STRATEGI PEMBELAJARAN GURU IPA: RELEVANSINYA DITINJAU DARI PERSPEKTIF KONSEP DIRI, MOTIVASI BELAJAR, DAN PRESTASI BELAJAR

Abstract

Penelitian ini bertujuan untuk mendeskripsikan strategi pembelajaran guru IPA, konsep diri, motivasi belajar, prestasi belajar IPA siswa kelas VIII di SMP Negeri 4 Singaraja, dan relevansi strategi pembelajaran guru IPA ditinjau dari ketiga variabel siswa tersebut.Jenis penelitian adalah penelitian deskripsi kualitatif.Instrumen penelitian adalah peneliti sendiri, pedoman observasi, wawancara, dan kuesioner. Sumber data penelitian terdiri dari 2 orang guru IPA dan 6 siswa di setiap kelas yang diajar masing-masing guru. Teknik pengambilan data meliputi kajian dokumentasi, observasi, wawancara, dan kuesioner. Data penelitian dianalisis secara deskriptif kualitatif. Hasil penelitian menunjukkan bahwa guru A menerapakan strategi pembelajaran berbasis masalah dan guru B menerapkan strategi ekspositori. Konsep diri dan motivasi belajar siswa kelas VIII B1 berkualifikasi tinggi serta prestasi belajar tergolong baik. Konsep diri dan motivasi belajar siswa kelas VIII B2 berkategori sedang prestasi belajar tergolong cukup. Strategi pembelajaran guru IPA berelevansi dengan konsep diri, motivasi belajar, dan prestasi belajar siswa.
Kata Kunci : strategi, konsep diri, motivasi belajar, prestasi

This study aimed at describing science teachers’ learning strategy, self-concept, learning motivation, class VIII students’ science learning achievement of SMPN 4 Singaraja, and the relevance of teachers’ science learning strategy viewed from three student variabels. The type of this research was a qualitative description research. The research instruments were the researcher itself, guidelines for observation, interview, and questionnaires. Sources of data in this study consisted of two science teachers and six students in one class which was taught by each teacher.Techniques in data collection included the study of documentation, observation, interviews, and questionnaires. Data were analyzed descriptive qualitatively.The result shows that the teacher A applied the problem-based learning strategy and teachers B implemented the expository strategy. Class VIII B1 students’ self concept and learning are at high qualification and the students’ learning achievement are in in good category. Class VIII B2 students’ self concept and learning motivation are in the middle category, while their learning achievements are in fair category. The strategy of science teacher has relevances with the students’ self-concept, learning motivation, and learning achievement.
keyword : strategy, self concept, learning motivation, learning achievement