Pembelajaran Learning Cycle 5E Berbasis Pengajuan Masalah untuk Meningkatkan Hasil Belajar Siswa Kelas X pada Topik Trigonometri

Abstract

Artikel ini bertujuan untuk (1) menghasilkan perangkat pembelajaran learning cycle–5E berbasis pengajuan masalah pada topik trigonometri di kelas X, (2) mendeskripsikan keefektifan pembelajaran (3) Untuk membandingkan hasil belajar siswa dengan pembelajaran Learning Cycle 5E berbasis pengajuan dengan hasil belajar siswa yang mengikuti pembelajaran konvensional Pengembangan perangkat pembelajaran dilakukan dengan menggunakan model Morrison. Berdasarkan hasil ujicoba perangkat diperoleh perangkat learning cycle 5E berbasis pengajuan masalah berkualitas baik, karena memenuhi syarat-syarat: (1) kemampuan guru dalam mengelola pembelajaran baik, (2) aktivitas siswa efektif, (3) respons siswa positif, (4) tes hasil belajar valid, reliabel, dan sensitive, (5) ketuntasan belajar secara klasikal tercapai. Sedangkan hasil penelitian pada kelas eksperimen berdasarkan analisis statistik deskriptif diperoleh bahwa learning cycle 5E berbasis pengajuan masalah efektif untuk mengajarkan materi trigonometri. Berdasarkan analisis statistik inferensial dengan mengunakan anakova diperoleh kesimpulan bahwa hasil belajar siswa yang mengikuti learning cycle 5E berbasis pengjuan masalah lebih baik dibandingkan dengan hasil belajar siswa mengikuti pembelajaran konvensional untuk materi trigonometri di kelas X.

The purposes of the research are (1) to produce learning cycle-5E based on problem posing on trigonometric topic in class X, (2) to describe the effectiveness of learning cycle-5E based on problem posing in trigonometric topic in class X, (3) Compare the learning outcomes of students who take Learning Cycle 5E-based problem posing with the learning outcomes of students who take conventional learning on the topic of trigonometry in class X. The learning device development was conducted by using the Morisson model. Based on the test results, the devices obtained by the learning cycle 5E based on problem posing is a good quality, as validated by the validators and qualified: (1) the ability of teachers in managing good learning, (2) the student activity in effective learning, (3) Positive student responses, (4) learning outcome test, fulfils valid, reliable, and sensitive criteria and (5) learning completeness is achieved in a classical manner. whereas the results of descriptive statistical analysis, it is obtained that the  learning cycle 5E based on problem posing is effective material to used in teachng trigonometric. Based on inferential statistic analysis using anacova, it is concluded that the students' learning outcomes following learning cycle 5E based on problem posing are better than the students' learning outcomes following the conventional learning for trigonometric material in class X.