Pendekatan Cara Belajar Siswa Aktif dengan Strategi Induktif dalam Mengajarkan Ilmu Pengetahuan Sosial di SPG di Sumatera Barat

Abizar, (1983) Pendekatan Cara Belajar Siswa Aktif dengan Strategi Induktif dalam Mengajarkan Ilmu Pengetahuan Sosial di SPG di Sumatera Barat. Doctoral thesis, Institut Keguruan dan Ilmu Pendidikan Jakarta.

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Abstract

Intensive efforts in the development of education in Indonesia have been done for several years. One of them was, to increase participation of students in learning, that was, to implement the principle of student active learning. This study, in the first step was to develop a model of teaching learning process based on the principle of student active learning which uses the inductive strategy; next, to test the effectiveness of this model against student passive learning, in a classroom experiment. In this study, the teaching learning process was the manipulated independent variable; general ability, prior knowledge, and attitude toward subject matter were the independent variables which were treated as covariates; and the learning achievement was the dependent variable. Five aspects of learning outcome which were studied were, Use Principle,Use-Concept, Remember-Principle, Remember-Con-cept, Remember-Fact, and the total outcome. Three hypotheses tested in this study were: 1. Student Active Learning (SAL) produces higher learning outcome compared to the learning outcome produced by the Student Passive Learning (SPL). 2. The correlation coefficient of the learning outcome and the general ability of SAL is higher than that of the SPL. 3. General ability, prior knowledge, and attitude toward subject matter contribute significantly to the learning outcome in SAL. This model was implemented in the Social Studies Class. The population of this study was the first grade students of the Teachers School in West Sumatra. The experimental and the control group from different schools. Schools, classes, and 100 subjects for each treatment within the classes as the sample of study were selected at random. The instruments used in this study for measuring each variable were: 1. Progressive Matrices Test. 2. Adjective Rating Scale (r = 0,64). 3. Teacher made test (r = 0,81). Ancova, the testing of the difference of correlation coefficient, and Regression analysis yielded the following results: 1. Learning outcome produced by SAL was significantly higher than that by SPL in Use-Concept, Remember-Principle, Remember-Concept, and also the total outcome. 2. There was no significant difference in correlation the coefficients of learning outcome and general ability between SAL and SPL for all aspects in learning outcome. 3. General ability, prior knowledge, and attitude toward subject matter contributed significantly to the learnning outcome in SAL. It is hoped that, the results of this study will present a valuable input for teachers in their efforts to increase the outcome of learning, and in general, to raise the quality of education.

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