Karakter Disiplin dan Percaya Diri Melalui Model Pembelajaran Problem Based Learning Materi Pertumbuhan dan Perkembangan

Abstract

Penelitian ini bertujuan untuk mendeskripsikan potret perkembangan dan pencapaian sikap disiplin
dan percaya diri siswa, serta faktor yang menyebabkan tidak terekspresinya sikap tersebut. Metode
pengambilan data adalah observasi, dokumentasi, dan wawancara. Tujuan observasi adalah
memperoleh data skor siswa, sedangkan data faktor yang menyebabkan tidak terekspresinya karakter
disiplin dan percaya diri diperoleh melalui wawancara. Berdasarkan data skor menunjukkan potret
sikap disiplin dan percaya diri siswa selama pembelajaran materi pertumbuhan dan perkembangan
melalui model PBL bersifat fluktuatif. Capaian sikap disiplin siswa secara klasikal tergolong baik
dengan persentase 82,5%, sedangkan pencapaian sikap percaya diri tergolong cukup dengan
persentase 65%. Selama proses pembelajaran seluruh siswa mengekspresikan karakter disiplin,
namun pada karakter percaya diri terdapat 2 siswa yang tidak mengekspresikan. Berdasarkan data
hasil wawancara, faktor utama yang menyebabkan siswa tidak mengekspresikan karakter percaya
diri adalah perlakuan overdiscipline, overprotection, rejection, dan domination orang tua terhadap siswa.
Faktor penyebab lainnya adalah sikap tidak efektif guru pada proses pembelajaran dan lingkungan
sosial (teman sebaya) siswa.

The study aims to describe the portrait of students in developing and achieving the discipline and confidence, and
factors that cause an unexpressed attitude. The method of data collection is observation, documentation, and
interview. The purpose of observation is acquiring the score data of the students, while the factors that lead to an
unexpressed character of the discipline and confidence are obtained through the interview. Based on the score
data, the students’ discipline and confidence during the material learning of growth and development through
PBL models are fluctuating. The achievement of the discipline attitude classically belongs to good with percentage
of 82.5%, while the confidence attitude belongs to enough with percentage of 65%. During the learning process,
all students expressed the character of discipline, but there were two students who did not express character of the
confidence. Based on the results of the interview, the main factor that caused the students unabled to express the
character of confidence was bacause of the over discipline treatment, overprotection, rejection, and parents’
domination towards the students. Another factor is the ineffective attitude of teachers in the learning process and
the social environment (peer) students.