PENGARUH STRATEGI CONCEPT MAPPING TERHADAP HASIL BELAJAR IPS SISWA KELAS IV SD DI GUGUS I KECAMATAN BUSUNGBIU

Komang Prima Sanjaya ., Prof. Dr. Ni Ketut Suarni,MS ., Drs. Ketut Pudjawan,M.Pd .

Abstract


Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPS antara kelas yang belajar dengan strategi Conncept Mapping dan kelas yang belajar dengan model pembelajaran konvenional. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan post test only with non equivalent control group design. Populasi dalam penelitian ini adalah seluruh kelas IV SD Gugus I Kecamtan Busungbiu, Kabupaten Buleleng yang berjumlah 139 orang. Sampel penelitian ditentukan dengan tehnik simple random sampling. Pengumpulan data dengan menggunakan tes hasil belajar soal pilihan ganda yang berjumlah 30 butir. Data dianalisis menggunakan statistik deskriptif dan uji t independent. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPS antara kelas yang belajar dengan model strategi Conncept Mapping dan model pembelajaran konvensional Rata-rata hasil belajar Matematika dengan model pembelajaran strategi Conncept Mapping adalah 23,52 yang berada pada kategori sangat tinggi. Sedangkan kelas yang belajar dengan model pembelajaran konvensional adalah 20,39 yang berada pada kategori tinggi. Jadi strategi Conncept Mapping berpengaruh terhadap hasil belajar siswa dalam pembelajaran IPS.
Kata Kunci : Concept Mapping, hasil belajar ,IPS

The purpose of this research is to recognize the difference results between science social student who had learnt using concept mapping teaching strategy and the student who learnt using the conventional learning model. This research is a quasi-experimental research with post test design only with non equivalent control group design. The population on this research encompass 139 students of the grade of SD Gugus I Kecamtan Busungbiu, Kabupaten Buleleng. The sample of this research is determined by simple random sampling technique. In collecting the data the written test were given through a multiple choices tests comprising of 30 items. The Data were analyses using a descriptive statistic and independent test. The result of this research shows that there is the difference result between the student using concept mapping teaching strategy model occurs on science social students with the students using conventional. Average score of the students learnt with concept mapping teaching strategy is 23.52, it is considered to be highest category. Whereas, 20.39 occurs on the students learning with conventional model, it is considered to be high category. In this research concept mapping teaching strategy is preponderant for the results of the students in learning science social.
keyword : concept mapping, science social, learning results.

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DOI: http://dx.doi.org/10.23887/jjpgsd.v2i1.3208

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Universitas Pendidikan Ganesha


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