PERBANDINGAN PENERAPAN METODE DRILL DAN RESITASI TERHADAP HASIL BELAJAR KOGNITIF MATEMATIKA SISWA KELAS XI IPA DI SMA ABC CIKARANG [A COMPARISON OF THE IMPLEMENTATION OF DRILL AND RECITATION METHODS TOWARD GRADE 11 SCIENCE STUDENTS’ COGNITIVE ACHIEVEMENT AT A HIGH SCHOOL IN CIKARANG]

Authors

  • Andreas Eko Soponyono UPH College, Tangerang, Banten
  • Kelly Sinaga Universitas Pelita Harapan, Tangerang, Banten
  • Jacob S. Seleky Universitas Pelita Harapan, Tangerang, Banten

DOI:

https://doi.org/10.19166/johme.v1i2.795

Keywords:

drill method, recitation method, cognitive learning outcomes, metode drill, metode resitasi, hasil belajar kognitif

Abstract

This research aims to investigate the comparison of the improvement average in student’s mathematics cognitive learning outcomes between an 11th grade science class taught by drill strategy and by recitation method. This research used quasi-experimental with pre-test post-test comparison group design. The sample was taken by a convenient random sampling. The instruments were tried before being given to the research sample to measure the validity, reliability, difficulty index and discriminating power. The analysis uses the U Mann-Whitney test. The results of the research show that there are no different improvement average in mathematics cognitive outcomes between an 11th grade science class that taught by drill and by recitation method (p= 0,152 > 0,05).

BAHASA INDONESIA ABSTRAK: Tujuan penelitian ini untuk menyelidiki perbandingan peningkatan hasil belajar kognitif Matematika antara siswa kelas XI IPA yang mengalami pembelajaran dengan metode drill dan yang dengan resitasi. Metode penelitian yang digunakan adalah kuasi eksperimen dengan pre-test post-test comparison group design. Instrumen telah diujicoba sebelum diberikan kepada sampel penelitian untuk mengukur validitas, reliabilitas, taraf kesukaran dan daya pembeda. Analisis data menggunakan tes U Mann-Whitney. Hasil penelitian menunjukkan bahwa tidak terdapat perbedaan peningkatan hasil belajar kognitif Matematika antara siswa yang diterapkan metode drill dengan yang diterapkan metode resitasi (p= 0,152 > 0,05).

 

References

Abdurrahman, M. (2003). Pendidikan bagi anak berkesulitan belajar. Jakarta, Indonesia: PT Rineka Cipta.

Charmila, N., Zulkardi, & Darmawijoyo. (2016). Pengembangan soal matematika model PISA menggunakan konteks Jambi. Jurnal Penelitian dan Evaluasi Pendidikan, 20(2), 198-207. DOI: http://dx.doi.org/10.21831/pep.v20i2.7444

Djamarah, S. B., & Zain, A. (2006). Strategi belajar-mengajar (Revised ed.). Jakarta, Indonesia: PT Rineka Cipta.

Hamalik, O. (2010). Psikologi belajar & mengajar. Bandung, Indonesia: Sinar Baru Algensindo.

Hamdayama, J. (2014). Model dan metode pembelajaran kreatif dan berkarakter. Bogor, Indonesia: Ghalia Indonesia.

Knight, G. R. (2009). Filsafat dan pendidikan: Sebuah pendahuluan dari perspektif Kristen. Jakarta, Indonesia: Universitas Pelita Harapan.

Muhajir, S., & Rohaeti, E. (2015). Perbedaan penerapan model pembelajaran STS dan CTL terhadap literasi sains dan prestasi belajar IPA. Jurnal Pendidikan Matematika dan Sains, 3(2), 143-155. DOI: http://dx.doi.org/10.21831/jpms.v6i2.10946

Purwanto. (2011). Evaluasi hasil belajar. Yogyakarta, Indonesia: Pustaka Pelajar.

Rimba, D., & Hidayat, D. (2016). A comparison of STAD and drill strategy in increasing grade V students' cognitive achievement on ratios. Polyglot: Jurnal Ilmiah, 12(1), 10-19. DOI: http://dx.doi.org/10.19166/pji.v12i1.378

Roestiyah. (2008). Strategi belajar mengajar: Salah satu unsur pelaksanaan strategi belajar mengajar: Teknik penyajian. Jakarta, Indonesia: Rineka Cipta.

Siadi, K., Mursiti, S., & Laelly, I. N. (2009). Komparasi hasil belajar kimia antara siswa yang diberi metode drill dengan resitasi. Jurnal Inovasi Pendidikan Kimia, 3(1). Retrieved from http://journal.unnes.ac.id/artikel_nju/JIPK/1266

Siregar, E., & Nara, H. (2010). Teori belajar dan pembelajaran. Bogor, Indonesia: Ghalia Indonesia.

Slameto. (2010). Belajar dan faktor-faktor yang mempengaruhinya. Jakarta, Indonesia: Rineka Cipta.

Suprihatiningrum, J. (2013). Strategi pembelajaran: Teori & aplikasi. Jogjakarta, Indonesia: Ar-Ruzz Media.

Van Brummelen, H. (2008). Batu loncatan kurikulum: Berdasarkan Alkitab. Jakarta, Indonesia: Universitas Pelita Harapan Press.

Downloads

Published

2018-05-31

How to Cite

Soponyono, A. E., Sinaga, K., & Seleky, J. S. (2018). PERBANDINGAN PENERAPAN METODE DRILL DAN RESITASI TERHADAP HASIL BELAJAR KOGNITIF MATEMATIKA SISWA KELAS XI IPA DI SMA ABC CIKARANG [A COMPARISON OF THE IMPLEMENTATION OF DRILL AND RECITATION METHODS TOWARD GRADE 11 SCIENCE STUDENTS’ COGNITIVE ACHIEVEMENT AT A HIGH SCHOOL IN CIKARANG]. JOHME: Journal of Holistic Mathematics Education, 1(2), 81–92. https://doi.org/10.19166/johme.v1i2.795

Issue

Vol. 1 No. 2 (2018): June

Section

Research in Mathematics Education

License

Authors who publish with this journal agree to the following terms:

1) Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC-BY-SA 4.0) that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.

2) 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 acknowledgement of its initial publication in this journal.

3) Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website). The final published PDF should be used and bibliographic details that credit the publication in this journal should be included.”