PEMBELAJARAN KONTEKSTUAL BERBASIS CONTROVERSIAL ISSUES BERPENGARUH TERHADAP HASIL BELAJAR IPS SISWA KELAS V SD DI GUGUS II MENGWI KABUPATEN BADUNG

Abstract

Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar IPS antara siswa yang dibelajarkan melalui pembelajaran kontekstual berbasis controversial issues dengan siswa yang dibelajarkan melalui pembelajaran konvensional pada kelas V SD di Gugus II Mengwi Kabupaten Badung. Rancangan penelitian ini menggunakan eksperimen semu dengan desain Nonequivalent Control Group Design. Populasi dalam penelitian ini adalah seluruh siswa kelas V SD di Gugus II Mengwi Kabupaten Badung sebanyak 275 orang. Sampel diambil dengan teknik random sampling. Data yang dikumpulkan adalah hasil belajar IPS yang merupakan penggabungan nilai kognitif dan afektif. Nilai kognitif dikumpulkan melalui tes objektif bentuk pilihan ganda biasa dan nilai afektif menggunakan lembar observasi sesuai dengan karakter yang dikembangkan. Data dianalisis dengan uji-t. Berdasarkan hasil uji-t didapat thitung = 4,49 dan ttabel dengan dk = 73 pada taraf signifikansi 5% = 2,000. Dari kriteria pengujian thitung > ttabel = 4,49 > 2,000 maka H0 ditolak dan Ha diterima. Hasil penelitian menunjukkan bahwa terdapat perbedaan yang signifikan hasil belajar IPS antara siswa yang dibelajarkan melalui pembelajaran kontekstual berbasis controversial issues dengan siswa yang dibelajarkan melalui pembelajaran konvensional. Rerata hasil belajar IPS kelas eksperimen yang dibelajarkan melalui pembelajaran kontekstual berbasis controversial issues lebih dari siswa kelas kontrol yang dibelajarkan melalui pembelajaran konvensional = 79,75 > 70,46. Dengan demikian dapat disimpulkan bahwa pembelajaran kontekstual berbasis controversial issues berpengaruh terhadap hasil belajar IPS siswa kelas V SD di Gugus II Mengwi Kabupaten Badung.
Kata Kunci : Pembelajaran kontekstual, controversial issues, hasil belajar IPS

The aimed of this study was to determine whether there was a significant differences in social learning outcomes between students who followed contextual teaching and learning based on controversial issues with students who took conventional learning in fifth grade of SD Gugus II Mengwi Badung Regency. This study was a quasi experimental research with Nonequivalent Control Group Design. The population of this study were the fifth grade students of SD Gugus II Mengwi Badung Regency which consisted of 275 students. The samples of this study were determined by means of random sampling technique.The data taken from the result of the social learning process, which is merging between cognitive and affective scores. The cognitive scores were collected by multiple choice test item and the affective were using observation sheet developed which is accordance with the character. The data were analyzed by using t-test. Based on the result of the t-test was found tobs = 4,49 and ttab with degrees of freedom 73 with significance level of 5% = 2,000. From the criteria of examination was tobs > ttab = 4,49 > 2,000 so that H0 was rejected and Ha was accepted.The result of study showed that the significant differences in social learning outcomes between students who followed contextual teaching and learning based on controversial issues with students who took conventional learning. The average scores of social learning in experiment class which followed contextual teaching and learning based on controversial issues more than control class who took conventional learning = 79,45 > 70,46. Based on these results it can be concluded that the contextual teaching and learning based on controversial issues influenced the social learning outcomes of the fifth grade students of SD Gugus II Mengwi Badung Regency.
keyword : Contextual teaching and learning, controversial issues, social learning outcomes