IMPLEMENTASI MODEL COOPERATIVE LEARNING DALAM PEMBELAJARAN PKN UNTUK MENINGKATKAN KECAKAPAN KEWARGANEGARAAN PESERTA DIDIK DI SMP NEGERI 1 KLATEN
Tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisis model cooperative learning dalam meningkatkan kecakapan kewarganegaraan peserta didik di SMP Negeri 1 Klaten. Penelitian ini menggunakan pendekatan kualitatif dengan metode naturalistic inquiry. Subyek penelitian terdiri dari kepala...
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| Format: | Academic Paper |
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2017-08-21.
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| Online Access: | http://repository.upi.edu/3456/ |
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| LEADER | 05048 am a22003253u 4500 | ||
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| 001 | repoupi_34056 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Ika Murtiningsih, - |e author |
| 245 | 0 | 0 | |a IMPLEMENTASI MODEL COOPERATIVE LEARNING DALAM PEMBELAJARAN PKN UNTUK MENINGKATKAN KECAKAPAN KEWARGANEGARAAN PESERTA DIDIK DI SMP NEGERI 1 KLATEN |
| 260 | |c 2017-08-21. | ||
| 500 | |a http://repository.upi.edu/34056/1/T_PKn_1503008_Title.pdf | ||
| 500 | |a http://repository.upi.edu/34056/2/T_PKn_1503008_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/34056/3/T_PKn_1503008_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/34056/4/T_PKn_1503008_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/34056/5/T_PKn_1503008_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/34056/6/T_PKn_1503008_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/34056/7/T_PKn_1503008_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/34056/8/T_PKn_1503008_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/34056/9/T_PKn_1503008_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/34056/10/T_PKn_1503008_Appendix.pdf | ||
| 520 | |a Tujuan penelitian ini adalah untuk mendeskripsikan dan menganalisis model cooperative learning dalam meningkatkan kecakapan kewarganegaraan peserta didik di SMP Negeri 1 Klaten. Penelitian ini menggunakan pendekatan kualitatif dengan metode naturalistic inquiry. Subyek penelitian terdiri dari kepala sekolah, wakasek kurikulum, guru, dan peserta didik. Pengumpulan data menggunakan teknik wawancara, observasi, dan dokumentasi yang dianalisis menggunakan model analisis data kualitatif Milles dan Huberman (1992). Berdasarkan hasil penelitian, maka dapat disimpulkan bahwa: (1) Alasan menggunakan model cooperative learning yaitu untuk mengembangkan bakat akademik; potensi peserta didik; serta mengembangkan kecakapan intelektual dan kecakapan partisipasi. (2) Implementasi model cooperative learning berjalan secara baik sesuai dengan tahapan pembelajaran dan memenuhi unsur sikap saling ketergantungan positif, interaksi tatap muka, tanggung jawab individu, kecakapan sosial dan interpersonal, dan pengelolaan kelompok. (3) Peserta didik mempunyai kecakapan intelektual dalam mengidentifikasi, mendeskripsikan, menjelaskan, menganalisis, mengevaluasi, menentukan dan mempertahankan pendapat, serta mempunyai kecakapan partisipasi dalam berinteraksi, memonitoring, dan memengaruhi. (4) Faktor pendukung yaitu kualitas guru PKn; peserta didik aktif; lingkungan; sekolah sehat; fasilitas perpustakaan nyaman; kesiapan dan kelengkapan alat dan bahan pembelajaran. Faktor penghambat yaitu sumber belajar; waktu pembelajaran; media pembelajaran; dan sarana dan prasarana kurang memadai. (5) Upaya guru PKn dalam mengatasi hambatan yaitu membebaskan peserta didik membeli buku-buku; membatasi waktu kerja kelompok, memberi deadline tugas; menyediakan LCD mobile; dan mengusulkan sarana dan prasarana kepada pihak sekolah.----The purpose of this study is to describe and analyze the cooperative learning model to improve learners' civic skills in SMP Negeri 1 Klaten. This research used the qualitative approach with naturalistic inquiry methods. The subject of research consists of the principal, vice principal of curriculum, teachers, and learners. Data collected using interview technique, observation, and documentation analyzed using qualitative data analysis model of Milles and Huberman (1992). Based on the results of the research, it can be concluded that: (1) The reason to use the model of cooperative learning is to develop academic talent; potential learners; as well as developing intellectual skills and participatory skills. (2) The implementation of cooperative learning model runs in good accordance with the stages of learning and meet the elements positive interdependence, face to face interaction, individual accountability, interpersonal and social skills, and group processing. (3) The students have intellectual skills to identifying, describing, explaining, analyzing, evaluating, and taking and defending opinions as well as having participation skills in interacting, monitoring, and influencing. (4) The supporting factors that is quality civic teachers; active learners; environment, healthy schools; library facilities are comfortable, completeness and readiness tools and learning materials. Factors restricting that is learning resources; learning time; media learning; and facilities and infrastructure inadequate. (5) Efforts of civics teachers in overcoming obstacles that is frees learners to buy books; limiting group work time, assign task deadlines; providing mobile LCD; and proposing facilities and infrastructure to the school. | ||
| 546 | |a en | ||
| 690 | |a JS Local government Municipal government | ||
| 690 | |a L Education (General) | ||
| 690 | |a LB1603 Secondary Education. High schools | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/34056/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/3456/ |