Perbedaan Pengaruh Penerapan Model Pembelajaran Quantum Learning dan Cooperative Learning Terhadap Prestasi Belajar Bahasa Inggris Ditinjau dari Motivasi Belajar Siswa (Penelitian Eksperimen di Madrasah Ibtidaiyah Negeri di Kabupaten karanganyar Tahun Pelajaran 2009/2010)

ABSTRAK

Sri Suprapti (S810908042). Perbedaan Pengaruh Penerapan Model Pembelajaran Quantum Learning dan Cooperative Learning Terhadap Prestasi Belajar Bahasa Inggris Ditinjau dari Motivasi Belajar Siswa (Penelitian Eksperimen di Madrasah Ibtidaiyah Negeri di Kabupaten karanganyar Tahun Pelajaran 2009/2010). Tesis Program Pascasarjana Universitas Sebelas Maret Surakarta. Pembimbing I : Prof.Dr Soetarno Joyoatmojo,M.Pd., pembimbing II : Prof. Dr. Joko Nurkamto,M.Pd.

Penelitian ini bertujuan untuk mengetahui apakah terdapat (1) Perbedaan pengaruh antara penerapan Model Pembelajaran Quantum Learning dengan Model Cooperative Learning terhadap prestasi belajar bahasa Inggris di Madrasah Ibtidaiyah; (2) Perbedaan prestasi belajar bahasa Inggris antara siswa yang memiliki motivasi belajar tinggi dan siswa yang memiliki motivasi belajar rendah terhadap Prestasi belajar bahasa Inggris di Madrasah Ibtidaiyah; dan (3) Interaksi pengaruh antara Model Pembelajaran dan motivasi belajar siswa terhadap prestasi belajar bahasa Inggris di Madrasah Ibtidaiyah.
Penelitian ini merupakan penelitian Eksperimental yang mengambil lokasi di Madrasah Ibtidaiyah Negeri di kabupaten Karanganyar. Pengambilan sampel dilakukan dengan teknik purpusive cluster random sampling. Kelas IV MIN karangmojo terpilih sebagai kelas Eksperimen, sedangkan kelas IV MIN Sroyo sebagai kelas control. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar bahasa Inggris dan angket motivasi belajar siswa. Kedua instrumen tersebut diuji validitas dan reliabilitasnya untuk mengetahui ketepatan dan kesahihan instrumen yang akan digunakan dalam penelitian.Validitas item tes prestasi belajar diuji menggunakan rumus korelasi product moment dari pearson dan reliabilitas tes diuji menggunakan rumus belah dua dari Spearman Brown (r11 = 0,911). Untuk menguji validitas angket motivasi belajar menggunakan rumus product moment dari pearson dan uji reliabilitasnya menggunakan rumus Alpha Cronbach (r11 = 0,917), Selanjutnya data yang diperoleh diuji dengan menggunakan uji prasyarat, yaitu uji normalitas dan homogenitas, sebelum akhirnya di analisis. Analisis data dilakukan dengan menggunakan analisis varian dua arah. Setelah dilakukan analisis varian dua arah kemudian dilakukan uji lanjut dengan uji Scheffe.
Hasil analisis menunjukkan bahwa pada taraf signifikansi 0.05, nilai Fobservasi untuk hipotesis pertama sebesar 5,938 (Fo > Ft = 5,938 > 4,013), nilai Fobservasi kedua sebesar 10,970 (Fo > Ft = 10,970 > 4,013), dan nilai F observasi untuk hipotesis ketiga sebesar 0,092 (Fo < Ft = 0,092 < 4,013. Berdasarkan hasil analisis diambil kesimpulan sebagai berikut: (1) terdapat perbedaan pengaruh yang signifikan antara model pembelajaran quantum learning dan cooperatve learning terhadap prestasi belajar bahasa Inggris; (2) terdapat perbedaan pengaruh yang signifikan dari motivasi belajar terhadap prestasi belajar bahasa inggris; dan (3) tidak terdapat interaksi antara model pembelajaran dan motivasi belajar dalam mempengaruhi prestasi belajar bahasa Inggris
Berdasarkan hasil penelitian ini, peneliti mengajukan saran sebagai berikut: (1) dalam kegiatan pembelajaran, guru hendaknya selalu menggunakan model pembelajaran yang bervariasi, salah satu model pembelajaran yang dimaksud adalah model Quantum Learning; (2) Sekolah hendaknya menyediakan sumber belajar untuk mencapai tujuan pembelajaran; (3) Penyusunan kurikulum Bahasa Inggris, hendaknya disesuaikan dengan karakteristik siswa, kondisi siswa, kondisi geografi siswa, kondisi lingkungan siswa yang dapat membangkitkan motivasi belajar siswa; (4) Pembelajaran bahasa Inggris dirancang dan dikelola sesuai dengan karakteristik dan kebutuhan siswa (5) Siswa hendaknya menyiapkan hal-hal yang menunjang kegiatan belajar mengajar, agar pembelajaran yang menyenangkan selalu muncul dalam setiap proses belajar mengajar

Kata Kunci: Model pembelajaran quantum learning dan cooperative learning, prestasi belajar siswa, motivasi belajar siswa.

ABSTRACT

Sri Suprapti (S810908042). The Difference of Effect between the Quantum Learning Implementation and the Cooperative Learning Implementation on the English Learning Achievement Viewed from the Learning Motivation (An Experimental Study at State Islamic Primary Schools in Karanganyar Regency in Academic Year 2009/2010). Thesis: The Graduate Program in Educational Technology, Sebelas Maret University, Surakarta 2011. First Consultant: Prof.Dr Soetarno Joyoatmojo,M.Pd., Second Consultant : Prof. Dr. Joko Nurkamto,M.Pd.

The objectives of the research are to investigate: (1) the difference of effect between the Quantum Learning implementation and the Cooperative Learning implementation on the English learning achievement at State Islamic Primary Schools; (2) the difference of the English learning achievement between the students with the high learning motivation and those with the low learning motivation; and (3) the interaction of effect between the learning models and the students’ learning motivations on the English learning achievement at State Islamic Primary Schools.
This research used the experimental research method. It was conducted at State Islamic Primary Schools in Karanganyar. Its samples were taken by using the purposive cluster random sampling technique. The experimental class was Class IV of State Islamic Primary School of Karangmojo whereas the control class was Class IV of State Islamic Primary School of Sroyo. The data of the research were collected through test of achievement and questionnaire. Prior to their use, the instruments were tested in terms of their validity and reliability. The validity of the test items was tested by using the correlation formula, that is, Pearson’s product moment, and the reliability of the test was tested by using Spearman Brown’s formula (r11=0.911). In addition, the validity of the questionnaire items was tested by using Pearson’s product moment, and the reliability of the questionnaire was tested by using Alpha Cronbach’ s formula (r11=0.917). Prior to their analysis, the data which had been obtained were tested by using the pre-requisite tests, namely: normality test and homogeneity test. The data were then analyzed by using the two-way analysis of variance and the Scheffe test respectively.
The results of the analysis show that at the significance level of 0.05, the value of Fobservation for the first hypothesis is 5.938 (F0 = 5.938 > Ft = 4.013); the value of Fobservation for the second hypothesis is 10.970 (F0 = 10.970 > Ft = 4.013); and the value of Fobservation for the third hypothesis is 0.092 (F0 = 0.092 < Ft = 4.013). Based on the results of the analysis, conclusions are drawn as follows: (1) there is a significance difference of effect between the Quantum Learning implementation and the Cooperative Learning implementation on the English learning achievement; (2) the students’ learning motivations have a significance difference of effect on the English learning achievement; and (3) there is not any interaction of effect between the learning models and the students’ learning motivations.
Based on the results of the research some recommendations are proposed: (1) in the teaching and learning activities, the teachers should always use varied learning models, and one of them is the Quantum Learning Model; (2) the schools should make some efforts of providing the learning infrastructures and facilities required for the teaching and learning process such as handouts, reference books, aurelia, and relevant learning apparatuses; (3) the arrangement of the English curriculum should be adjusted to the students’ characteristics, conditions, geography, and environment, which are able encourage their motivation to study; (4) the English teaching and learning should be designed and managed according to the characteristics and needs of the students; and (5) the students should prepare matters which support the teaching and learning activities so that the teaching and learning process is always exciting

Key Words:Quantum learning and cooperative learning models, Student learning achievement , learning motivation