PENERAPAN MODEL PEMBELAJARAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN MEMPERBAIKI KOPLING DAN KOMPONEN–KOMPONENNYA PADA SISWA KELAS XI SMK N 1 ADIWERNA
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Abstract
Penelitian ini bertujuan untuk mengetahui desain model inkuiri pada mata pelajaran kopling dan komponen-komponennya, serta membuktikan adanya peningkatan prestasi belajar dalam hal memperbaiki kopling setelah diterapkan model pembelajaran inkuiri pada materi kopling. Bentuk penelitian ini adalah Penelitian Tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus, dengan tahapan setiap siklusnya meliputi kegiatan perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Dari hasil penelitian ini dapat diketahui persentase ketuntasan klasikal dari pre-test, siklus I, dan siklus II. Pada kegiatan pre-test, siswa yang tuntas hanya 17 siswa atau 53,125%. Selanjutnya pada siklus I, siswa yang termasuk dalam kategori tuntas meningkat menjadi 23 siswa atau 71,875%. Hal ini berarti mengalami peningkatan sebesar 18,75% dari pre-test. Kemudian pada siklus II meningkat kembali menjadi 84,375% atau 27 siswa tuntas KKM. Berarti dari siklus I ke siklus II mengalami peningkatan sebesar 12,5%. Dari penjelasan di atas bahwa penerapan model pembelajaran inkuiri efektif untuk meningkatkan keterampilan memperbaiki kopling dan komponen-komponennya.
Issues raised in this study were design an inquiry learning model on the skills of repairing clutch components, how does student achievement after implementation of inquiry learning model. This study aims to determine the design of the model of inquiry on clutch and its components subjects, as well as proving an increase learning achievement in terms of improving the clutch after the inquiry learning model applied to the clutch material. This study is a form of classroom action research (CAR). This study was conducted in two cycles, with each cycle includes the stages of planning, action, observation, and reflection. From the results of this study can be seen the classical completeness percentage of pre cycle, the first cycle and second cycle . Pre-cycle on learning activities, students who completed only 17 students or 53,125%. Furthermore, in the first cycle, students are included in the completed category increase to 23 students or 71.875%. This represented an increase of 18.75 % from pre-cycle. Then on the second cycle increased to 84.375% or 27 students completed the KKM. It means that from the first cycle to the second cycle increased by 12.5%. From the above that the implmentation of inquiry learning model to improve the skills of repairing the clutch and its components. Keywords : Inquiry, Clutch, Learning Outcomes
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