PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH SOAL CERITA PECAHAN MELALUI MODEL PEMBELAJARAN ARIAS (ASSURANCE, RELEVANCE, INTEREST, ASSESSMENT, SATISFACTION) (Penelitian Tindakan Kelas Pada Siswa Kelas IV SD Muhamadiyah Maesan, Kabupaten Kulon Progo Tahun Ajaran 2016/2017)

ABSTRACT Dita Maulyta Harsiwi. K7113064. The Improvement of The Problem Solving Ability through The ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) Learning Model (Classroom Action Research of The Grade IV Students of Muhammadiyah Primary School of Maesan, Kulon Progo in the Academic Year of 2016/2017). Thesis, Surakarta: Teacher Training and Education Faculty, Sebelas Maret University, June 2017. The purpose of the research is to describe the result of the implementation of the ARIAS’s steps (Assurance, Relevance, Interest, Assessment, Satisfaction) learning model in the problem solving ability of the fourth grade students of The Primary School of Muhammadiyah Maesan, Kulon Progo in the academic year of 2016/2017. This research took classroom action research (CAR) which was conducted in two cycles. Each cycle consists of four phases, there are planning, acting, observing, and reflecting. The subjects of this research were are the teacher and the students as many as 30 students of the fourth grade of The Primary School of Muhammadiyah Maesan, Kulon Progo in the academic year of 2016/2017. The data collecting techniques were observation, interview, test, and content analysis. The data validited used triangulation of resources, trianguilation of technique, and validity of the content. The analysis techniques were critical analysis, comparative descriptive and interactive analysis. Learning process by using the ARIAS learning model started from the assurance stage so that students had confidence in their ability. Followed by the relevance stage, learning was directed at things that were relevant to student life. In the interest stage, games and group discussions were used to attract interest and students attention. The next stage was assessment which was used to evaluate the ability of students. The last stage was satisfaction stage which was related with student satisfaction because of the results achieved. The results of the research, showed an increased the problem solving ability before action until the second cycle. The average value the problem solving ability among students was 53.13 with subject completion rate of 20%. In the first cycle , the average value increased to 72.75 with subject completion rate of 60%. In the second cycle, the average value increased to 83.07 with subject completion rate of 90% respectively. Based on the results of the research, it can be concluded that by applying the ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) learning model can improve the problem solving ability of the fourth grade students of Muhammadiyah Primary School of Maesan, Kulon Progo in the academic year of 2016/2017. Key Word : ARIAS learning model, problem solving ability ABSTRAK Dita Maulyta Harsiwi. K7113064. Peningkatan Kemampuan Pemecahan Masalah Soal Cerita Pecahan Melalui Model Pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) (Penelitian Tindakan Kelas Pada Siswa Kelas IV SD Muhamadiyah Maesan, Kabupaten Kulon Progo Tahun Ajaran 2016/2017). Skripsi, Surakarta: Fakultas Keguruan dan Ilmu Pendidikan Universitas Sebelas Maret Surakarta, Juni 2017. Tujuan penelitian ini adalah untuk mendiskripsikan hasil penerapan model pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) pada kemampuan pemecahan masalah soal cerita pecahan siswa kelas IV SD Muhamadiyah Maesan, Kabupaten Kulon Progo tahun ajaran 2016/2017. Bentuk penelitian ini adalah penelitian tindakan kelas (PTK) yang dilaksanakan dua siklus. Setiap siklus terdiri dari empat tahap, dimulai dari perencanaan, tindalan, observasi, dan refleksi. Subjek penelitian ini adalah siswa yang berjumlah 30 dan guru kelas IV SD Muhamadiyah Maesan, Kabupaten Kulon Progo tahun ajaran 2016/2017. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, tes, dan kajian dokumen. Validitas data penelitian menggunakan triangulasi sumber,triangulasi teknik dan validitas isi. Teknik analisis data adalah teknik analisis kritis, deskriptif komparatif dan analisis interaktif. Proses pembelajaran dengan menggunakan model pembelajaran ARIAS dimulai dari tahap assurance agar siswa memiliki rasa percaya diri terhadap kemampuan yang dimilikinya. Dilanjutkan tahap relevance, pembelajaran diarahkan pada hal-hal yang relevan dengan kehidupan siswa. Kemudian tahap interest, games dan diskusi kelompok digunakan untuk menarik minat dan perhatian siswa. Dilanjutkan tahap assessment untuk mengetahui kemampuan siswa. Kemudian yang terakhir adalah tahap satisfaction, hal ini berhubungan dengan rasa bangga, puas atas hasil yang dicapai. Hasil tindakan penelitian menunjukkan adanya peningkatan kemampuan pemecahan masalah soal cerita pecahan dari pratindakan hingga siklus II. Nilai rata-rata tes pratindakan yaitu 53,13 dengan ketuntasan klasikal 20%. Pada siklus I nilai rata-rata kelas naik menjadi 72,75 dengan ketuntasan klasikal mencapai 60%. Pada siklus II nilai rata-rata kelas meningkat menjadi 83,07 dan ketuntasan klasikal mencapai 90%. Dari hasil penelitian dapat disimpulkan bahwa dengan menerapkan model pembelajaran ARIAS (Assurance, Relevance, Interest, Assessment, Satisfaction) dapat meningkatkan kemampuan pemecahan masalah soal cerita pecahan pada siswa kelas IV SD Muhamadiyah Maesan, Kabupaten Kulon Progo tahun ajaran 2016/2017. Kata Kunci: ARIAS, kemampuan pemecahan masalah, soal cerita pecaha