IMPROVING LEARNING OUTCOMES IN EVEN SEMESTER CHRISTIAN RELIGIOUS EDUCATION AND CHARACTER EDUCATION SUBJECT MATTER HUMILITY WITH CHARACTER-BASED EXAMPLE METHODS FOR CLASS VII.10 STUDENTS OF SMP NEGERI 8 MEDAN T.P 2021/2022

Marlys Pasaribu

Marlys Pasaribu SMP Negeri 8 Medan

Keywords: Student Learning Outcomes, Character-Based Learning

Abstract

Improving Learning Outcomes in Even Semester Christian Religious Education and Character Education Subject Matter Humility with Character-Based Example Methods for Class VII.10 Students of SMP Negeri 8 Medan TP 2021/2022 . Objective This research was carried out to improve student learning outcomes in class VII. 10 SMP Negeri 8 Medan for the 2021/2022 academic year. The method used in this research is the Classroom Action Research Method using 2 cycles, the subjects of this research are students of class VII.10 SMP Negeri 8 Medan as many as 21 people, the instrument used to obtain data is by using tests, observing the range of values for the test. are the highest and lowest values. Instrument which is used for data processing is to use the calculation of the total score of students who have not reached the KKM and the results of the scores that have reached the KKM. The KKM has been set, which is 75. There is an increase in the number of students who have completed Reaching the KKM (75), where in the initial test the number of students who have completed only 5 people (23%), increased to 11 people (50%) in the first cycle and then increased again to 17 students (80%) in cycle II. There was a decrease in the number of students who did not complete, where in the initial test the number of students who did not complete reached 16 people (76%), in the first cycle the students who did not complete decreased to 10 (50%) then in the second cycle it decreased again to 4 The students who did not complete ( 19 % ).

Downloads

Download data is not yet available.

References

[1] D. Sembiring, “MENINGKATKAN MOTIVASI BELAJAR SISWA KELAS VII-BSMP PADA PELAJARAN PENDIDIKAN AGAMA KRISTEN MELALUI PENERAPAN PEMBELAJARAN KOOPERATIF TIPE JIGSAW DI NEGERI 1 STABAT,” Sch. Educ. J. PGSD FIP UNIMED, vol. 7, no. 2, pp. 206–210.
[2] L. M. M. Manuain, F. Alexander, and M. B. Rantesalu, “Pengaruh Model Pembelajaran Jigsaw Terhadap Peningkatan Hasil Belajar Sejarah Pendidikan Agama Kristen,” Ciencias J. Penelit. dan Pengemb. Pendidik., vol. 1, no. 1, pp. 1–12, 2018.
[3] M. S. Kahar, Z. Anwar, and D. K. Murpri, “Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap peningkatan hasil belajar,” AKSIOMA J. Progr. Stud. Pendidik. Mat., vol. 9, no. 2, pp. 279–295, 2020.
[4] Y. Sulastri and D. Rochintaniawati, “Pengaruh penggunaan pembelajaran kooperatif tipe jigsaw dalam pembelajaran biologi di SMPN 2 Cimalaka,” J. pengajaran MIPA, vol. 13, no. 1, pp. 15–22, 2009.
[5] G. M. A. Widarta, “Penerapan model pembelajaran kooperatif tipe jigsaw untuk meningkatkan motivasi dan hasil belajar,” Indones. J. Educ. Dev., vol. 1, no. 2, pp. 131–141, 2020.
[6] R. Abdullah, “Pengaruh penerapan model pembelajaran kooperatif tipe jigsaw pada mata pelajaran kimia di madrasah aliyah,” Lantanida J., vol. 5, no. 1, pp. 13–28, 2017.
[7] M. A. d Hertiavi, H. Langlang, and S. Khanafiyah, “Penerapan model pembelajaran kooperatif tipe jigsaw untuk peningkatan kemampuan pemecahan masalah siswa SMP,” J. Pendidik. Fis. Indones., vol. 6, no. 1, 2010.
[8] A. Zainal, “Penelitian tindakan kelas,” Bandung: Yrama Widya, 2006.
[9] N. Hanifah, Memahami penelitian tindakan kelas: teori dan aplikasinya. Upi Press, 2014.
[10] W. Rochiati, “Metode penelitian tindakan kelas,” 2005.
[11] A. I. Sugandi, “Pengaruh pembelajaran berbasis masalah dengan setting kooperatif jigsaw terhadap kemandirian belajar siswa SMA,” Infin. J., vol. 2, no. 2, pp. 144–155, 2013.
[12] W. Sanjaya, “Strategi pembelajaran berorientasi standar proses pendidikan,” 2011.
[13] S. P. Kunandar and M. Si, “Langkah mudah penelitian tindakan kelas,” Jakarta PT. Rajagrafindo Persada, 2008.