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“Mini Research”

Education Profession
IMPROVING STUDENT RESULT LEARNING RESULTS
USING MODEL GROUP DISCUSSION (DISCUSSION
COLUMNS)

by :

Nur Aini ( 4163322004)


Bilingual Physics Education 2016

PHYSICS DEPARTEMENT
FACULTY OF MATHEMATICS AND SCIENCES
STATE UNIVERSITY OF MEDAN
2017
CHAPTER I

a. Bayground ................................................................ 1
b. Formulation Prolem ................................................................ 1
c. Purpose Research ................................................................ 1

CHAPTER II

a. Theory Discription ................................................................ 3


b. Framework of Thinking ................................................................ 8
c. Hypothesis ................................................................ 8

CHAPTER III

a. Design Research ................................................................ 9


b. Time and Location Research .................................................... 9
c. Populasi dan Sampel .................................................... 9
d. Instrumen Research .................................................... 10
e. Technic Pengumpulan Data .................................................... 10
f. Technic Analysis Data .................................................... 11

CHAPTER IV

a. Result Research ................................................................ 12


b. Discussion ................................................................ 22

CHAPTER V

a. Conclusion ................................................................ 23
b. Suggestion ................................................................ 24

REFERENCE ................................................................ 25
PREFACE

Praise and gratitude the authors say to God Almighty, because of the blessings and grace
so that authors can complete the task Mini Research in the subject of Professional Profession.
The authors are grateful to the respected Mother / Ms Lecturer who has given his guidance.
The author also realizes that this task is still a lot of shortcomings therefore writers apologize if
there is a mistake in writing and the authors also expect criticism and suggestions that build for
the perfection of this task.
Finally, the authors say thank you may be useful and can increase knowledge for readers.

Medan, June 2rd 2017

Author
CHAPTER I
PRELIMINARY
1.1 Bayground

UU no. 20 Year 2003 About SISDIKNAS states that Education is a conscious and planned
effort to create an atmosphere of learning and learning process so that learners actively develop
their potential to have spiritual power of religion, self-control, personality, intelligence, noble
character, as well as skill that needed him, Society, nation and state.

Not infrequently found parents who spend time, busy working solely for the sake of
children. Viewed from the side of psychology, the needs of children is not only limited to
material needs alone, children also need the affection and attention of people closest, especially
parents. In reality, many children who do not get the need for affection (affection), because
parents are busy looking for money to improve the family economy.

Through education, students are prepared to be a smart and useful society for Nusa and
Nation. Given the importance of education, so much effort has been made by the government to
improve the quality of education in Indonesia. Education is an important investment for every
nation in development towards progress.

Student achievement is the output of the learning process, thus the factors that influence the
learning process also directly affect the learning achievement. To obtain maximum learning
achievement with good results, it must really pay attention to various factors that influence it.
There are 2 factors that influence the learning achievement that is (1) internal factor, are factors
that come from individual child itself which include physical factor (physiological) and
psychological factor. Physiological factors include: sight, hearing, body structure etc., while
psychological factors include intellectual (learning intelligence, learning ability, and learning),
non-intellectual (learning motives, attitudes, feelings, interests, Psychological condition, and
condition due to socioculture condition), and physical condition factor. (2) external factors, ie
factors that come from outside the individual that includes the physical factors and social
environmental factors. Physical factors themselves include home, school, equipment, and nature,
while social environment factors include family, teachers, community, and friends.

Based on it is known that the motivation and family environment is a factor that affect the
learning achievement. Parents have their own way and pattern in nurturing and guiding the child.
How and the pattern will certainly differ from one family to another family. Parenting parenting
is a picture of the attitudes and behaviors of parents and children in interacting, communicating
during holding parenting activities. In this parenting activity, parents will give attention, rules,
discipline, rewards and punishments, and responses to the wishes of their children. Attitudes,
behaviors, and habits of parents are always seen, assessed, and imitated by his child who then all
of it consciously or unconsciously will be impregnated then become a habit also for his children

The family plays an important role for the personal development of the child, whether social,
emotional or intellectual. In the child will grow the motivation, awareness of himself, and the
identity of skills and strengths / abilities so as to provide opportunities for successful learning, a
healthy gender identity, moral development with value and success more primary in the family
and work / career later. To all of them the influence of the most powerful family role is on
children's learning achievement and harmonious social relations.

Achievement is also influenced by motivation. According to Wlodkowsky (in Sugihartono et


al, 2007) Motivation is a condition that causes or raises certain behaviors and that gives direction
and resilience to the behavior. High learning motivation is reflected by the non-breaking
persistence to achieve success despite being confronted by difficulties. The characteristics of
students who are motivated to learn to perform, among others diligent, tenacious facing
difficulties, showing interest in various problems, prefer to work alone, get bored with the task,
can defend opinions, happy to find and solve problems.

1.2 Formulation Problem Research


Based on the restrictions above problems, can be formulated problems to be studied are:
1. Is there any influence of learning motivation on student achievement?
2. Is there an influence between explanation in teacher teaching and student learning
outcomes?
3. Does the group make the discussion easier for students to understand the lessons they
face difficult?

1.3 Purose Research


The purpose of the study is the formulation of what will be achieved by research
activities (Dhofir, 2000: 21).
Based on the above problems, the objectives to be achieved from this research are:
1. Want to know is there any influence of learning motivation to learning achievement.
2. Know the influence between the explanation in teaching teachers with student learning
outcomes.
3. Knowing the effect of making a discussion group, what students more easily understand the
lessons they face difficult.
CHAPTER II
THEORETICAL BASIS, THINKING FRAMEWORK AND HYPOTHESES TESTING

A. Theory Description
1. Learning Achievement
A. Understanding learning pretasi
Achievement is the result of an activity that has been done, created both individually and
in groups (Djamarah, 1994: 19). Meanwhile, according to Mas'ud Hasan Abdul Dahar in
Djamarah (1994: 21) that achievement is what has been created, the results of work, the results
of fun that is obtained by way of ductility work.
According to Slamet (1995: 2) that learning is a process of effort by a person to gain a
whole new behavioral change, as a result of his own experience in interaction with his
environment. Simply from the definition of learning as proposed by the above opinion, can be
taken an understanding of the essence of learning activities is a change that occurs within the
individual.
Based on the above description, it can be understood that the learning achievement is the
result that has been achieved by students after attending the teaching and learning process within
a certain time either in the form of changes in behavior, skills and knowledge and then will be
measured and assessed which then manifested in numbers or statements.
B. Factors influencing learning achievement
To achieve student achievement as expected, it is necessary to note several factors that
affect learning achievement, among others; Factors that are in students (internal factors), and
factors that consist of outside students (external factors). Factors that come from within the child
is biological while the factors that come from outside the child self include family factors,
school, community and so forth.
1. Internal Factors
Internal factors are factors that arise from within the individual itself, as for that can
be classified into internal factors namely kecedersan / intelegensi, talent, interest and
motivation.
A. Intelligence / intelligence
Intelligence is the ability to learn with the ability to adjust to the circumstances it
faces. This ability is largely determined by the low level of normal intelligence
always demonstrating proficiency according to peer development level. Sometimes
this development is characterized by different advances between one child and
another, so that a child at a certain age already has a higher level of intelligence than
his or her peers. Therefore it is clear that the intelligence factor is something that is
not neglected in teaching and learning activities.
According to Kartono (1995: 1) intelligence is "one important aspect, and determine
the success or failure of one's study. If a student has normal or above normal levels of
intelligence then he can potentially achieve high achievement. "
Slameto (1995: 56) says that "high levels of intelligence will be more successful than
those with low levels of intelligence."
From the above opinion is known that good intelligence or high intelligence is a very
important factor for a child in a learning effort.

B. Talent
Kartono (1995: 2) states that "talent is the potential or ability if given the opportunity to
be developed through learning will be real skills
From the above opinion is known that the growth of a particular skill in a person is
determined by the talent he has in connection with this talent can have a high level of learning
achievement in certain fields of study. In the process of learning, especially skills, talent plays an
important role in achieving a result will be a good achievement. Moreover, a teacher or parents
to force their children to do something that is not in accordance with his talent will damage the
wishes of the child.
C. Interest
According to Slameto (1995: 57) suggests that interest is "a permanent tendency to pay
attention to and remember some activities, activities of interest to a person, cared for and
accompanied by affection."
Then Sardiman (1992: 76) suggests interest is "a condition that occurs when one sees
characteristics or meanings of situations connected to one's desires or needs."
Based on the above opinion, it is known that great interest in its influence on learning or
activities. Even lessons that attract students are more easily learned and saved because of the
interest of adding learning activities. To increase a student's interest in receiving lessons at
school students are expected to develop an interest in doing it themselves. Interest in learning
that has been owned by students is one factor that can affect the learning outcomes. If a person
has a high interest in something then it will keep trying to do so that what he wants can be
achieved in accordance with his wishes.
D. Motivation
Motivation in learning is an important factor because it is a condition that encourages
students to learn. The issue of motivation in learning is how to arrange for motivation to be
improved. Similarly, in teaching and learning activities a student will be successful if you have
the motivation to learn.
Nasution (1995: 73) says motivation is "all the power that drives a person to do
something." Whereas According to Wlodkowsky (in Sugihartono et al, 2007) Motivation is a
condition that causes or raises certain behaviors and that gives direction and resilience to the
behavior .
In its development, motivation can be divided into two kinds, namely (a) intrinsic
motivation and (b) extrinsic motivation. Intrinsic motivation is meant with the motivation that
comes from within a person who is essentially self-conscious to do something learning work.
While extrinsic motivation is intended with the motivation that comes from outside a student self
that causes the student to do learning activities.
In providing motivation a teacher must try with all the abilities that exist to direct the
attention of students to a particular target. With this encouragement in the student will arise the
initiative with the reason why he pursue the lesson. To generate motivation to them, to be able to
do learning activities with the will of their own and learn actively.
2. External Factors
External factors are factors that can affect learning achievements that are outside the
self, ie some experiences, family circumstances, the environment around and so forth.
The influence of this environment is generally positive and does not compel the
individual. According to Slameto (1995: 60) external factors that may affect learning
are "family circumstances, school circumstances and community environment."
A. Family Situation
The family is the smallest environment in a society where one is born and raised.
As Slameto explains that: "The family is the first and primary educational
institution. Healthy yanng family is big for small education, but it is decisive in
large measure that is education of nation, state and world. "
The existence of a sense of security in the family is very important in one's
success in learning. The sense of security that makes someone will be encouraged
to learn actively, because security is one of the driving force from the outside that
adds motivation to learn.
In this case Hasbullah (1994: 46) says: "The family is the first educational
environment, because in this family the child first gets education and guidance,
while the main task in the family for the education of children is the foundation of
moral education and life view religious."
Therefore parents should realize that education starts from the family. While the
school is an advanced education. The transition of informal education to formal
institutions requires good cooperation between parents and teachers as educators
in an effort to improve children's learning outcomes. Roads of cooperation need to
be improved, where parents should pay serious attention to the way children learn
at home. Parental concern can provide encouragement and motivation so that the
child can learn diligently. Because children need time, places and circumstances
are good to learn.
B. School Condition
School is the first formal education institution that is very important in
determining the success of student learning, therefore a good school environment
can encourage to learn more active. The state of the school includes ways of
presenting lessons, teacher-student relationships, learning tools and curriculum.
The relationship between teachers and students is not good will affect the results
of learning.
According to Kartono (1995: 6) suggests "teachers are required to master the
lesson material that will be taught, and have appropriate behavior in teaching."
Therefore, teachers should be required to master the lesson material presented,
and have appropriate methods in teaching .
C. Community Environment
In addition to parents, the environment is also one of the factors that have little
effect on student learning outcomes dalm the process of implementation of
education. Because the surrounding environment is very big influence on the
personal development of children, because in everyday life the child will be more
mingle with the environment where the child is located.
In this case Kartono (1995: 5) argues: Community environment can cause
difficulties in learning children, especially children who age. When children are
the same age children who diligently learn, then the child will be aroused to
follow in their footsteps. Conversely, if the children around it is a collection of
naughty children who roam no children determine can be affected as well.
2. Learning Motivation
A. Understanding Motivation
Nasution (1995: 73) says motivation is "all the power that drives a person to do
something." Whereas According to Wlodkowsky (in Sugihartono et al, 2007)
Motivation is a condition that causes or raises certain behaviors and that gives
direction and resilience to the behavior . Furthermore, M. Alisuf Sabri (2001: 9)
states that motivation is anything that becomes a driver of behavior that demands
or encourages people to meet a need.
There are three main components of motivation: (a) need, (b) drive, and (c)
purpose. Needs occur when the individual feels there is an imbalance between
what he has and what he expects. Moslow divides the needs into five levels: a)
physiological needs, b) the need for security, c) social needs, d) the need for self-
esteem and e) actualization needs. Encouragement, is a mental force to perform
activities in order to meet expectations. While the goal is the thing to be achieved
by an individual. These goals direct behavior, in this case learning behavior. The
mental strength or the power of learning motivation can be strengthened and
developed. The interaction of mental strength and external influences is
determined by respondents' personal initiatives.
B. Various Motivations
Woodwort and Marquis as quoted by Ngalim Purwanto (1998), the motive there
are three groups, namely:
1) Organic needs ie, motives associated with the inner needs of the body such as:
hunger, thirst, need to move, rest or sleep, and so on.
2) Motives that arise that suddenly emerged (emergency motives) is the motive
that arises not because of the will of the individual but because there are stimuli
from the outside, for example: the motive to escape from danger, the motive of
trying to overcome an obstacle.
3) Objective motive is a motive directed or directed to a particular object or
purpose around us, arising from the encouragement from within ourselves.
Arden N. Frandsen quoted by Sardiman, AM (1998: 64), suggests the type of
motivation seen from the basic formation, namely: motive psychological drives
and affiliative needs, for example: the impulse to learn a branch Science and so
on.
C. Type of Motivation in Learning
According Sardiman (2006: 89) there are various types of motivation, namely:
1. Intrinsic Motivation Intrinsic motivation is the motive of active or functioning
not perludirangsang from outside because in each individual there is a drive to do
something. A student does the learning because it drives the goal of gaining
knowledge, values and skills.
2. Extrinsic Motivation Extrinsic motivation is the motives that are active and
functioning because of the stimulation from outside. Therefore extrinsic
motivation can also be said as a form of motivation in which learning activities
are initiated and continued based on external drives that are not absolutely related
to learning activities.
D. Characteristics of Motivation
According Sardiman (2006: 83) that the motivation that exists in a person has the
following characteristics:
1. Diligent to face the task (can work continuously for a long time, never stop
before finish).
2. Ductile face difficulties (not quickly despair).
3. Demonstrate interest in various issues (interest for success).
4. Have a future orientation.
5. Preferably working independently.
6. Rapid boredom on routine tasks (things that are mechanical, over and over
again, so less creative).
7. Can defend his opinion (if you are sure of something).
8. It is never easy to let go of things that are already believed.
9. Glad to find and solve problems problems.
If a person already has the above motivational traits then the person always has a strong
enough motivation. In teaching and learning activities will work well, if students diligently do
the task, tenacious in solving various problems and obstacles independently. In addition students
should also be sensitive and responsive to common problems and how to think about solutions.
Motivated students have the desire and hope to succeed and if they fail they will strive to achieve
that success demonstrated in their learning achievements. In other words with a diligent effort
and especially based on the motivation of someone who learn will give birth to a good learning
achievement.
E. Motivation Function in Learning
According Sardiman (2006: 85) that motivation in addition to functioning as a driver of
business and achievement of performance also serves as follows:
1. Encourage people to act, so as a mover or a motor that releases energy.
2. Determining the direction of action, ie toward the goals that have been achieved.
3. Selecting the action, which determines what actions will be harmonious to achieve
the goal by setting aside actions that are not beneficial to the goal.
B. Thinking Framework
In this study, the framework of thinking will be the basis for explaining how the family
environment and learning motivations affect learning achievement. For that will explain
how rationalization framework thinking as follows:
Motivation has a very important role in improving student achievement. A child who has
a high motivation in learning will have an impact on learning achievement where the
child will spur him to continue to improve learning achievement, conversely if the
motivation of children is low it will tend to be lazy children and this will have an impact
on decreased achievement of children in school.
C. Hypothesis
Hypothesis is a temporary answer to the proposed problem formulation (Sugiyono, 2009:
284).
Hypothesis in this research are:
1. There is influence of learning motivation to student achievement class XI-1 RPL
Teachings 2016/2017 SMK brigjend katamso II marangan field.
CHAPTER III
METHODE RESEARCH

A. Research Design
This research includes survey research with quantitative descriptive approach. Data
collection uses observation, documentation, and questionnaires. The analytical methods
used with simple regression quantitative analysis techniques. Data processed with SPSS
version 16 for windows.
B. Time and Place of Study
Preparation of the research will be conducted starting on 9 May 2017 in class XI-1 RPL
with stages:
1. Conduct questionnaires in schools to find information about whether or not to carry
out research.
2. Develop a research proposal.
3. Develop research instruments.
4. Taking care of the research permit.
This research was conducted at SMK brigjend katamso II marelan marelan street market
The research time was conducted in academic year 2016/2017, exactly on 9 May 2017.
C. Population and Sample
1. Population
According to Arikunto (2002: 108) population is the whole subject of research.
Meanwhile, according to Sugiyono (2009: 80) Population is a generalization region consisting
of: objects / subjects that have certain qualities and characteristics set by researchers to be
studied and then taken conclusions. So the population is the whole subject of research in the
form of quantitative data measuring and counting.
Based on the above opinion that the population in this study are students of SMK
brigjend katamso II marangan field. The student population is 34 students. Students are divided
into 1 class. The number of student data can be seen in the following table:
2. Sample
The sample is the partial or representative of the population studied (Arikunto, 2002:
109), whereas according to Sugiyono (2009: 81) the sample is part of the number and
characteristics possessed by the population.
The technique used in this study is the proportional random sampling that is from the
number of population determined the number of samples as the object of research, sampling is
done evenly to each school so that all respondents have the same opportunity as the sample
research. So the sample of this research is 34 students
From a known sample size, the researcher will then determine the representative of each
class, in which the population is the object of the study in 1 (one) class.
Data Jumlah Siswa SMK Brigjend Katamso II
Medan Marelan

No Name Student
1 Eka pratiwi
2 Nabilla parwesty
3 Nico adiyanda perdana
4 Rizwana alya
5 Nurul ananda fauzi
6 Eka maulida siregar
7 Indah novita sari
8 Ruspa sari
9 M. perhata
10 Dinda zaini

D. Research Instruments
In doing research, a researcher must use a good measuring instrument, which is usually
called the research instrument. The research instrument itself is a tool used to measure
natural or social phenomena observed (Sugiyono, 2009: 102)
There are two instruments that use:
1. Learning Motivation Instrument
2. Learning Achievement Instrument
E. Data Collection Technique
1. Method of Document Observation
This method is used to obtain data about the way of discussion group learning, which is the
average value of students of class XI-1 RPL academic year 2016/2017.
2. Method of Questionnaire
Questionnaire is a number of written questions that are used to obtain information from the
respondent in the sense of a report about his personality or things that are known (Arikunto,
1998: 140). Questionnaires in this study consisted of a list of items of questions distributed to
respondents and used to collect data relating to variable motivation, learning methods,
andlearning achievement.
Questionnaire used in this study is a closed questionnaire or also called close from questioner
is a questionnaire prepared by providing a complete choice of answers, so that the filler or
respondents only provide cross answers on the answers that have been provided. Alternative
answers include multiple choices such as items a, b, c, d and e along with the reasons.
3. Direct Observation Method
This method is used to determine the situation and condition of students in school and school
condition physically, as well as all conditions that exist in the school environment.
F. Data Analysis Technique
Data analysis technique is the management of data from the data that has been collected. It is
expected from the data management can be obtained accurate and concrete picture of the subject
of research. The authors also use statistics to assist data analysis as a result of this study.
Data analysis techniques used by using simple regression technique to test the hypothesis,
because only 2 variables tested.
Provision if r arithmetic smaller than r table, then Ho accepted, and Ha rejected. But
otherwise when r count is greater than r table (>) then Ha is accepted.
CHAPTER IV
RESULT AND DISCUSSION

A. The result of a questionnaire that has been given to students / i


Example 1 questionnaire:
A. Discussion
The learning method used in the school where we researched was the method
Lessons learned are group and individual learning. Students prefer group learning because they
understand better when studied and taught by their peers.

The method of group learning is a method of teaching by conditioning learners in a group or


group as a whole and given the task to be discussed in a particular group. Therefore, teachers are
required to be able to provide learning materials that are manipulated able to involve children
working together and collaborate in groupsApplication of group work methods requires teachers
to be able to classify learners wisely and proportionally. The grouping of learners in a group can
be based on:

1. facilities available;
2. individual differences in learning interest and learning ability;
3. type of work provided;
4. the area where the learners live;
5. sex;
6. Enlarge the participation of learners in groups; and
7. Based on the loter / random.

The purpose of group learning methods:

1. Fostering the willingness and ability of cooperation among the students


2. Increase the socio-emotional and intellectual involvement of learners in the learning
process held.
3. Increased attention to the process and outcomes of teaching and learning process in a
balanced way.
CHAPTER V
CLOSING

A. Conclusion
From the data of the research we have done we found most of the students and liked the
study of physics or other saintek for various reasons. No distance is also the reason students
come from the way teachers teach and teachers who often do not enter. No distance also students
say that teachers who teach very cruel make them not like learning from saintek. But not the
distance also the students do not like learning saintek because of their ability that is less.
From the results of our study we also concluded that many students who liked the method of
learning in groups. Because students will understand more about learning if peers who explain to
him. This is because they do not feel stiff or afraid when discussing with peers. This method can
also make them compact and can work together. This method also raises concern for his
classmates.

B. Suggestion
The advice of our group is to be a more responsible teacher candidate. And try to be friendly
to all students to create a more comfortable classroom atmosphere while learning.
Also provide appropriate learning methods on the theme of learning. Make a method of learning
in groups as well as individuals.
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Nasution,1995. Dikdatik Asas asas Mengajar. Jakarta: PT bumiaksara
Sardiman, A.M. 1990. Interaksi dan Motivasi Belajar Mengajar, Jakarta : C.V. Rajawali
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