MODEL PEMBELAJARAN DEEP DEALOGUE/ CRITICAL THINKING BERPENGARUH TERHADAP HASIL BELAJAR BAHASA INDONESIA SISWA KELAS V SD NO. 1 TUBAN KECAMATAN KUTA
DOI:
https://doi.org/10.23887/jjpgsd.v1i1.1552Abstract
Abstrak
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar Bahasa Indonesia antara siswa yang mengikuti model pembelajaran Deep Dealogue/ Critical Thinking dengan siswa yang mengiketi pembelajaran konvensional siswa kelas V Sekolah Dasar No 1 Tuban Kecamatan Kuta. Penelitian ini merupakan penelitian eksperimen semu (quasy eksperiment) dengan rancangan penelitian yang digunakan adalah Non Equivalent Control Group Design. Populasi penelitian ini adalah semua siswa kelas V SD No 1 Tuban tahun pelajaran 2013/2014. Sampel diambil dengan teknik random sampling. Data yang dikumpulkan adalah nilai hasil belajar Bahasa Indonesia di kelas eksperimen maupun di kelas kontrol dikumpulkan dengan menggunakan tes pilihan ganda satu jawaban benar (post test). Data dianalisis dengan uji t. Hasil penelitian menunjukkan bahwa terdapat perbedaan secara signifikan hasil belajar Bahasa Indonesia siswa yang dibelajarkan dengan menggunakan model pembelajaran Deep Dealogue/ Critical Thinking dengan siswa yang dibelajarkan dengan menggunakan pembelajaran konvensional (thitung 7,897 > ttabel = 2,000). Dengan demikian, dapat disimpulkan bahwa model pembelajaran Deep Dealogue/ Critical Thinking berpengaruh signifikan terhadap hasil belajar Bahasa Indonesia pada siswa kelas V Sekolah Dasar No 1 Tuban Kecamatan Kuta.
Kata kunci : Bahasa Indonesia SD, model Deep Dealogue/ Critical Thinking, hasil belajar
Abstract
This study aims to determine significant differences between students' learning outcomes Indonesian which using Deep Dealogue/ Critical Thinking model learning with students who take the conventional teaching in the fifth graders of SD No 1 Tuban. This study is a quasi-experimental (Quasy experiment) with the design of the study is a non-Equivalent Control Group Design. The population in this study was all of the fifth grade students at SD No 1 Tuban in academic year 2012/2013. The sample was taken with a random sampling technique. The data collected is the value of the Indonesian studies in the experimental class and the control class collected using a multiple-choice test with one correct answer (post-test). Data were analyzed by t test. The results showed that there were significant differences in learning outcomes of students who learned Indonesian using Deep Dealogue/Critical Thinking model with students who learned with using conventional learning (thirung = 7,897> ttabel = 2,000). Thus, we can conclude that Deep Dealogue model reconstruction significantly influence the results of Indonesan in the fifth grade at SD No 1 Tuban.
Keywords: Indonesian , Deep Dealogue/Critical Thinking, the results of learning
Downloads
Published
How to Cite
Issue
Section
License
Authors who publish with the Mimbar PGSD Undiksha agree to the following terms:
- Authors retain copyright and grant the journal the right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work. (See The Effect of Open Access)
