tag:blogger.com,1999:blog-20533497190968421452024-03-13T19:14:44.357-07:00MGMP MATEMATIKA SMP KAB.CILACAPAnonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.comBlogger9125tag:blogger.com,1999:blog-2053349719096842145.post-44183433870750824302014-02-28T17:22:00.004-08:002014-02-28T17:25:23.463-08:00PREDIKSI UN MATEMATIKA SMP 2014 CILACAPAda di laman SOAL UN
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<h1 style="line-height: 115%; text-align: center;">
<span style="font-size: small;"><span style="font-family: Arial,Helvetica,sans-serif;">PENINGKATAN AKTIVITAS DAN PRESTASI BELAJAR MATEMATIKA MATERI SISTEM PERSAMAAN LINEAR DUA VARIABEL DENGAN COOPERATIVE LEARNING</span><span lang="EN-US"></span></span></h1>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="line-height: 115%; text-align: center;">
<span style="font-size: small;"><b><span lang="EN-US">TIPE ST</span></b><b><span>AD</span> <span> </span><span lang="EN-US">PADA SISWA KELAS VIII–B</span></b></span></div>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="line-height: 115%; text-align: center;">
<span style="font-size: small;"><b><span lang="EN-US">SMP NEGERI 1 MAJENANG</span></b><b><span></span></b></span></div>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<br /></div>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="line-height: 125%; margin: 3pt 0cm; text-align: center;">
<span style="font-size: small;"><b><span style="line-height: 125%;">Oleh :</span></b></span></div>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="line-height: 125%; margin: 3pt 0cm; text-align: center;">
<span style="font-size: small;"><b><span style="line-height: 125%;">MGMP MATEMATIKA KOMDA MAJENANG</span></b></span></div>
<span style="font-size: small;">
</span><div align="center" class="MsoNormal" style="text-align: center;">
<span style="font-size: small;"><b><span lang="EN-US">ABSTRAK</span></b></span></div>
<div class="MsoNormal" style="margin-left: 45.0pt; tab-stops: 72.0pt; text-align: justify; text-indent: -45.0pt;">
<br /></div>
<div class="MsoBodyTextIndent2">
<span lang="EN-US">Matematika merupakan ratunya ilmu
sekaligus pelayan bagi ilmu-ilmu yang lain, ternyata masih sulit dikuasai
siswa. Hal ini terlihat dari masih rendahnya nilai ujian, baik ujian semester
maupun Ujian Nasional.</span></div>
<div class="MsoNormal" style="tab-stops: 18.0pt; text-align: justify; text-indent: 45.0pt;">
<span lang="EN-US">Dalam penelitian ini penulis mencoba menerapkan cooperative learning
tipe STAD dengan harapan dapat meningkatkan aktivitas dan prestasi belajar
siswa khususnya dalam mata pelajaran matematika standar kompetensi sistem
persamaan linear dua variabel.</span></div>
<div class="MsoNormal" style="tab-stops: 18.0pt; text-align: justify; text-indent: 45.0pt;">
<span lang="EN-US">Tujuan dari penelitian ini adalah untuk mengetahui seberapa
besar<span style="mso-spacerun: yes;"> </span>peningkatan persentase aktivitas
dan prestasi belajar siswa kelas VIII-B SMP Negeri 1 Majenang yang berjumlah 3</span><span style="mso-ansi-language: IN;">5</span><span lang="EN-US"> siswa dengan
diterapkannya Cooperative Learning<span style="mso-spacerun: yes;"> </span>tipe
STAD.</span></div>
<div class="MsoNormal" style="tab-stops: 18.0pt; text-align: justify; text-indent: 45.0pt;">
<span lang="EN-US">Metode yang digunakan dalam penelitian ini adalah PTK (Penelitian
Tindakan Kelas). Pengumpulan datanya dilakukan dengan cara tes dan observasi.
Data hasil tes dianalisa secara sederhana yaitu dengan membandingkan tingkat
ketuntasan kelas dengan KKM 72.<span style="mso-spacerun: yes;">
</span>Sedangkan data hasil observasi diolah dengan persentase.</span></div>
<div class="MsoNormal" style="tab-stops: 18.0pt; text-align: justify; text-indent: 45.0pt;">
<span lang="EN-US">Dari analisa hasil tes ternyata diperoleh kenaikan ketuntasan
belajar kelas sebesar </span><span style="mso-ansi-language: IN;">28,57</span><span lang="EN-US"> % pada keadaan awal/ dasar naik menjadi </span><span style="mso-ansi-language: IN;">74,29</span><span lang="EN-US"> % pada siklus I,
akhirnya menjadi </span><span style="mso-ansi-language: IN;">77,14</span><span lang="EN-US"> % pada siklus II. Dengan kata lain pembelajaran cooperative
Learning tipe STAD dapat meningkatkan prestasi belajar siswa. Pada kenyataannya
rata-rata nilai siswa memang meningkat dari </span><span style="mso-ansi-language: IN;">58,7</span><span lang="EN-US"> menjadi 7</span><span style="mso-ansi-language: IN;">7</span><span lang="EN-US">,</span><span style="mso-ansi-language: IN;">5</span><span lang="EN-US"> dan akhirnya menjadi </span><span style="mso-ansi-language: IN;">82,64</span><span lang="EN-US">.</span></div>
<div class="MsoNormal" style="tab-stops: 18.0pt; text-align: justify; text-indent: 45.0pt;">
<span lang="EN-US">Sedangkan dari hasil analisa dengan persentase didapat siswa yang
memperhatikan dalam menerima materi semakin meningkat dari</span><span style="mso-ansi-language: IN;"> 40</span><span lang="EN-US"> % siswa yang
memperhatikan pada keadaan awal menjadi </span><span style="mso-ansi-language: IN;">88,6</span><span lang="EN-US"> % pada siklus I dan </span><span style="mso-ansi-language: IN;">94</span><span lang="EN-US"> % pada siklus II. Siswa
yang berani bertanya dan berpendapat serta mau mengerjakan di depan kelas
secara suka rela juga meningkat dari </span><span style="mso-ansi-language: IN;">31,4</span><span lang="EN-US">% <span style="mso-spacerun: yes;"> </span>pada
keadaan awal menjadi </span><span style="mso-ansi-language: IN;">40</span><span lang="EN-US">% pada siklus I dan akhirnya </span><span style="mso-ansi-language: IN;">62,9</span><span lang="EN-US">% pada siklus II. Siswa yang aktif dan rajin
mengerjakan tugas meningkat dari </span><span style="mso-ansi-language: IN;">42,9</span><span lang="EN-US">% pada keadaan awal menjadi </span><span style="mso-ansi-language: IN;">65,7</span><span lang="EN-US">% pada siklus I dan terus meningkat sampai
mencapai </span><span style="mso-ansi-language: IN;">80</span><span lang="EN-US">%
pada siklus II. Siswa yang bekerjasama dengan baik dalam kelompoknya pada
keadaan awal sebesar 2</span><span style="mso-ansi-language: IN;">5</span><span lang="EN-US"> % naik menjadi </span><span style="mso-ansi-language: IN;">62,9</span><span lang="EN-US">%<span style="mso-spacerun: yes;"> </span>dalam siklus I dan akhirnya
menjadi 8</span><span style="mso-ansi-language: IN;">8</span><span lang="EN-US">,</span><span style="mso-ansi-language: IN;">6</span><span lang="EN-US">% pada siklus II.</span></div>
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<br /></div>
<div class="MsoNormal" style="line-height: 200%; margin-left: 45.0pt; tab-stops: 72.0pt; text-align: justify; text-indent: -45.0pt;">
<span lang="EN-US">KATA KUNCI: <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Cooperative
learning, STAD, Aktivitas, Prestasi.</i></b></span></div>
Anonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com0tag:blogger.com,1999:blog-2053349719096842145.post-9573304465701459432013-12-19T16:51:00.000-08:002013-12-19T16:51:12.762-08:00<!--[if gte mso 9]><xml>
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<b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;">MENINGKATKAN<span style="mso-spacerun: yes;"> </span>PRESTASI<span style="mso-spacerun: yes;"> </span>DAN AKTIVITAS BELAJAR SISWA PADA MATERI
SISTEM PERSAMAAN LINEAR DUA VARIAVEL<span style="mso-spacerun: yes;">
</span>MELALUI PENDEKATAN PEMBELAJARAN BERBASIS MASALAH<span style="mso-spacerun: yes;"> </span>DI SMP NEGERI 1 GANDRUNGMANGU</span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-GB">Legiman</span></b></div>
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<span lang="EN-GB">Abstrak</span></div>
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<br /></div>
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<i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Prestasi belajar dan
aktivitas siswa belajar kelas VIII H </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">SMP Negeri 1 </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">Gandrungmangu</span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: IN;"> </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;"><span style="mso-spacerun: yes;"> </span>masih tergolong rendah. Hal tersebut terbukti
dari hasil ulangan harian dan nilai ulangan tengah semester I yang jauh dari
criteria ketuntasan minimal yang ditetapkan oleh sekolah yaitu 70. Rata –rata Hasil
Ulangan harian 57,74 dan rata- rata hasil Ulangan tengah semester 60,68.</span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">Tes
dilakukan </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">pada </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;"><span style="mso-spacerun: yes;"> </span>setiap akhir siklus,sedangkan observasi
dilakukan pada saat proses belajar mengajar berlangsung. Untuk menganalisis
data yang telah terkumpul digunakan analisis deskripsi komparatif dengan
membandingkan antara rata – rata nilai awal ( kondisi awal ) dengan nilai rata
– rata dari tiap siklus yang dilakukan . Penelitian ini merupakan penelitian
tindakan kelas yang dilaksanakan dalam<span style="mso-spacerun: yes;"> </span></span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">2</span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;"> siklus. Setiap siklusnya dilaksanakan 2 kali
pertemuan dengan alokasi waktu 2 x 40 menit tiap pertemuan. Setiap siklus
terdiri dari kegiatan yang meliputi perencanaan, pelaksanaan tindakan,
observasi, evaluasi,dan refleksi. <span style="mso-tab-count: 1;"> </span>Hasil
penelitian menunjukkan bahwa adanya peningkatan prestasi belajar<span style="mso-spacerun: yes;"> </span>matemátika siswa pada pokok bahasan </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">sistem persamaan linear dua variabel </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;"><span style="mso-spacerun: yes;"> </span>dari siklus I ke siklus II. Hal ini ditunjukan
dengan perolehan rata – rata hasil tes/evaluasi tiap siklusnya,<span style="mso-spacerun: yes;"> </span>yaitu dari </span></i><i style="mso-bidi-font-style: normal;"><span lang="SV" style="mso-ansi-language: SV;">63,87 </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">siklus I
menjadi </span></i><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="mso-ansi-language: ES-TRAD;">70,32 </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">pada siklus II. Demikian pula untuk
ketuntasan belajar juga mengalami peningkatan,hal ini ditunjukan dari
persentase ketuntasan belajar, yaitu </span></i><i style="mso-bidi-font-style: normal;"><span lang="SV" style="mso-ansi-language: SV;">45,16%. </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">pada
siklus I, </span></i><i style="mso-bidi-font-style: normal;"><span lang="ES-TRAD" style="mso-ansi-language: ES-TRAD;">58.06%. </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">pada siklus II .<span style="mso-spacerun: yes;"> </span>Dapat disimpulkan bahwa penerapan
pembelajaran menggunakan </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">pendekatan pembelajaran berbasis
masalah </span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;">dapat meningkatkan prestasi belajar matematika
siswa pada pokok bahasan bangun </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">sistem persamaan linear dua variabel
</span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;"><span style="mso-spacerun: yes;"> </span>tahun pelajaran </span></i><i style="mso-bidi-font-style: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;">2013/2014.</span></i><i style="mso-bidi-font-style: normal;"><span style="mso-ansi-language: IN;"><span style="mso-spacerun: yes;"> </span></span></i></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
<div class="MsoNormal" style="text-align: justify;">
<b><i style="mso-bidi-font-style: normal;"><span lang="PT-BR" style="mso-ansi-language: PT-BR;">Kata Kunci : Prestasi
belajar,<span style="mso-spacerun: yes;"> </span>pembelajaran berbasis masalah,
sistem persamaan linear dua variabel.</span></i></b></div>
<div class="MsoNormal" style="text-align: justify;">
<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;">PENINGKATAN PRESTASI<span style="mso-spacerun: yes;"> </span></span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">DAN
KEAKTIFAN </span></b><b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;">BELAJAR SISWA </span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">PADA MATERI SEGIEMPAT </span></b><b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;">MELAL</span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">UI PROBLEM</span></b><b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;"><span style="mso-spacerun: yes;"> </span></span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">BASED LEARNING </span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-ansi-language: EN-US;"></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">DI</span></b><b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;"> KELAS </span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">VII D</span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: EN-US;"> </span></b><b style="mso-bidi-font-weight: normal;"><span lang="SV" style="mso-ansi-language: SV;">SMP </span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN;">NEGERI 1
CILACAP</span></b></div>
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<span lang="FI" style="mso-ansi-language: FI;">Oleh:</span></div>
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<span lang="FI" style="mso-ansi-language: FI;">Sri Harini, S.Pd</span></div>
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<span lang="FI" style="mso-ansi-language: FI;">Guru SMP Negeri 1 Cilacap</span></div>
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<b><span lang="FI" style="mso-ansi-language: FI;">ABSTRAK</span></b></div>
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<span lang="PT-BR" style="mso-ansi-language: PT-BR;"><span style="mso-tab-count: 1;"> </span></span><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">Penelitian ini bertujuan untuk
meningkatkan prestasi </span></i><i><span lang="PT-BR" style="font-size: 11.0pt; mso-ansi-language: PT-BR;">dan keaktifan </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">belajar matematika siswa<span style="mso-spacerun: yes;"> </span>kelas VII </span></i><i><span lang="PT-BR" style="font-size: 11.0pt; mso-ansi-language: PT-BR;">D</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> SMP Negeri 1 </span></i><i><span lang="PT-BR" style="font-size: 11.0pt; mso-ansi-language: PT-BR;">Cilacap</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> pada pokok bahasan </span></i><i><span lang="PT-BR" style="font-size: 11.0pt; mso-ansi-language: PT-BR;">segiempat </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">menggunakan </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">problem based
learning.</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">
Penelitian ini merupakan penelitian tindakan kelas (PTK) yang dilaksanakan di
SMP Negeri 1</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> Cilacap </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">pada bulan </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">Nopember dan Desember 2013 </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">semester I tahun pelajaran 20</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">13</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">/20</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">14</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">. Subjek penelitian ini adalah
siswa kelas VII</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> D</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> SMP Negeri 1 </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">Cilacap</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> tahun pelajaran 2013/2014 dengan
jumlah siswa </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">33</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">
terdiri dari 1</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">7</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> siswa laki-laki dan </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">16</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> siswa perempuan. Teknik
pengumpulan data dalam penelitian ini dengan</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: EN-US;"> </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">menggunakan metode tes dan
observasi. Tes dilakukan sebelum penelitian dan setiap akhir siklus,</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: EN-US;"> </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">sedangkan observasi dilakukan
pada saat proses belajar mengajar berlangsung. Untuk menganalisis data yang
telah terkumpul digunakan analisis deskrip</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">tif</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> komparatif dengan membandingkan
antara rata–rata nilai awal (kondisi awa</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">l</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">) dengan nilai rata–rata dari
tiap siklu</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">s</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">. Penelitian
ini merupakan penelitian tindakan kelas yang dilaksanakan dalam</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> 2 </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">siklus. Setiap siklusnya
dilaksanakan 2 kali pertemuan dengan alokasi waktu 2 x 40 menit tiap pertemuan.
Setiap siklus terdiri dari kegiatan</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: EN-US;"> </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">perencanaan, pelaksanaan tindakan, observasi, evaluasi</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: EN-US;"> </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">dan refleksi. Hasil penelitian
menunjukkan adanya peningkatan prestasi belajar<span style="mso-spacerun: yes;">
</span>matemátika siswa pada pokok bahasan segiempat dari siklus I ke siklus II</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">. </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">Hal ini ditunjukan dengan
perolehan rata–rata hasil tes/evaluasi tiap siklusnya,<span style="mso-spacerun: yes;"> </span>yaitu dari 4</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">8,4</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">8 siklus I menjadi </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">90</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">,9</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">1</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> pada siklus II</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> atau ada
peningkatan </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">persentase
ketuntasan belajar</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> dari</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: IN;"> </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">48</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">,</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">48</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">% pada siklus I</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;"> menjadi</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: IN;"> </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">90</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">,</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">9</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">1% pada siklus II.<span style="mso-spacerun: yes;"> </span></span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">Sedangkan tingkat keaktifan
belajar siswa juga meningkat dari 70,05% pada siklus I menjadi 73,2% pada
siklus II. </span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">Dapat
disimpulkan bahwa penerapan pembelajaran menggunakan m</span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">odel problem based
learning</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;">
dapat meningkatkan prestasi belajar matematika siswa pada </span></i><i><span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">materi segiempat
pada siswa kelas VII D SMP Negeri 1 Cilacap</span></i><i><span style="font-size: 11.0pt; mso-ansi-language: IN;"> tahun pelajaran 2013/2014.<span style="mso-spacerun: yes;"> </span></span></i></div>
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<b><span lang="PT-BR" style="mso-ansi-language: PT-BR;">Kata Kunci : Prestasi belajar, keaktifan
belajar, <i>problem based learning</i></span></b></div>
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<b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-bidi-font-size: 12.0pt;">MENINGKATKAN PRESTASI BELAJAR MATEMATIKA </span></b><b style="mso-bidi-font-weight: normal;"><span style="mso-ansi-language: IN; mso-bidi-font-size: 12.0pt;">DAN KEAKTIFAN SISWA </span></b><b style="mso-bidi-font-weight: normal;"><span lang="EN-US" style="mso-bidi-font-size: 12.0pt;">KELAS VII B SMP
NEGERI 1 MAOS MELALUI MODEL PEMBELAJARAN <i style="mso-bidi-font-style: normal;">MAKE
A MATCH</i></span></b></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;">Aji Hidayat</span><span lang="EN-US" style="mso-ansi-language: IN;"> </span><span style="mso-ansi-language: IN;"></span></div>
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<span style="mso-ansi-language: IN;">(KOMDA MAOS MGMP MATEMATIKA SMP KAB. CILACAP)</span></div>
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<br /></div>
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<span lang="EN-US" style="mso-ansi-language: EN-US;">ABSTRAK</span></div>
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<span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">Kekatifan dan
prestasi belajar siswa kelas VII B SMP Negeri 1 Maos masih sangat rendah. Hal
ini ditunjukkan dengan hasil ulangan harian kelas VII B yaitu 63,03. Rata-rata
ini masih jauh dari KKM yaitu 72. Hal ini disebabkan oleh pembelajaran yang
kurang menarik dan merangsang keaktifan siswa. Model pembelajaran make a match
merupakan model pembelajaran yang merangsang siswa untuk aktif. Karena pada
model pembelajaran ini siswa harus bisa mencari pasangan kartunya, yaitu kartu
yang memiliki jawaban yang sama. Melalui penelitian tindakan kelas diharapkan
prestasi belajar dan keaktifan siswa meningkat dengan menggunakan model
pembelajaran make a match. Penelitian ini bermanfaat bagi siswa, guru dan
sekolah. Penelitian dilakukan pada saat pembelajaran dengan pengmabilan data
melalui tes dan pengamatan siswa. Untuk analisi data dilakukan melalui
deskripsi sederhana yaitu membandingkan persentasi masing-masing siklus. Waktu
penelitian adalah bulan November dan Desember 2013 di kelas VII B SMP Negeri 1
Maos pada materi Persamaan dan Pertidaksamaan Linier Satu Variabel. Indikator
keberhasilan telah ditentukan berdasarkan kesepakatan dengan kolaborator yaitu
85% untuk prestasi belajar dan 35% untuk keaktifan siswa kategori tinggi, dan
50% kategori cukup. Hasil Penelitian diperoleh rata-rata ulangan pra PTK adalah
63,03, siklus 1 71,59 dan 77,00 untuk siklus 2. Ketuntasan pada praPTK 26,47%,
siklus 1 53% dan siklus 2 ketuntasannya mencapai 91,17%. Setiap siklus
mengalami peningkatan dan pada siklus 2 sudah mencapai kriteria indikator
keberhasilan. Keaktifan siswa juga sudah mengalami peningkatan. Secara
keseluruhan model pembelajaran make a match dapat meningkatan prestasi belajar
matematika dan keaktifan siswa kelas VII B SMP Negeri 1 Maos.</span></div>
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<span lang="EN-US" style="font-size: 11.0pt; mso-ansi-language: EN-US;">Kata kunci : prestasi belajar,
keaktifan siswa, model pembelajaran make a match</span><span lang="EN-US" style="mso-ansi-language: EN-US;"> </span></div>
Anonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com0tag:blogger.com,1999:blog-2053349719096842145.post-46323117423807605402013-12-19T01:52:00.000-08:002013-12-19T01:52:02.405-08:00Selamat Tahun Baru 2014Selamat Tahun Baru 2014<br />
Semoga pembelajaran matematika semakin bermutu dan meningkatkan minat, prestasi, dan kreativitas siswaAnonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com0tag:blogger.com,1999:blog-2053349719096842145.post-74612462989456612342013-05-06T17:24:00.002-07:002013-05-06T17:26:50.606-07:00<div style="text-align: center;">
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<b><span style="color: black; font-size: 12.0pt; line-height: 115%;">Oleh : Suyoto, S.Pd</span></b></div>
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<br /></div>
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<b><span style="color: black; font-size: 12.0pt; line-height: 115%;">Untuk menentukan batas lulus, ada 3 cara, yaitu:</span></b></div>
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<br /></div>
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<b><span style="color: black; font-size: 12.0pt;">1.
Batas Lulus Aktual<span style="mso-tab-count: 1;"> </span></span></b></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><br />
<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Batas
Lulus Aktual</i></b> <span style="mso-spacerun: yes;"> </span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">(BLA</i></b>)
dihitung berdasarkan nilai rata-rata aktual </span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">yang dicapai oleh kelompok siswa.</span></div>
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<br /></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Sebelum menentukan BLA terlebih dahulu dihitung nilai rata-rata
dan standar deviasinya. Siswa </span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">dinyatakan lulus jika memiliki skor di atas BLA.</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>Batas Lulus Aktual</span></i></b><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">
=<span style="mso-spacerun: yes;"> </span>Nilai rata-rata + 0,25 x Standar
Deviasi</span></div>
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<br /></div>
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<br /></div>
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<b><span style="color: black; font-size: 12.0pt;">2. Batas Lulus Ideal</span></b><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><br style="mso-special-character: line-break;" />
<br style="mso-special-character: line-break;" />
</span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>Menentukan <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Batas Lulus Ideal</i></b> <b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">(BLI)</i></b>
juga menggunakan rata-rata dan simpangan baku/standar diviasi. Akan tetapi ada
perbedaan dalam cara menentukan rata-rata ideal dan simpangan baku tersebut.</span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Perbedaannya
adalah, pada BLI rata-rata ideal = setengah x skor maksimal yang mungkin
dicapai, dan standar deviasinya = sepertiga dari nilai rata-rata ideal.</span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>Batas Lulus Ideal</span></i></b><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"> =
rata-rata ideal + standar deviasi</span></div>
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<br /></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-tab-count: 3;"> </span><span style="mso-spacerun: yes;"> </span>= </span><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: IN; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-text-raise: -9.0pt; position: relative; top: 9.0pt;"><img height="30" src="file:///C:\Users\User\AppData\Local\Temp\msohtmlclip1\01\clip_image002.gif" width="7" /></span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>x skor maks + </span><span style="font-family: "Calibri","sans-serif"; font-size: 11.0pt; line-height: 115%; mso-ansi-language: IN; mso-ascii-theme-font: minor-latin; mso-bidi-font-family: "Times New Roman"; mso-bidi-language: AR-SA; mso-bidi-theme-font: minor-bidi; mso-fareast-font-family: "Times New Roman"; mso-fareast-language: IN; mso-fareast-theme-font: minor-fareast; mso-hansi-theme-font: minor-latin; mso-text-raise: -9.0pt; position: relative; top: 9.0pt;"><img height="30" src="file:///C:\Users\User\AppData\Local\Temp\msohtmlclip1\01\clip_image004.gif" width="7" /></span><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>x rata-rata ideal.<span style="mso-tab-count: 1;"> </span></span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-tab-count: 1;"> </span></span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">3. Batas Lulus Purposif</span></b></div>
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<br /></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span><span style="mso-spacerun: yes;"> </span>Menentukan<span style="mso-spacerun: yes;">
</span><b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;">Batas Lulus Purposif (BLP</i></b>)<span style="mso-spacerun: yes;">
</span>tidak perlu menghitung rata-rata ideal maupun standar deviasi, karena
BLP mengacu pada Penilaian Acuan Patokan ( PAP ).</span></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Nilai
dibuat berdasarkan kriteria tertentu yang sudah ditetapkan. </span></div>
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<br /></div>
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<b style="mso-bidi-font-weight: normal;"><i style="mso-bidi-font-style: normal;"><u><span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Contoh: </span></u></i></b></div>
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<br /></div>
<div class="MsoNormal" style="line-height: normal; margin-bottom: .0001pt; margin-bottom: 0cm; text-align: justify; text-justify: inter-ideograph;">
<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;"><span style="mso-spacerun: yes;"> </span>Jika batas kelulusan adalah skor di atas
75% dari skor maksimum,<span style="mso-spacerun: yes;"> </span>dan nilai
maksimum yang dicapai siswa di kelas 90. maka batas kelulusannya adalah 75% x 90
= 67,5. </span></div>
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<br /></div>
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<span style="color: black; font-family: "Times New Roman","serif"; font-size: 12.0pt;">Jadi
seorang siswa dinyatakan lulus jika nilainya lebih dari 67,5. Sedangkan siswa
yang nilainya kurang dari 67,5 dinyatakan tidak lulus.</span><span style="font-family: "Times New Roman","serif"; font-size: 12.0pt;"></span></div>
Anonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com0tag:blogger.com,1999:blog-2053349719096842145.post-4911487839638673742013-01-22T04:13:00.003-08:002013-01-22T04:20:49.090-08:00Motivasi UN<!--[if gte mso 9]><xml>
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<br />
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 18.0pt; line-height: 115%;">Memotivasi Siswa Menghadapi UN</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Oleh : Thomas Sutasman</span></div>
<div class="MsoNormal">
<br /></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 20.25pt;">
<a href="http://2.bp.blogspot.com/-OZtqM-V0u7I/UP6Dw-5Ek3I/AAAAAAAAAIQ/93srDDiAdeE/s1600/wokshop+un+2012+a.jpg" imageanchor="1" style="clear: left; float: left; margin-bottom: 1em; margin-right: 1em;"><img border="0" height="275" src="http://2.bp.blogspot.com/-OZtqM-V0u7I/UP6Dw-5Ek3I/AAAAAAAAAIQ/93srDDiAdeE/s400/wokshop+un+2012+a.jpg" width="400" /></a><span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Ujian
Nasional (UN) masih menjadi puncak kegiatan siswa selama belajar di tingkat
pendidikan. Apapun yang dilakukan sekolah (baca: guru) tercurah untuk
keberhasilan UN. Yang terjadi, seringkali UN hanya menjadi ajang gengsi
orang tua dan sekolah. Orang tua dan sekolah merasa puas akan keberhasilan
siswanya dalam UN. Mau tidak mau, UN masih akan dilaksanakan tahun ini.
Akibatnya, mulai sekarang, guru sudah setengah mati untuk mempersiapkan
siswa menghadapi UN, walau siswanya masih merasa santai atau tidak termotivasi.
</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 20.25pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Tugas
berat yang berada pada beban sekolah, selain materi UN, adalah memotivasi siswa
untuk berprestasi. Padahal memotivasi siswa bukan perkara yang gampang. Motivasi
berprestasi merupakan konsep personal yang inheren yang merupakan faktor
pendorong untuk meraih atau mencapai sesuatu yang diinginkannya agar meraih
kesuksesan. Untuk mencapai kesuksesan tersebut setiap orang mempunyai
hambatan-hambatan yang berbeda. Apabila orang memiliki motivasi berprestasi
yang tinggi, hambatan-hambatan tersebut akan dapat diatasi dan kesuksesan yang
dinginkan dapat diraih. Dengan demikian, memiliki motivasi berprestasi maka
akan muncul kesadaran bahwa dorongan untuk selalu mencapai kesuksesan (perilaku
produktif dan selalu memperhatikan kualitas) dapat menjadi sikap dan perilaku
permanen pada diri seseorang.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 28.5pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Menurut
Bendura (1992) bahwa <span style="mso-spacerun: yes;"> </span>bila seseorang
memiliki rasa yang kuat tentang kemampuan dirinya<i><span style="color: navy; font-family: "Arial","sans-serif";">,</span></i><span style="color: navy;"> </span>maka
akan mendesak usaha yang lebih besar untuk menyelesaikan tugas-tugas yang
menantang dari pada orang yang memiliki keraguan diri akan kemampuannya. Adanya
perasaan mampu untuk berprestasi yang dimiliki oleh seseorang, akan memberikan
kontribusi yang sangat besar pada aspek percaya diri, yaitu bahwa ia akan
merasa yakin dengan kemampuannya untuk dapat mencapai suatu prestasi tertentu. Untuk
itu,<span style="mso-spacerun: yes;"> </span>memotivasi siswa untuk <span style="mso-spacerun: yes;"> </span>berprestasi dalam UN berpijak pada siswa itu sendiri.
Tugas sekolah adalah mengarahkan siswa untuk mempunyai motivasi berprestasi
dengan mengetahui siapa dirinya dalam hubungannya dengan orang lain dimana
mereka terlibat.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 28.5pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Seperti
dikatakan di atas, memotivasi siswa bukanlah hal yang mudah. Apalagi masih ada
siswa yang terbiasa instan menganggap UN masih lama berlangsung, dan
menjadi rahasia umum di kalangan siswa bahwa dalam UN bisa menyontek atau
curang, menjadi alasan utama bahwa UN tidak menjadi suatu tantangan bagi
siswa. Hal pertama yang perlu dijelaskan dan dipahamkan kepada siswa
bahwa UN adalah masih menjadi penentu kelulusan, maka harus dipersiapkan lebih
lama. </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 28.5pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Kedua,
sekolah perlu meluangkan waktu khusus bersama siswa dua sampai tiga hari untuk
melakukan rekoleksi atau gladi rohani atau week end dengan mengundang motivator
atau orang yang berkompeten. Dalam kegaitan tersebut, siswa dibimbing agar
termotivasi dalam menghadapi UN sebagai salah satu jalan keberhasilan hidup,
sekaligus sebagai sarana untuk pembinaan mental siswa. Dimana, keberhasilan
siswa bukan menjadi keberhasilan diri sendiri saja, melainkan butuh
keterlibatan orang lain dalam dirinya.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 28.5pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Ketiga,
dalam pembelajaran keseharian di sekolah, siswa diarahkan untuk terlibat
aktif dengan peduli terhadap temannya yang kurang. Dengan demikian, kepercayaan
diri siswa tumbuh dan salah satu wujud membantu teman dalam waktu
yang tepat. Proses pembelajaran tidak sekedar sisitem drill saja, namun
diarahkan pada proses berpikir. Selain itu, proses pembelajaran tetap
mengunakan model-model pembelajaran yang menyenangkan, agar UN tidak menjadi
beban yang berat bagi siswa.</span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Keempat,
membangun iklim persaingan yang sehat, jujur,dan terbuka. Kejujuran dalam UN
merupakan hal hakiki yang harus dilakukan oleh semua pihak yang terlibat dalam
UN. Biasanya sekolah mempersiapkan UN sekolah mengadakan lebih dari satu kali
try out atau latihan UN. Apabila dalam tryout <span style="mso-spacerun: yes;"> </span>siswa sudah dibiasakan<span style="mso-spacerun: yes;"> </span>mencontek atau berbuat curang lainnya, maka
dalam hari-H UN, siswa cenderung untuk berbuat serupa.<span style="mso-spacerun: yes;"> </span>Kepercayaan diri siswa<span style="mso-spacerun: yes;"> </span>telah hilang. Kemampuan untuk mengerjakan
soal UN tergantung pada orang lain, bukan dirinya sendiri. UN yang jujur sangat
tergantung pada proses menuju UN itu sendiri.<span style="mso-spacerun: yes;">
</span>Kurang berarti walau soal UN dibuat dengan 20 tipe soal akan membuat UN
jujur, namun proses menuju UN tidak jujur.<span style="mso-spacerun: yes;">
</span>Kesadaran yang perlu dikembangkan adalah UN yang jujur menjadikan persaingan
yang sehat antarsiswa juga antarsekolah. </span></div>
<div class="MsoNormal" style="text-align: justify; text-indent: 36.0pt;">
<span style="font-family: "Arial","sans-serif"; font-size: 12.0pt; line-height: 115%;">Tak
kalah pentingnya, adakan dialog antara sekolah dan orang tua tentang
perkembangan siswa. Tugas berat sekolah untuk memotivasi siswa tanpa didukung
orang tua siswa di rumah menjadi hal yang sia-sia. Keprihatinan yang acapkali
terjadi adalah semua tanggung jawab pendidikan anaknya (siswa) selalu
dibebankan pada sekolah. (*)</span></div>
Anonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com3tag:blogger.com,1999:blog-2053349719096842145.post-58115041771354764342012-11-24T17:17:00.004-08:002012-11-24T17:17:55.693-08:00Kisi-kisi UN 2013<h3 class="post-title entry-title" style="text-align: center;">
<span style="color: #990000; font-size: large;">KISI-KISI UJIAN NASIONAL 2012/2013 </span></h3>
<h3 class="post-title entry-title" style="text-align: center;">
<br /></h3>
<div class="post-header">
</div>
<div class="separator" style="clear: both; text-align: center;">
<span style="font-size: x-small;"></span></div>
<div class="separator" style="clear: both; text-align: center;">
<a href="http://bsnp-indonesia.org/id/wp-content/themes/bsnp/images/logo.gif" style="margin-left: 1em; margin-right: 1em;"><img border="0" height="100" src="http://bsnp-indonesia.org/id/wp-content/themes/bsnp/images/logo.gif" width="320" /></a></div>
<div style="text-align: justify;">
<span style="font-size: x-small;">Tanpa terasa Ujian Nasional untuk Tahun Pelajaran 2012/2013 akan kita
laksanakan,
Kis-Kisi UN untuk tahun 2013 sudah dipublikasikan, Mari kita mempersiapkan UN 2013 sedini mungkin. Semoga hasil UN 2013 bisa meningkat dan lebih baik.</span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;">Berikut Kisi-Kisi Ujian Nasional Tahun Pelajaran 2012/2013 :</span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;"> </span></div>
<div style="color: red; text-align: justify;">
<span style="font-size: x-small;"><span style="color: black;">1.</span> <a href="http://bsnp-indonesia.org/id/bsnp/wp-content/uploads/2012/11/SK-Kisi-Kisi-tahun-2012-2013.pdf">Surat Keputusan Kisi-Kisi Ujian Nasional 2012/2013</a></span></div>
<div style="color: red; text-align: justify;">
<span style="font-size: x-small;"><span style="color: black;">2.</span> <a href="http://bsnp-indonesia.org/id/bsnp/wp-content/uploads/2012/11/Kisi-Kisi-SDMI-SDLB-tahun-2012-2013.pdf">Kisi-Kisi SD, MI, SDLB</a></span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;"><span style="color: red;"><span style="color: black;">3.</span> <a href="http://bsnp-indonesia.org/id/bsnp/wp-content/uploads/2012/11/Kisi-Kisi-SMP-SMASMK-PLB-tahun-2012-2013.pdf">Kisi-Kisi SMP, SMA, SMK, PLB</a> </span></span></div>
<div style="text-align: justify;">
<span style="font-size: x-small;"><br /></span></div>
Anonymoushttp://www.blogger.com/profile/05452838355328577716noreply@blogger.com0