Peningkatan Hasil Belajar IPA dengan Menggunakan Media Visual Gambar

This research was aimed to: 1) describe the implementation of teaching & learning of natural science, 3) describe the response of the implementation of teaching & learning of natural science.This research was the classroom action research, with two classes as the research subjects, class VIA and VIB. The data were collected through questionnaire, observation and test, and also were analyzed using quantative descriptive.The research resulted: 1) the implementation design of science learning using visual media (picture) prepared learning devices, determined the media to be used, assessed the implementation of learning, the reaction and the activity.2) the implementation of cycle1 showed in the lowest point when the teacher interacted and indicated at the highest point when the students responded in reading the task result, cycle 2 denoted in the lowest point regarding the scoring of teacher's attitude and showed the highest level when teacher responded the idea, cycle 3 represented the lowest level when the teacher interacted with the students and reached the highest level when the teacher responded the students' ideas.Penelitian ini bertujuan untuk 1) mendeskripsikan keterlaksanaan pembelajaran IPA, 3) mendeskripsikan respon pelaksanaan pembelajaran IPA.Penelitian ini merupakan penelitian tindakan kelas, dengan subjek penelitian dua kelas yaitu siswa kelas VIA dan VIB. Data dikumpulkan dengan angket, observasi dan tes, dianalisis secara deskriptif kuantitatif. Hasil penelitian ini 1) desain pelaksanaan pembelajaran IPA menggunakan media visual gambar mempersiapkan perangkat pembelajaran, menentukan media yang akan digunakan, menilai keterlaksanaan pembelajaran, menilai reaksi dan menilai aktifitas.2) keterlaksanaan siklus 1 terendah pada saat guru berinteraksi dan tertinggi pada saat menanggapi siswa dalam membacakan hasil kinerja, siklus 2 terendah pada penilaian prilaku guru dan tertinggi pada kegiatan guru saat menanggapi gagasan, siklus 3 terendah pada saat berinteraksi dengan siswa dan tertinggi pada kegiatan guru saat menanggapi gagasan siswa