Abstrak

Penelitian ini bertujuan untuk mengetahui keefektifan model pembelajaran Student Facilitator and Explaining dalam pemahaman konsep IPA pada siswa kelas IV SDN di Gugus Diponegoro Kabupaten Pati, yaitu pemahaman konsep IPA pada kelas eksperimen lebih baik daripada kelas kontrol. Metode penelitian penelitian ini adalah metode penelitian kuantitatif menggunakan desain penelitian Quasi Eksperimental Design dengan menggunakan bentuk Nonequivalent Control Group Design. Populasinya adalah seluruh siswa kelas IV SDN Gugus Diponegoro Kecamatan Kayen Kabupaten Pati. Tehnik pengumpulan data pada penelitian ini adalah observasi, tes, dan dokumentasi. Data hasil pemahaman konsep IPA setelah dilakukan pembelajaran diperoleh menggunakan tes dan dianalisis menggunakan uji t.Berdasarkan hasil penelitian, rata-rata nilai eksperimen sebesar 80,03 sedangkan kelas kontrol sebesar 70,37. Keefektifan model Student Facilitator and Explaining didasarkan pada hasil perhitungan dengan menggunakan rumus Independent sampel t-test melalui program SPSS versi 17.0 menunjukkan bahwa harga 𝑡ℎ𝑖𝑡𝑢𝑛𝑔 sebesar 3,554 lebih besar dibandingkan dengan harga𝑡 𝑡𝑎𝑏𝑒𝑙 yaitu 1,671 (3,554 > 1,671) dan signifikansi (0,001< 0,05) dengan perbedaan rata-rata sebesar 9,665, artinya ada perbedaan ratarata hasil belajar IPA antara kelas eksperimen dan kelas kontrol.Sedangkan nilai korelasi antara sebelum menggunakan model model Student Facilitator and Explaining dan sesudah menggunakan model Student Facilitator and Explaining adalah 0,742 dengan signifikansi 0,000. Pengujian menggunakan dua sisi dengan tingkat signifikasni 5%, maka tabel distribusi t dicari pada a=5% : 2 = 2,5% dengan derajat kebebasan (df) n-1 atau 31 – 1 = 30. Dengan pengujian dua sisi diperoleh t tabel sebesar 2,042. Karena –t hitung < -t tabel (-11,094 < -2,042) maka Ho ditolak, artinya ada perbedaan antara sebelum penggunaan model Student Facilitator and Explaining dan sesudah penggunaan model Student Facilitator and Explaining.  Pada tabel uji t dua sisi terlihat rata-rata sebelum menggunakan model Student Facilitator and Explaining adalah 24,58 dan sesudah menggunakan model Student Facilitator and Explaining adalah 30,83, artinya rata-rata sebelum menggunakan model Student Facilitator and Explaining lebih rendah daripada sesudah menggunakan model Student Facilitator and Explaining. Dengan demikian dapat disimpulkan bahwa penggunaan model Student Facilitator and Explaining dapat meningkatkan pemahaman konsep IPA di kelas IV Gugus Diponegoro.

Kata Kunci: keefektifan, model pembelajaran Student Facilitator And Explaining, pemahaman konsep IPA.

Abstract

This study aims to determine the effectiveness of learning modelsStudent Facilitator and Explaining in understanding the concept of science in grade IV SDN in Diponegoro District Pati, namely understanding the concept of science in experimental class is better than the control class.Research method of this research is quantitative research method using Quasi Experimental Design research design by using Nonequivalent Control Group Design form. The population is all fourth graders of SDN Gugus Diponegoro Kecamatan Kayen Pati Regency. Data collection techniques in this study are observation, test, and documentation. The result data of understanding of science concept after learning was obtained by using test and analyzed using t test.Based on the result of research, the average of experimental value is 80,03 while the control class is 70,37. The effectiveness of the Student Facilitator and Explaining model based on the calculation result using the independent sample t-test formula through SPSS program version 17.0 shows that the price of t_hitung is 3.554 bigger than the price 〖 t 〗 _table that is 1,671 (3,554> 1,671) and significance (0,001 < 0.05) with an average difference of 9.665, meaning that there is a difference in the mean of science learning outcomes between the experimental class and the control class. The positive t_hitung value means that the average of science learning outcomes using Student Facilitator and Explaining model is higher than the average of science learning outcomes using conventional model.As for the correlation value before using model model of Student Facilitator and Explaining and after using model of Student Facilitator and Explaining Is 0.742 with a significance of 0.000. Testing using two sides with 5% significance level, then the distribution table t sought at a = 5%: 2 = 2.5% with degrees of freedom (df) n-1 or 31 - 1 = 30. With two-sided test obtained t table Amounted to 2.042. Since -t arithmetic <-t table (-11,094 <-2,042) then Ho is rejected, meaning there is a difference between before using Student Facilitator and Explaining model and after using Student Facilitator and Explaining model. In the two-sided test table t looks average before using the model of Student Facilitator and Explaining is 24.58 and after using the model of Student Facilitator and Explaining is 30.83, it means the average before using Student Facilitator and Explaining model is lower than after using Model Student Facilitator and Explaining. Thus it can be concluded that the use of Student Facilitator and Explaining model can improve understanding of science concept in class IV Diponegoro Class.

Keywords: effectiveness, learning model Student Facilitator And Explaining, understanding of science concept.