aspek sikap siswa meningkat dari 97,06% pada siklus I menjadi 100% pada siklus II; dan persentase ketuntasan aspek keterampilan meningkat dari 72,73% pada siklus I menjadi 75,76% pada siklus II).
Kata Kunci :Constructive Controversy, Keaktifan, Prestasi Belajar.
ABSTRACT
The aim of the research was to find out the improvement of student activeness and learning achievement using a Constructive Controversy method in electrolyte and nonelectrolyte solutions material for the tenth MIA (math and natural science) graders 2 of even semester of SMA Batik 2 Surakarta in the academic year of 2013/2014. This study was a Classroom Action Research conducting in two cycles, each of which consisted of planning, acting, observing, and reflecting. The subject of research consisted of the MIA graders 2 of SMA Batik 2 Surakarta in the academic year of 2013/2014. Techniques of collecting data were used observation, interview, questionnaire, test, and documentation. The data analysis was conducted using a descriptive qualitative technique of analysis.
The results of research were as follows that the use of Constructive Controversy (CC) method could improve the student activeness (from 77.50% in cycle I increasing to 77.71% in cycle II)and learning achievement (the percentage knowledge increased from 64.71% in cycle I to 75.00% in cycle II; the percentage attitude increased from 97.06% in cycle I to 100% in cycle II; and the percentage of learning outcome passing in skill aspect increased from 72.73% in cycle I to 75.76% in cycle II).
Keywords: Constructive Controversy, Activeness, Learning Achievement