Improving Student Learning Outcomes through Contextual Approach based on Learning Community

Authors

  • Syatanul Iman Program Studi Pendidikan Fisika, FPMIPA, IKIP Mataram, Indonesia
  • Lovy Herayanti Program Studi Pendidikan Fisika, FPMIPA, IKIP Mataram, Indonesia
  • Syifa’ul Gummah Program Studi Pendidikan Fisika, FPMIPA, IKIP Mataram, Indonesia

DOI:

https://doi.org/10.33394/j-lkf.v7i1.1902

Keywords:

Learning outcomes, Contextual approach, Learning community

Abstract

This study aims to improve student learning outcomes through the implementation of contextual approaches based on learning community in SMP Negeri 3 Tanjung in 2017/2018 Academic Year. This research is a classroom action research. Actions are carried out through two cycles, each cycle consisting of the process of planning, implementation, observation, and reflection. The instrument used was a multiple-choice test instrument. The subjects of this study were 26 students of class VIII-4 of SMP Negeri 3 Tanjung. The results of the study showed that in the cycle I the percentage of completeness of student learning outcomes was 76% with an average score of 74.23, while in the cycle II the percentage of completeness of student learning outcomes was 92% with an average score of 85.34. Based on the results of the study it can be concluded that the implementation of contextual approaches based on learning community can improve student learning outcomes.

References

Arikunto, S. (2006). Prosedur Penelitian Suatu Pendakatan Praktik. Jakarta: PT. Rineka Cipta.

Asy’ari, M. (2017). Implementasi Perangkat Pembelajaran Fisika Berbasis Pembelajaran Inkuiri dengan Strategi Konflik Kognitif untuk Melatihkan Kemampuan Berpikir Kritis. Lensa: Jurnal Kependidikan Fisika, 5(2), 55-62. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/512/1364

Depdiknas. 2006. Peraturan Menteri No 22/2006: Standar Isi untuk Satuan Pendidikan Dasar dan Menengah. Jakarta: BSNP.

Detri, N., F., A., Verawati, N., N., S., P., & Rahayu, S. (2018). Pengaruh Model Pembelajaran Kooperatif Tipe STAD dan Jigsaw Terhadap Penguasaan Konsep Fisika. Lensa: Jurnal Kependidikan Fisika, 6(2), 70-75. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/1146

Dharmawati, I., Prayogi, S., & Hidayat, S. (2018). Pengaruh Model Pembelajaran Aktif Berbasis Inkuiri (ABI) Terhadap Kemampuan Berpikir Kritis Siswa. Lensa: Jurnal Kependidikan Fisika, 6(1), 8-17. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/930

Kemendikbud. (2013). Peraturan menteri pendidikan dan kebudayaan nomor 65 tentang standar proses pendidikan dasar dan menengah. Jakarta: Kemmendikud.

Mariyana, R., Ahzan, S., & Sukroyanti, B., A. (2018). Pengaruh Model Pembelajaran Thinking Aloud Pair Problem Solving Terhadap Hasil Belajar IPA Fisika Siswa. Lensa: Jurnal Kependidikan Fisika, 6(1), 18-22. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/931

Pour, D., N., Herayanti, L., & Sukroyanti, B., A. (2018). Pengaruh Model Pembelajaran Talking Stick terhadap Keaktifan Belajar Siswa. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 2(1), 36-40.

Prayogi, S., & Asy’ari, M. (2013). Implementasi Model PBL (Problem Based Learning) Untuk Meningkatkan Hasil Belajar Dan Kemampuan Berpikir Kritis Siswa. Prisma Sains: Jurnal Pengkajian Ilmu dan Pembelajaran Matematika dan IPA IKIP Mataram, 1(1), 80-88. Retrieved from http://ojs.ikipmataram.ac.id/index.php/prismasains/article/view/521

Purnamasari, R., Ahzan, S., & Sukroyanti, B., A. (2017). Pengembangan Multimedia Flash pada Materi Energi untuk Meningkatkan Motivasi Belajar Siswa. Lensa: Jurnal Kependidikan Fisika, 5(2), 31-35. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/135/133

Sanjaya, W. (2011).Strategi Pembelajaran Berorientasi Standar Proses Pendidikan. Jakarta: Kencana.

Sriwahyuningsih, D., Ahzan, S., & Habiburrahman, L. (2018). Pengaruh Model Pembelajaran Koperatif Tipe Make A Macth dengan Permainan Rangking One Physical Terhadap Motivasi dan Hasil Belajar Siswa. Jurnal Penelitian dan Pengkajian Ilmu Pendidikan: e-Saintika, 2(1), 29-35. doi:https://doi.org/10.36312/e-saintika.v2i1.109

Sukroyanti, B., A., & Sufianti, I. (2017). Pengaruh Pendekatan Saintifik Terhadap Keterampilan Berpikir Kritis Siswa. Lensa : Jurnal Kependidikan Fisika, 5(2), 36-40. Retrieved from http://ojs.ikipmataram.ac.id/index.php/Lensa/article/view/136/134

Downloads

Published

2019-06-30

How to Cite

Iman, S., Herayanti, L., & Gummah, S. (2019). Improving Student Learning Outcomes through Contextual Approach based on Learning Community. Lensa: Jurnal Kependidikan Fisika, 7(1), 1–5. https://doi.org/10.33394/j-lkf.v7i1.1902

Issue

Vol. 7 No. 1: June 2019

Section

Articles

Citation Check

License

Authors who publish with Lensa: Jurnal Kependidikan Fisika agree to the following terms:

  1. For all articles published in Lensa: Jurnal Kependidikan Fisika, copyright is retained by the authors. Authors give permission to the publisher to announce the work with conditions. When the manuscript is accepted for publication, the authors agree to automatic transfer of the publishing right to the publisher.
  2. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
  3. 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.
  4. 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).

Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.