PENGARUH MODEL PEMBELAJARAN VALUE CLARIFICATION TECHNIQUE (VCT) TERHADAP SIKAP SOSIAL DAN HASIL BELAJAR MATA PELAJARAN PKn PADA SISWA KELAS IV SD

Ni Kadek Dwi Sariani ., Prof. Dr. Nyoman Dantes ., Dr. Desak Putu Parmiti,MS .

Abstract


Penelitian ini bertujuan untuk mengetahui pengaruh model Value Clarification Technique (VCT) terhadap sikap sosial dan hasil belajar mata pelajaran PKn. Rancangan penelitian yang digunakan adalah non equivalent post-test only control group design. Populasi dalam penelitian ini adalah siswa kelas IV SD di Gugus III Tambora Kecamatan Melaya, Kabupaten Jembrana tahun pelajaran 2015/2016. Sampel diambil dengan teknik grup random sampling. Data yang telah dikumpulkan dianalisis dengan uji MANOVA (Multivariate Analysis of Varians). Sebanyak 42 siswa kelas IV SD Negeri Gugus III Tambora Kecamatan Melaya, Kabupaten Jembrana dipilih sebagai sampel. Pengumpulan data sikap sosial dalam bentuk koesioner dan hasil belajar PKn dalam bentuk tes pilihan ganda. Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan sikap sosial yang signifikan antara siswa yang mengikuti pembelajaran Value Clarification Technique (VCT) dengan siswa yang mengikuti pembelajaran konvensional (F=21,79;p<0,05); 2) terdapat perbedaan hasil belajar PKn yang signifikan antara siswa yang mengikuti pembelajaran Value Clarification Technique (VCT) dengan siswa yang mengikuti pembelajaran konvensional (F=102,876;p<0,05); 3) terdapat perbedaan sikap sosial dan hasil belajar PKn yang signifikan antara siswa yang mengikuti pembelajaran Value Clarification Technique (VCT) dengan siswa yang mengikuti pembelajaran konvensional (F=54,943;p<0,05). Berdasarkan temuan di atas dapat disimpulkan bahwa model pembelajaran Value Clarification Technique (VCT) berpengaruh positif terhadap sikap sosial dan hasil belajar PKn siswa.
Kata Kunci : VCT, sikap sosial, hasil belajar

This study aims to determine the effect of Value Clarification Technique (VCT) model toward social attitudes and learning outcomes of Civics subjects. The design used in this study is a non-equivalent post-test only control group design. The population in this study is the fourth grade students in Gugus III Tambora Melaya at Jembrana regency in the academic year 2015/2016. Samples were taken by using group random sampling techniques. The collected data were analyzed by MANOVA (Multivariate Analysis of Variance) test. There were 42 students in fourth grade of SD Negeri Gugus III Tambora Melaya at Jembrana regency selected as samples. The collection of social attitudes data was done through the form of questionnaire and the result of Civics learning outcomes in the form of multiple-choice tests. The results showed that: 1) there were significant differences in social attitudes among students who taught by Value Clarification Technique (VCT) with students who taught by conventional teaching (F = 21.79; p <0.05); 2) there were significant differences in Civics learning outcomes among students who taught by Value Clarification Technique (VCT) with students who taught by conventional teaching (F = 102.876, p <0.05); 3) there were significant differences in social attitudes and Civics learning outcomes among students who taught by Value Clarification Technique (VCT) with the students who taught by conventional teaching (F = 54.943, p <0.05). Based on the findings above, it can be concluded that Value Clarification Technique (VCT) learning model had positive effect on social attitudes and Civics students learning outcomes.
keyword : VCT, social attitudes, learning outcomes

Full Text:

PDF


DOI: http://dx.doi.org/10.23887/jjpgsd.v4i1.7463

Refbacks

  • There are currently no refbacks.


Jurnal ini diterbitkan oleh :


Universitas Pendidikan Ganesha


Creative Commons License

Mimbar PGSD Undiksha is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Mimbar PGSD Undiksha indexed by:

 Crossref



Creative Commons License

Mimbar PGSD Undiksha is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.