Hubungan Hasil Belajar dengan Positive Interdependence Pada Implementasi Model Peer-Assisted Learning Strategies
DOI:
10.29303/jpm.v16i3.1626Published:
2021-06-02Issue:
Vol. 16 No. 3 (2021): Juni 2021Keywords:
Peer Assisted Learning Strategies, positive interpendence, hasil belajarArticles
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Abstract
Pengembangan sikap menjadi faktor penting yang perlu dikembangkan melalui penerapan kurikulum 2013. Hal ini menjadi pertimbangan guru dalam menerapkan metode pembelajaran yang mampu mengembangkan sikap sehingga bermuara pada hasil belajar yang baik. Model Peer Assisted Learning Strategies merupakan salah satu model pembelajaran kooperatif yang dapat diterapkan ke siswa untuk melatih sikap positif mereka. Penelitian ini bertujuan untuk mengetahui hubungan antara positive interdependence dengan hasil belajar siswa dalam implementasi PALS. Hasil penelitian ini diharapkan dapat menjadi pertimbangan dalam pemilihan model pembelajaran kimia. Metode penelitian yang digunakan adalah kualitatif melalui observasi. Implementasi model PALS terdiri atas 6 fase pembelajaran yaitu orientasi, penyajian informasi, pengorganisasian siswa, penyelesaian tugas, evaluasi dan pemberian reward. Sampel penelitian adalah siswa kelas 10 MIA 1 dan 10 MIA 2 di MAN 1 Mataram dengan total responden sebanyak 80 siswa. Hasil penelitian menunjukkan bahwa positive interdependence tidak memberikan hasil belajar yang lebih baik pada siswa. Ketua kelompok justru memberikan nilai yang lebih rendah dibandingkan anggota kelompoknya. Hal ini dapat disebabkan oleh faktor dari dalam dan luar siswa. Motivasi siswa untuk belajar kimia dapat menjadi faktor dari dalam, sedangkan faktor dari luar dapat berupa kebiasaan dalam mengajukan argumen dalam kelompok perlu dibiasakan untuk menghasilkan interaksi yang bermakna.References
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Author Biographies
Eka Junaidi, Program Studi Pendidikan Kimia, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Mataram
Khairun Nasirin, Madrasah Aliyah Negeri 1 Mataram
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