EFEKTIFITAS MODEL INQUIRY TIPE PICTORIAL RIDDLE DALAM PEMBELAJARAN BAHASA INDONESIA SISWA MIN MOYA TERNATE DI ERA DISRUPSI 4.0

Authors

  • Sri Wahyuni Universitas Khairun Ternate
  • Sasmayunita Sasmayunita Universitas Khairun Ternate
  • Asriani Thahir Universitas Khairun Ternate

DOI:

https://doi.org/10.31764/pendekar.v3i2.2811

Keywords:

Pictorial Riddle, Hasil Belajar, Era Disrupsi.

Abstract

Abstrak: Penelitian ini bertujuan membahas efektifitas model pembelajaran Inqury tipe Pictorial Riddle dalam meningkatkan pembelajaran bahasa Indonesia siswa MIN Moya Ternate. Pengambilan data dalam penelitian ini, dilaksanakan melalui dua siklus. Subjek penelitian adalah siswa kelas III dengan jumlahsiswa 49 orang, terdiri atas 21 laki-laki dan 28 perempuan. Hasil analisis belajar siswa setelah diterapkan model Inquiry tipe Pictorial Riddle pada siswa kelas III MIN Moya Ternate mengalami peningkatan, pada siklus I siswa yag memperoleh nilai tuntas hanya sebesar 61%, dan pada siklus II meningkat sebesar 21%  menjadi 82% sehingga secara klasikal memenuhi kriteria ketuntasan Minimal (KKM) MIN Moya Ternate yaitu 80 %. Berdasarkan hasil penelitian, dapat disimpulkan bahwa penerapan model Inquiry tipe Pictorial Riddle efektif meningkatkan pembelajaran bahasa Indonesia siswa MIN Moya Ternate khususnya pada materi menulis Paragraf. Setelah adanya penelitian tersebut, disarankan guru kelas mampu menerapkan model-model yang lebih inovatif seperti Inquiry tipe Pictorial Riddle pada materi mata pelajaran Bahasa Indonesia yang lain agar pembelajaran yang diberikan dapat bervariasi, dapat menantang siswa untuk lebih kreatif, berpikir kritis, dan dapat menumbuhkan minat belajar siswa yang lebih tinggi, dan dapat memotivasi siswa untuk berkarya, sesuai dengan tuntutan pembelajaran di era disrupsi 4.0.

Abstract: This study aims to discuss the effectiveness of the Pictorial Riddle type Inqury learning model in improving Indonesian language learning for MIN Moya Ternate students. Data collection in this study was carried out in two cycles. The research subjects were students of class III with a total of 49 students, consisting of 21 boys and 28 girls. The results of the student learning analysis after applying the Pictorial Riddle Inquiry model to class III students of MIN Moya Ternate increased, in cycle I students who obtained a complete score of only 61%, and in cycle II increased by 21% to 82% so that classically meet the criteria Minimum completeness (KKM) of MIN Moya Ternate is 80%. Based on the research results, it can be concluded that the implementation of the Pictorial Riddle Inquiry model is effective in improving Indonesian language learning for MIN Moya Ternate students, especially in paragraph writing material. After this research, it is suggested that the classroom teacher be able to apply more innovative models such as Inquiry type Pictorial Riddle to other Indonesian language subject matter so that the learning given can be varied, can challenge students to be more creative, think critically, and can foster interest. higher student learning, and can motivate students to work, in accordance with the demands of learning in the era of disruption 4.0

References

Adrian, Y., & Agustina, R. L. (2019). Kompetensi Guru di Era Revolusi Industri 4. Lentera: Jurnal Pendidikan, 14(2), 175–181. https://doi.org/10.33654/jpl.v14i2.907

Anwar, S. (2017). Pendidikan Karakter di Indonesia. Jurnal Pendidikan, 1(Karakter), 29–39.

Fitriani, Y. dan I. A. A. (2019). Literasi Era Revolusi Industri 4 . 0. Senasbasa, 100–104.

Francisco, A. R. L. (2013). Penelitian Tindakan Kelas (PTK). Journal of Chemical Information and Modeling.

Hamdani, R. H., & Islam, S. (2019). Inovasi Strategi Pembelajaran Inkuiri dalam Pembelajaran. PALAPA, 7(1), 30–49. https://doi.org/10.36088/palapa.v7i1.180

Kemeristekdikti. (2018). Pengembangan Iptek dan Pendidikan Tinggi di Era Revolusi Industri 4.0. Ristekdikti.

Laki, R. (2017). Strategi Pembelajaran Bahasa Indonesia. Jurnal Visi Ilmu Pendidikan, 9(1), 590–604.

Murtini, S., & Sutedjo, A. (2018). Era Revolusi Industri 4.0: Dilematis Bagi Alumni Universitas Negeri Surabaya. In Prosiding seminar Nasional UNESA: Pendidikan Indonesia Menyongsong Revolusi Industri 4.0.

Prasetyo, A. A., & Nabillah, T. (2019). Faktor Penyebab Rendahnya Hasil Belajar Siswa. Sesiomadika, 2(3), 659–663.

Sharan, Y. (2014). Learning to cooperate for cooperative learning. Anales de Psicologia, 30(3), 802–807. https://doi.org/10.6018/analesps.30.3.201211

Slavin, R. E. (2010). Cooperative learning. In International Encyclopedia of Education (pp. 177–183). https://doi.org/10.1016/B978-0-08-044894-7.00494-2

Sudjana, N. (2012). Dasar-Dasar Proses Mengajar. In Bandung: Sinar Baru Algensindo.

Sudjana, N. (2013). Dasar-dasar proses belajar. Jurnal Pendidikan, 11–39.

Widayati, A. (2014). Penelitian Tindakan Kelas. Jurnal Pendidikan Akuntansi Indonesia, 6(1). https://doi.org/10.21831/jpai.v6i1.1793

Downloads

Published

2020-08-26

Issue

Vol. 3 No. 2 (2020): September

Section

Articles

License

Authors who publish articles in International Journal on Student Research in Education, Science, and Technology agree to the following terms:

  1. Authors retain copyright of the article and grant the journal right of first publication with the work simultaneously licensed under a CC-BY-SA or The Creative Commons Attribution–ShareAlike License.
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).