APPRECIATE AND EXPRESSING THE RESULT OF GEOGRAPHY LEARNING ACHIEVEMENT THROUGH PICTORAL RIDDLE APPROACH LEARNING

 

ADI SUPRAYITNO

SMA Negeri 6 Madiun KLota Madiun Jawa Timur 63139

adi.suprayitno.sma6@gmail.com

 

ABSTRACT

 

The target of this research is Student Class XI-IPS-2 Even Semester at SMA Negeri 6 Madiun, Lesson Year 2019/2020 Data obtained in formative test result, observation sheet of teaching and learning activities. From the analyst's result, it is found that the students' learning achievement has improved from cycle I to cycle III that is, cycle I (66%), cycle II (75%), cycle III (79%). The conclusion of this research is the method of Pictoral Riddle Approach Learning (Learning Approach that develop and improve the ability of critical thinking and creative) can positively influence student's motivation to study Class XI-IPS-2 Even Semester in SMA Negeri 6 Madiun, Lesson Year 2019/2020, and this learning model can be used as an alternative in learning Geography.

 

Keywords: Learning Geography, Pictoral Riddle Approach,

A. Introduction

                The role that the educational world must play in preparing for students to participate fully in community life in the 21st century will be very different from the traditional role that schools have been holding. This research is action research, because research is done to solve the problem of learning in class. This research also includes descriptive research, because it describes how Learning technique is applied and how desired results can be achieved. According to Sumarjan (in Titik Sugiarti, 1997: 8) classifies action research into four kinds: (a) teachers as researchers, (b) collaborative action research; (C) simultaneous Integrated; (D) experimental social administration.

                In this research using qualitative descriptive analysis technique, that is a research method that is describe reality or facts according to the data obtained with the aim to know the achievement of learning achieved by students also to obtain student responses to learning activities and student activities during the learning process.

 

B. Discussion

1. Cycle I

From the table above can be explained that by applying Pictoral Riddle Approach Learning (Learning Approach that develop and improve the ability of critical thinking and creative) obtained the average value of student achievement is 66.08 and completeness of learning reaches 66% or there are 7 students from 32 students already Complete learning. The results show that in the first cycle the classical students have not finished the study, because students who score ≥ 65 is only 66% smaller than the desired percentage of completeness that is equal to 75%. This is because students are new and foreign to new methods applied in teaching and learning process.

 

2. Cycle II

From the above table obtained the average score of student achievement is 74.63 and learning completeness reaches 75% or there are 32 students from 32 students have finished studying. These results show that in cycle II the completeness of classical learning has improved slightly better than cycle I. The increase in student learning outcomes is because students are helping poor students in the subjects they are studying. In addition, the ability of teachers began to increase in the learning and teaching process.

 

3. Cycle III

 

Based on the above table obtained the average value of formative tests of 79.08 and of 32 students who have completed as many as 34 students and 4 students have not reached mastery learning. Then the classical learning completeness that has been achieved by 79% (including the category of due diligence). The results in cycle III have improved better than cycle II. The increase of learning outcomes in cycle III is influenced by the improvement of students' ability in learning the subject matter that has been applied so far and there are group responsibilities of the students who are better able to teach their less capable students.

Through has a positive impact in Appreciate and Expressing Student Achievement Results. submitted by teachers for this (learning completeness increased from Cycle I, II, and III), respectively for Cycle I 66%, Cycle II 75% and in Cycle III 79%. In the third cycle students' learning completeness has been classically achieved.

 

 

This can be seen from the activities of teachers So in this research activity can be declared succeed or complete

 

C. Closing

a. Conclusion

From the results of learning activities that have been done for three cycles, and based on all the discussion and analysis that has been done can be concluded as follows:

a.       Pictoral Riddle Approach Learning (Learning Approach that develop and improve the ability of critical thinking and creative) has a positive impact in Appreciate and Expressing Student Achievement Results which is marked by the improvement of students' learning completeness in each cycle, that is Cycle I 66%, Cycle II 75% and In Cycle III 79%.

b.       The application of Pictoral Riddle Approach Learning (Learning Approach that develop and improve the ability of critical thinking and creative) has a positive influence, which can improve students' learning motivation in learning geography, it is indicated by student enthusiasm that states that interested and interested students with give so that they become motivated to learn.

 

B. Suggestion

From the results of research obtained from the previous description for the process of learning more effectively and give more optimal results for students, the following suggestions are submitted:

a.       To carry out Pictoral Riddle Approach Learning (Learning Approach that develop and improve the ability of critical thinking and creative) requires considerable preparation so teachers should be able to determine or choose topics that can actually be applied with in the learning process to obtain optimal results.

b.       In order to Express Student Achievement Results, teachers should more often train students with a variety of appropriate teaching methods, albeit at a modest level, where students can later discover new knowledge, acquire the Concept of Geography Learning and skills, so that students are successful or able to solve The problems it faces.

 

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