PENINGKATAN HASIL BELAJAR SISWA MENGGUNAKAN MODEL PEMBELAJARAN TGT BERBANTUAN MEDIA LEAFLET DILENGKAPI DENGAN LKS CROSSWORD PUZZLE DI SMA NEGERI 2 UMALULU

Abstrak

Tujuan penelitian ini untuk meningkatkan hasil belajar siswa menggunakan model pembelajaran TGT berbantuan media leaflet dilengkapi dengan LKS Crossword Puzzle. Metode yqng digunakan adalah metode deskriptif kuantitatif melalui penelitian tindakan kelas. Pada prasiklus diperoleh hasil belajar kognitif sebesar 56,38% dan 67% pelajar yang belum memenuhi KKM masuk dalam kategori kurang. Pada siklus I, terjadi peningkatan hasil belajar kognitif sebesar 72% sehingga nilai tengah posttest kognitif sebesar 71,38. Pada siklus I, tujuan pengajaran emosional memiliki nilai nilai tengah 76, dengan 28 pelajar memperoleh nilai baik (78%) dan 8 pelajar memperoleh nilai buruk (22%). Dengan nilai rata-rata posttest sebesar 75,83 pada siklus II, terjadi peningkatan hasil belajar kognitif sebesar 92% Dengan nilai nilai tengah 90, perolehan belajar afektif siklus II juga mengalami peningkatan; 94% pelajar yang mencapai KKM dinilai sangat baik, sedangkan 6% yang tidak mencapai KKM dinilai kurang. Hasil tersebut menunjukkan bahwa penerapan model pembelajaran TGT berbantuan media leaflet dilengkapi dengan LKS Crossword Puzzle di SMA Negeri 2 Umalulu dapat meningkatkan hasil belajar siswa.

The purpose of this study was to improve student learning outcomes using the TGT learning model assisted by leaflets equipped with LKS Crossword Puzzle. The method used was a quantitative descriptive method through classroom action research. In the pre-cycle, cognitive learning outcomes were 56.38% and 67% of students who had not met the KKM were categorized as less. In the first cycle, there was an increase in cognitive learning outcomes of 72% so that the mean value of the cognitive posttest was 71.38. In the first cycle, the emotional teaching objective had a mean value of 76, with 28 students obtaining good scores (78%) and 8 students obtaining bad scores (22%). With an average posttest value of 75.83 in the second cycle, there was an increase in cognitive learning outcomes of 92%. With a mean value of 90, affective learning outcomes in the second cycle also increased; 94% of students who achieved the KKM were considered very good, while 6% who did not achieve the KKM were considered less. These results indicate that the implementation of the TGT learning model, supported by leaflets and crossword puzzle worksheets (LKS) at SMA Negeri 2 Umalulu, can improve student learning outcomes.