1023011038, LOLIYANA (2012) PENINGKATAN PEMAHAMAN KONSEP IBADAH GHAIRU MAGHDAH DENGAN MENERAPKAN MODEL EXPERIENTIAL LEARNING BAGI MAHASISWA PGSD FKIP UNILA. Digital Library.
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Abstrak (Berisi Bastraknya saja, Judul dan Nama Tidak Boleh di Masukan)
Tujuan penelitian ini untuk menganalisis: (1) desain perencanaan pembelajaran, (2) proses pembelajaran, (3) sistem evaluasi dan (4) peningkatan pemahaman konsep ibadah ghairu maghdah. Metode yang digunakan adalah kaji tindak melalui tiga siklus. Siklus I dimulai dari penjelasan langkah-langkah model experiential learning dari langkah pertama mengemukakan pengalaman (experience) sampai pada langkah kedua berbagi pengalaman (share) atau menyampaikan pengalaman pribadinya. Siklus II mulai dari langkah ketiga yaitu menganalisis pengalaman (pross) hingga menghubungkan pengalaman dengan situasi nyata (generalize). Siklus III, penyimpulan hasil analisis pengalaman sampai pada penerapan situasi serupa namun lebih jelas lagi (apply). Tehnik pengambilan data dilakukan dengan tes dan observasi. Data dianalisis secara deduktif kuantitatif. Hasil penelitian menyimpulkan (1) desain SAP disusun dengan sintak: yaitu Pendahuluan, Penyajian dengan menerapkan model experiential learning diawali dengan menganalisis pengalaman langsung sesuai dengan langkah-langkah pembelajaran experiential learning yang terdiri dari lima langkah dimulai dari proses mengalami (experience), berbagi rasa (share), analisis pengalaman (pross), ambil hikmah atau menyimpulkan hasil analisis dan menghubungkan pengalaman dengan situasi nyata (generalize), dan yang terahir menerapkan (apply) pengalaman pada situasi yang serupa namun lebih jelas lagi atau secara benar sesuai dengan syari’at Islam, Penutup diakhiri dengan tes dan pelaporan hasil.(2) Proses pembelajaran dilakukan untuk neningkatkan keaktifan mahasiswa dalam pembelajara konsep ibadah ghairu maghdah dengan model experiential learning . Kelas PGSD siklus I (55%), siklus II (75%) dan siklus III (87,5%). Kelas BK siklus I (57,5%), siklus II (75%) dan siklus III (90%). (3) Sistem evaluasi pada siklus I,II dan III menggunakan 20 soal pilihan ganda. Validitas 0,87. Reliabilitas, 0,65. Tingkat kesukaran 0,70. Daya pembeda instrumen 0,75. (4). Pemahaman konsep ibadah ghairu maghdah pada mahasiswa. Kelas PGSD dengan nilai rata-rata, siklus I (65), siklus II (75), dan siklus III (85). Kelas BK dengan nilai rata-rata, siklus I (67), siklus II (75) dan siklus III (87). Kata kunci : Model Experiential learning, ibadah ghairu maghdah, keaktifan dan pemahaman. The purpose of this study to analyze: (1) learning plan design, (2) the learning process, (3) evaluation system, and (4) increase comprehension of the worship ghairu maghdah concept. The method used is studied through three cycles of action. Cycle begins from a step-by-step of the experiential learning model from the first step suggests the experience (experience) to share experiences in a second step (share) or convey personal experiences. Cycle II starting from the third step is to analyze the experience (pross) to connect the experience to real situations (generalize). Cycle III, concluding the analysis of the experience through the application of a similar situation, but clearer (apply). Technical data retrieval is done by testing and observation. Quantitative data were analyzed deductively. The research concludes (1) SAP design prepared by the syntax: the Introduction, Presentation by applying of the experiential learning model begins with analyzing direct experience in accordance with the steps of learning experiential learning consisting of five steps starting from the experience (experience), sharing ( share), the analysis of the experience (pross), take lessons or concludes the analysis and linking of experience with real situations (generalize), and the last implement (apply) experience a similar situation, but more clearly or correctly in accordance with Islamic law , Cover end with tests and reporting results. (2) The process of learning is done for the student increase activity learning of worship ghairu maghdah concept of the xperiential learning model. Cycle PGSD Class I (55%), cycle II (75%) and cycle III (87.5%). BK Class I cycle (57.5%), second cycle (75%) and third cycle (90%). (3) The evaluation system in cycle I, II and III with 20 multiple choice questions. Validity 0.87. Reliability, 0.65. Difficulty level of 0.70. Distinguishing instruments 0.75. (4). Comprehension of the worship ghairu maghdah concept the student. PGSD class with the average value, the first cycle (65), second cycle (75), and the third cycle (85). BK class with the average value, the first cycle (67), second cycle (75) and third cycle (87). Key word: Experiential learning model, worship ghairu maghdah, liveliness and comprehension.
| Jenis Karya Akhir: | Artikel |
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| Subyek: | |
| Program Studi: | FKIP > Prodi Magister Teknologi Pendidikan |
| Pengguna Deposit: | UPT . Neti Yuliawati |
| Date Deposited: | 18 Dec 2015 07:12 |
| Terakhir diubah: | 18 Dec 2015 07:12 |
| URI: | http://digilib.unila.ac.id/id/eprint/15790 |
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