PENINGKATAN HASIL DAN AKTIVITAS BELAJAR IPS MODEL PROBLEM-BASED LEARNING BERBANTUAN MEDIA SMPN 2 KAWUNGANTEN

Penelitian ini bertujuan untuk (1) meningkatkan hasil dan (2) Aktivitas belajar IPS siswa kelas VIII C SMP Negeri 2 Kawunganten Cilacap. Penelitian ini merupakan penelitian tindakan kelas (PTK) yang terdiri atas empat pertemuan dalam dua siklus, menggunakan desain Kemmis & Taggart. Subjek penelitian adalah 35 siswa kelas VIII C SMP Negeri 2 Kawunganten Cilacap. Teknik pengumpulan data yang digunakan adalah observasi, tes hasil belajar, angket, dokumentasi, dan catatan lapangan. Teknik analisis data menggunakan analisis deskriptif kuantitatif. Hasil penelitian adalah sebagai berikut: (1) Melalui model pembelajaran Problem-based learning berbantuan media dalam pembelajaran IPS dapat meningkatkan hasil belajar. (2) Ada peningkatan ketuntasan hasil belajar ranah kognitif. Pada siklus I ketuntasan belajar siswa 60,00%, dan siklus II menjadi 85,71%. (3) Ada peningkatan nilai sikap siswa (hasil belajar ranah afektif). Rata-rata nilai sikap siswa 62,20 pada siklus I menjadi 67,97 pada siklus II atau meningkat 5,77 poin. (4) Ada peningkatan aktivitas belajar siswa; siklus I rata-rata aktivitas belajar siswa 3,01 menjadi 3,37 pada siklus II, atau meningkat 0,36 poin. IMPROVING LEARNING OUTCOME AND ACTIVITIES IN SOCIAL STUDIES OF THE MEDIA-AIDED PROBLEM- BASED LEARNING INSTRUCTIONAL MODEL SMPN 2 KAWUNGANTEN Abstract This study aims to: (1) improve the learning outcome and (2) activities of class VIII C, SMP Negeri 2 Kawunganten Cilacap. This study is classroom action research (CAR) consisting of two cycles, each of which consisted of two meetings, using Kemmis & Taggart design. The subject is 35 students of class VIII C, SMP Negeri 2 Kawunganten Cilacap. The data collection techniques used were observation, achievement test, questionnaire, documentation, and field note. The data analysis used the quantitative descriptive analysis. The results are as follows (1) The through of media-aided Problem-Based Learning instructional model in social studies teaching can enchance learning outcomes. (2) There is an increasing mastery of cognitive learning outcome. In the first cycle, it became 60,00%, and in the second cycle, it became 85.71%. (3) There is an increase in students’ attitude (affective domain of learning outcome). The average of students’ attitude score was 62.20 in cycle I and it became 67.97 in cycle II, or an increase of 5.57 point. (4) There is an increase in students’ learning activities; in the first cycle, the average score of students’ activities was 3.01 and it became 3.37 in cycle II, or an increase of 0.36 point