ABSTRAK
Tujuan penelitian ini adalah: (1) mendeskripsikan langkah-langkah  penggunaanmodel Open Ended Learning dengan multimedia, (2) meningkatkan pembelajaran Matematika tentang bangun ruang pada siswa kelas V SD Negeri 1 Krandegan tahun ajaran 2014/2015, dan (3) mendeskripsikan kendala dan solusinya.
Penelitian ini merupakan penelitian tindakan kelas kolaboratif dengan tiga siklus.Tiap siklus terdiri dari perencanaan, pelaksanaan tindakan, observasi, dan refleksi.Subjek penelitian adalah siswa kelas V SD Negeri 1 Krandegan berjumlah 24 siswa.Data berasal dari siswa, guru, dan observer.Teknik pengumpulan data adalah dengan tes hasil belajar, observasi, wawancara, dan dokumen.Validitas data menggunakan teknik triangulasi sumber dan triangulasi teknik pengumpulan data. Analisis data menggunakan teknik analisis data kuantitatif dan kualitatif, meliputi: reduksi data, penyajian data, dan penyimpulan atau verifikasi.
Hasil penelitian menunjukkan bahwa: (1) langkah penggunaan model Open Ended Learning dengan multimediayaitu: (a) orientasi dengan multimedia, (b) penyajian masalah terbuka dengan multimedia, (c) pengerjaan masalah terbuka secara individu dengan multimedia, (d) diskusi kelompok tentang masalah terbuka dengan multimedia, (e) presentasi hasil diskusi kelompok dengan multimedia, dan (f) penutup dengan multimedia, (2) penggunaanmodel Open Ended Learning dengan multimediadapat meningkatkan pembelajaran Matematika tentang bangun ruang pada siswa kelas V SD Negeri 1 Krandegan tahun ajaran 2014/2015.Terbukti dari persentase ketuntasan siswa pada siklus I = 66,7%, siklus II = 70,83%, dan siklus III = 91,7%, (3) kendala yang ditemui dalam pembelajaran yaitu: (a) penjelasan guru terlalu sedikit pada soal terbuka, (b) siswa tidak paham soal LKS sama dengan soal terbuka, (c) sedikit siswa yang menanggapi kelompok yang presentasi, (d) siswa kurang percaya diri dalam mengerjakan soal, dan (e)siswa pasif dalam kelompok. Adapun solusinya yaitu: (a) guru lebih memperbanyak penjelasan soal terbuka, (b) guru menjelaskan agar siswa saling bertukar pikiran dan menyimpulkan, (c) guru mengajak siswa agar menanggapi presentasi, (d) guru memotivasi siswa agar mengerjakan soal secara mandiri, dan (e) guru memberikan motivasi kepada siswa yang pasif.
Simpulan penelitian ini adalah penggunaan model Open Ended Learning dengan multimedia dapat meningkatkan pembelajaran Matematika tentang bangun ruang pada siswa kelas V SD Negeri 1 Krandegan tahun ajaran 2014/2015.
Kata kunci: Open Ended Learning, multimedia, Matematika.
ABSTRACT
The objectives of this research are: (1) to describe the steps of the use of Open Ended Learning using Multimedia, (2) to improve Mathematics learning about geometry for the fifth grade of SD Negeri 1 Krandegan in the academic year of 2014/2015, and (3) to describe problems and solutions.
This research is a collaborative Classroom Action Research (CAR) conducted within three cycles. Each cycle consisted of planning, acting, observing, and reflecting. Subjects of the research were 24 students of the fifth grade of SD Negeri 1 Krandegan. Source of data were derived from students, teacher, and observer. Techniques of collecting data were learning outcomes test, observation, interview, and document. Validity of data in this research was analyzed using triangulation of sources and triangulation of technique. Data were analyzed using quantitative and qualitative analysis consisting of data reduction, data display, and drawing conclusion or verification.
The results of this research show that: (1) the steps of Open Ended Learning model using multimedia, namely: (a) orientation using multimedia, (b) providing open problem using multimedia, (c) solving the open problem using multimedia individually, (d) solving the open problem using multimedia in group discussion, (e) presentation of discussion result using multimedia, and (f) closing using multimedia, (2) the use of Open Ended Learning using multimedia can improve Mathematics learning about geometry for the fifth grade of SD Negeri 1 Krandegan in the academic year of 2014/2015. That results was proved by the increase of learning outcomes in the first cycle 66.7%, in the second cycle 70.83%, and in the third cycle 91.7%, (3) the problems encountered in the learning, namely: (a) the teacher explained less explanation for open question, (b) the students didn’t understand that questions in worksheet were the same with open questions, (c) less students responded to group presentating materials, and (e) the students of the group were passive. Solutions for these problems are: the teacher should explain more explanation of open question, (b) the teacher asks the students to share opinions and draw conclusion, (c) the teacher asks the students to respons the presentation, (d) the teacher motivates the students to do task individually, and (e) the teacher motivates passive students.
The conclusion of this research is the use of Open Ended Learning model using multimedia can improve Mathematics learning about geometry for the fifth grade students of SD Negeri 1 Krandegan in the academic year of 2014/2015.
Keywords: Open Ended Learning, multimedia, Mathematics