PENGEMBANGAN MEDIA PETA TEMAGNETIK UNTUK MENINGKATAN AKTIVITAS DAN HASIL BELAJAR IPS MATERI PERSEBARAN FLORA DAN FAUNA DI INDONESIA PADA SISWA KELAS 7E SMP LABORATORIUM UM TAHUN PELAJARAN 2019-2020

OLEH: MARIA ULFA, S.Pd

ABSTRAK

Developments that occurred in the life of society, nation, and state in Indonesia can not be separated from the influence of global change. The development of science and technology, and arts and culture. This continuous improvement requires the need to improve national education system because education is a basic capital in the form of qualified human resources. With the education system constructive and competitive will be able to form an educated nation. Instructional media Temagnetik Mapselected by the researchers to be applied to the material dispersion of Natural Resources because this material requires students to understand more about the location. With the implementation of instructional media temagnetik on material distribution map natural resources is expected to increase the activity and student learning outcomes.

The purpose of this study is to describe the development of learning by using media Temagnetik Map. This type of research is the development of research (Research and Development / RD). The results showed the following data. Based on the results of the final assessment of the subject matter experts obtained a score of 113 to Media Temagnetik Map (PETIK) enter the category ratings “Very Good”. Quality Media Temagnetik Map (PETIK). Based on the quality calculation Media Temagnetik Map (PETIK). according to media experts obtained a score of 49.00 that Media Temagnetik Map (PETIK). enter the category ratings “Very Good”. With quality calculation Media Temagnetik Map (PETIK). based on a percentage (%) obtained a score of 95.23% to the category of “Very Decent”.

Keywords: Media, Temagnetik Map,

Perkembangan yang terjadi dalam kehidupan masyarakat, berbangsa, dan bernegara di Indonesia tidak terlepas dari pengaruh perubahan global. Perkembangan Ilmu pengetahuan dan teknologi, serta seni dan budaya. Perbaikan terus menerus ini menuntut perlunya perbaikan sistem pendidikan nasional karena pendidikan adalah modal dasar dalam membentuk  sumberdaya manusia yang berkualitas. Dengan sistem pendidikan yang konstruktif dan kompetitif akan mampu membentuk bangsa yang terdidik. Media pembelajaran peta temagnetik dipilih oleh peneliti untuk diterapkan pada materi persebaran Sumberdaya Alam  karena materi ini menuntut siswa untuk lebih memahami tentang lokasi.  Dengan penerapan media pembelajaran peta temagnetik pada materi persebaran Sumberdaya alam  ini diharapkan dapat meningkatkan aktivitas dan hasil belajar siswa.

Tujuan penelitian ini adalah mengembangkan media pembelajaran Peta Temagnetik untuk media pembelajaran IPS materi persebaran.  Jenis penelitian ini adalah penelitian pengembangan (Research and Development/RD). Hasil penelitian menunjukan data sebagai berikut. Berdasarkan hasil penilaian akhir dari ahli materi diperoleh skor sebesar 113 sehingga Media Peta Temagnetik (PETIK)  masuk pada kategori penilaian “Sangat Baik”. Kualitas Media Peta Temagnetik (PETIK). Berdasarkan perhitungan kualitas Media Peta Temagnetik (PETIK). menurut ahli media diperoleh skor sebesar 49.00 sehingga Media Peta Temagnetik (PETIK). masuk pada kategori penilaian “Sangat Baik”. Dengan perhitungan kualitas Media Peta Temagnetik (PETIK). berdasarkan persentase (%) didapat skor 95,23% dengan kategori “Sangat Layak”.

Kata Kunci: Media, Peta Temagnetik.

PENDAHULUAN

Perkembangan yang terjadi dalam kehidupan masyarakat, berbangsa, dan bernegara di Indonesia tidak terlepas dari pengaruh perubahan global. Perkembangan Ilmu pengetahuan dan teknologi, serta seni dan budaya. Perbaikan terus menerus ini menuntut perlunya perbaikan sistem pendidikan nasional karena pendidikan adalah modal dasar dalam membentuk  sumberdaya manusia yang berkualitas. Dengan sistem pendidikan yang konstruktif dan kompetitif akan mampu membentuk bangsa yang terdidik.

Bidang studi IPS merupakan salah satu bidang studi yang kurang mendapat perhatian dari masyarakat umum. Kebanyakan siswa berasumsi bahwa IPS adalah bidang studi yang kurang penting dan mudah dipelajari karena identik dengan hafalan saja. Walaupun dianggap sebagai bidang studi yang mudah, namun kenyataanya banyak siswa SMP yang  masih rendah nilai IPS-nya. Guru IPS perlu mengembangkan metode  pembelajaran yang mampu meningkatkan aktivitas dan hasil belajar siswa dengan melakukan variasi media pembelajaran.

Dalam usaha peningkatan hasil belajar siswa maka diperlukan suatu bentuk pembelajaran yang efektif dan efisien, antara lain dengan penggunaan media pembelajaran yang sesuai dengan kemampuan dan kebutuhan siswa serta dapat menciptakan suasana pembelajaran menjadi menyenangkan. Pemilihan media pembelajaran sangat menentukan kualitas pembelajaran. Karena dengan media yang sesuai siswa akan lebih dapat menerima materi pembelajaran, lebih dari itu dengan pemilihan media yang sesuai siswa akan lebih memahami hasil belajar yang akan bertahan dalam waktu yang relatif lama.

Guru sebagai salah satu elemen terpenting dalam pendidikan sangat menentukan keberhasilan siswa yang nentinya akan mencetak calon penerus bangsa. Bagaimanapun idealnya suatu kurikulum tanpa diikuti oleh kemampuan guru dalam mengimplementsikan ke dalam proses pendidikan, maka kurikulum tidak akan memiliki makna. Berkaitan dengan hal itu, guru diharapkan tidak hanya memberikan pengetahuan kepada siswa, namun dapat membantu siswa untuk membangun pengetahuannya. Guru dapat membangun proses tersebut dengan cara-cara mengajar yang membuat informasi menjadi sangat bermakna dan sangat relevan bagi siswa. Salah satu cara yang dapat digunakan oleh seorang guru guna mencapai suatu proses pembelajaran yang efektif, efisien, dapat meningkatkan hasil belajar siswa, serta tujuan pembelajaran dapat berjalan dengan baik, yaitu guru dapat menggunakan suatu media pembelajaran. media pembelajaran yang dapat digunakan dalam proses belajar mengajar yang dapat membantu siswa agar dapat berperan aktif adalah media pembelajaran peta temagnetik. Media pembelajaran peta temagnetik merupakan pendekatan pembelajaran yang berbeda dari pendekatan tradisional. Media pembelajaran ini dapat merangsang aktifitas siswa dalam pembelajaran serta dapat merangsang siswa untuk berpikir secara kritis. Sehingga siswa dapat berperan secara aktif dalam proses pembelajaran.

   Media pembelajaran peta temagnetik dipilih oleh peneliti untuk diterapkan pada materi persebaran Sumberdaya Alam  karena materi ini menuntut siswa untuk lebih memahami tentang lokasi.  Dengan penerapan media pembelajaran peta temagnetik pada materi persebaran Sumberdaya alam  ini diharapkan dapat meningkatkan aktivitas dan hasil belajar siswa.

Berdasarkan dokumentasi daftar nilai IPS, diketahui bahwa hasil belajar siswa tergolong rendah hal ini terbukti dari 38 siswa dengan nilai KKM 70 hanya 9 siswa yang nilainya di atas KKM.

Siswa kurang aktif dalam proses belajar mengajar disebabkan oleh berbagai hal diantaranya siswa tidak paham dengan materi yang disampaikan, siswa kurang tertarik dengan peta karena siswa hanya mengamati gambar dan keterangan pada peta, sehingga siswa kurang dapat berperan aktif dalam proses pembelajaran.

Atas dasar itulah Maka, media pembelajaran yang tepat untuk memecahkan permasalahan diatas adalah Media Pembelajaran peta temagnetik. Konsep media pembelajaran peta temagnetik akan mendorong guru dan siswa melaksanakan praktek pembelajaran secara aktif dan kreatif sehingga diharapkan tercapainya peningkatan hasil belajar.

Jadi peta temagnetik merupakan media pembelajaran yang tidak hanya mengajak siswa belajar  tapi juga bermain yang dapat memotivasi siswa untuk mengikuti materi yang disampaikan guru. Apabila siswa menganggap belajar adalah hal menyenangkan maka tidak ada lagi siswa yang merasa bosan dan kurang bersemangat, kemungkinan keberhasilan dalam tes pun meningkat.

Kelebihan dari peta temagnetik ini adalah siswa dapat terlibat langsung dalam proses pembelajaran.

Penelitian ini bertujuan untuk mendeskripsikan Pembelajaran dengan menggunakan media peta temagnetik dapat meningkatkan aktivitas dan hasil belajar siswa kelas 7E SMP Laboratorium UM

METODE PENELITIAN

Jenis penelitian ini adalah penelitian pengembangan (Research and Development/RD). Metode Penelitian dan Pengembangan adalah metodepenelitian yang digunakan untuk menghasilkan produk tertentu, dan mengujikeefektifan produk tersebut (Sugiyono, 2009). Model pengembanganyang digunakan adalah model prosedural yang diadaptasi dari modelpengembangan desain instruksional menurut Dick & Carey dan modelpenelitian pengembangan menurut Borg & Gall, dengan tahap-tahappengembangan 1) Pengembangan Media yang terdiri dari a) Tahap identifikasi,  2) Tahap desain dan pengembangan, 3) Tahap produksi, dan 4) Tahap evaluasi.

HASIL PENGEMBANGAN DAN PEMBAHASAN

  1. PENYAJIAN DATA UJI COBAPengembangan Media Peta Temagnetik (PETIK)

Produk utama dalam penelitian pengembangan ini adalah Media Peta Temagnetik (PETIK) adalah peta dengan bantalan seng dibawahnya sehingga dapat dipasangkan dengan pin magnet bergambar. Deskripsi Media Peta Temagnetik (PETIK)  adalah sebagai berikut.

Alat dan bahan

            Alat:

  • Palu
  • Gergaji
  • Meteran
  • Penggaris siku

Gambar 4.1. Alat untuk membuat peta Temagnetik (PETIK)

Bahan:

  • Digital print peta Indonesia   
  • Seng               
  • Engsel                        
  • Triplek            
  • 12 Pin @Rp. 3000,00                                    
  • Magnet mainan    
  • Paku                                                     

Gambar 4.4. Tampilan Media Peta Temagnetik (PETIK)

Cara pembuatan       :

  • Digital print peta Indonesia direkatkan dengan lembaran seng dan triplek, kemudian dipaku pada sisinya.
  • Setelah itu diberi pigura dan penyangga agar media dapat berdiri.
  • Pin magnet diberi gambar yang sesuai dengan kebutuhan materi, contoh: gambar hewan untuk materi persebaran fauna di Indonesia, gambar rumah adat untu materi persebaran budaya di Indonesia dsb.

Untuk lebih memahami cara pembuatan Media Peta Temagnetik (PETIK). Berikut ini ditampilkan gambar cara pembuatan Media Peta Temagnetik (PETIK) pada gambar 4.3.


Gambar 4.3. Cara pembuatan Peta Temagnetik (PETIK)

Gambar 4.4. Tampilan Media Peta Temagnetik (PETIK)

Langkah-langkah penerapan Media Peta Temagnetik (PETIK). tersebut di atas sesuai dengan RPP atau Rencana Pelaksanaan Pembelajaran yang telah dirancang. Langkah-langkah pada pertemuan pertama antara lain sebagai berikut.

  1. Menayangkan Power Point secara singkat tentang persebaran tumbuhan dan hewan di Indonesia
  2. Membagi kelas menjadi beberapa kelompok, satu kelompok beranggotakan 5 atau 6 orang untuk melakukan kegiatan diskusi.
  3. Membagikan peta indonesia dan gambar hewan (gajah, monyet, dll) ke semua kelompok.
  4. kelompok menempel jenis-jenis hewan dan tumbuhan berdasarkan persebarannya pada peta dan mendiskusikan bersama anggota kelompoknya.
  5. salah satu kelompok mempresentasikan hasil diskusinya dengan menempelkan pin bergambar hewan ke lokasi persebaran hewan tersebut pada peta temagnetik.
  6. perwakilan kelompok menjelaskan persebaran fauna di Indonesia dengan menggunakan peta temagnetik .

Keunggulan Media Peta Temagnetik (PETIK)

Media pembelajaran peta temagnetik memiliki beberapa keunggulan, yaitu:

  1. Menarik, Media ini dibuat dengan desain yang menarik sehingga siswa akan lebih antusias dalam mengikuti proses pembelajaran. Selain itu siswa juga terlibat secara langsung dalam proses pembelajaran hal ini akan meningkatkan aktivitas siswa dalam pembelajaran.
  2. Fleksibel, media peta temagnetik (PETIK) ini dapat digunakan dimana saja dan kapan saja. Media ini tidak menggunakan listrik atau baterai sehingga tidak bermasalah dengan pemadaman listrik dan kehabisan daya pada baterai. Media ini juga dapat digunakan di daerah yang belum ada jaringan listrik.
  3. Upgradeable, media peta temagnetik (PETIK) dapat terus dikembangkan sesuai dengan kebutuhan materi yang akan disampaikan oleh guru. Guru dapat mengembangkan media dengan tema yang ditentukan.
  4. Lintas mata pelajaran, media peta temagnetik (PETIK) dapat digunakan untuk mata pelajaran lain yang membahas tentang persebaran. Misalnya pada pelajaran seni budaya dapat digunakan untuk menjelaskan kesenian di Indonesia dengan menggunakan pin bergambar penari atau hasil kebudayaan.
  5. Tahan lama, media Peta Temagnetik (PETIK) dibuat dari bahan yang kuat yaitu bantalan seng dan triplek sehingga dapat digunakan dalam rentangan waktu yang lama.

ANALISIS DATA

Media Peta Temagnetik (PETIK)

Hasil penelitian menunjukan data sebagai berikut. Berdasarkan hasil penilaian akhir dari ahli materi diperoleh skor sebesar 113 sehingga Media Peta Temagnetik (PETIK)  masuk pada kategori penilaian “Sangat Baik”. Kualitas Media Peta Temagnetik (PETIK). Berdasarkan perhitungan kualitas Media Peta Temagnetik (PETIK). menurut ahli media diperoleh skor sebesar 49.00 sehingga Media Peta Temagnetik (PETIK). masuk pada kategori penilaian “Sangat Baik”. Dengan perhitungan kualitas Media Peta Temagnetik (PETIK). berdasarkan persentase (%) didapat skor 94,23% dengan kategori “Sangat Layak”. Hal ini dapat ditunjukkan pada tabel 4.1.

Tabel 4.1. tabel uji coba kelayakan Media Peta Temagnetik (PETIK).

Jenis instrumen Skor Kategori
Ahli materi 113 Sangat baik
Ahli media 49.00 Sangat baik
Kualitas 94.32% 95.32% Sangat layak

Tabel tersebut menunjukkan bahwa media Peta Temagnetik (PETIK) masuk dalam kategori sangat layak untuk digunakan dalam proses pembelajaran di sekolah.

PENUTUP

KESIMPULAN

Berdasarkan hasil penelitian, yang telah disajikan pada bab sebelumnya. Maka dapat diambil kesimpulan bahwa pengembangan media Peta Temagnetik (PETIK) masuk dalam kategori sangat layak untuk digunakan dalam proses pembelajaran di sekolah.

SARAN

Atas dasar hasil penelitian dan pembahasan, peneliti memberikan sejumlah saran. Saran-saran tersebut ditujukan bagi pihak Dinas Pendidikan,  kepala sekolah, guru, dan peneliti selanjutnya.

  1. Pihak Dinas Pendidikan

Diharapkan kepada pihak dinas pendidikan untuk membantu penggadaan media Peta Temagnetik (PETIK) untuk di sebarluaskan untuk membantu proses pembelajaran di sekolah, terutama untuk pembelajaran di daerah terpencil karena media ini tidak memerlukan listrik atau baterai sehingga dapat digunakan dimana saja dan kapan saja.

  • Kepala sekolah

Kepala sekolah merupakan pimpinan dari suatu institusi sekolah. Sebagai pemimpin sekolah, kepala memiliki visi yang ingin dicapai oleh sekolah. Dengan penggunaan media Peta Temagnetik (PETIK) untuk pembelajaran di sekolah diharapkan mampu meningkatkan semangat belajar siswa sehingga diharapkan Kepala Sekolah dapat mendukung penggunaan media

  • Guru IPS

Guru IPS disarankan untuk menggunakan dan turut mengemukakan gagasan kreatifnya untuk mengembangkan media Peta Temagnetik (PETIK) ini dalam pelaksanaan pembelajaran terutama untuk menjelaskan materi yang berhubungan dengan persebaran

  • Guru mata pelajaran lain

Media Peta Temagnetik (PETIK) ini dapat digunakan untuk beberapa mata pelajaran untuk menjelaskan tentang persebaran. Untuk itu guru mata pelajaran selain IPS di harapkan untuk turut serta mengembangkan media Peta Temagnetik (PETIK) ini untuk mata pelajaran yang diampunya. Seperti untuk guru seni budaya dapat mengembangkan media Peta Temagnetik (PETIK) untuk menjelaskan persebaran kebudayaan di Indonesia

  • Peneliti Selanjutnya

Penelitian ini membuktikan bahwa media Peta Temagnetik (PETIK)  memiliki kualitas. Untuk peneliti selanjutnya disarankan untuk menguji keefektifan media ini terhadap variabel lain. Bagi peneliti yang berminat meneliti pengaruh pelatihan ini dapat melakukan lebih baik lagi dengan mengontrol variabel-variabel seperti usia subyek, kecerdasan, latar belakang keluarga, dan lain sebagainya. Disarankan peneliti selanjutnya menggunakan Penelitian Tindakan Kelas (PTK) untuk memperdalam aspek yang dituangkan dalam penelitian ini.   

DAFTAR RUJUKAN

Arief. 2003. Belajar Kooperatif Dengan Pendekatan Struktural untuk Pemahaman Konsep Statistik pada Siswa Kelas 2 SLTP Laboratorium Universitas Negeri Malang. Tesis tidak diterbitkan.

Arikunto, Suharsimi. 2003. DasarDasar Evaluasi Pendidikan. Jakarta: Bumi Aksara.

Arinda, Illoh Dona. 2006. Penerapan Pembelajaran Kooperatif Model TGT (TeamGameTournaments) untuk Meningkatkan Hasil Belajar Geografi pada Siswa Kelas XI SMA Negeri 10 Malang Tahun Ajaran 2005/2006. Skripsi, tidak diterbitkan.

Corebima, Dkk. 2002. Penelitian Terintegrasi Berbasis Kompetensi Pembelajaran Kooperatif. Jakarta: Departemen Pendidikan Nasional.

Depdikbud. 2003. Kamus Besar Bahasa Indonesia. Jakarta: Depdikbud.

Depdiknas. 2000. Pelatihan Terintegrasi Berbasis Kompetensi. Jakarta: Depdiknas Direktorat Jenderal Pendidikan Dasar dan Menengah.

Dimyati dan Mujiono. 1994. Belajar Pembelajaran. Jakarta: Rineka Cipta.

Luluk.2008. Penerapan Metode Diskusi Untuk Meningkatkan Aktivitas Belajar Geografi Siswa Kelas VIII ASMPN 8 Pamekasan. Sripsi, tidak diterbitkan.

Majid, Abdul. 2007. Perencanaan Pembelajaran Mengembangkan Standar Kompetensi Guru. Bandung: Remaja Rosdakarya.

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Pidarta, Made. 1980. Pengelolaan Kelas. Surabaya: Usaha Nasional. Ratumanan, T.G. 2002. Belajar dan Pembelajaran. Surabaya: UNESA Press.

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