| dc.description | Proses pembelajaran dalam berbagai aspeknya sangat ditentukan oleh kondisi motivasi belajar, kematangan emosi dan prestasi belajar siswa. Tiga komponen tersebut harus dimiliki siswa untuk dapat mengikuti proses pembelajaran dengan baik. Namun kenyataannya, saat ini pendidikan lebih mengutamakan aspek kognitif tercermin dari pendekatan pembelajaran yang cenderung mengabaikan dimensi psikologis sebagai modalitas pembelajaran.
Penelitian ini bertujuan mendapatkan bukti empiris mengenai motivasi belajar, kematangan emosi, prestasi belajar IPA, penerapan Model Pembelajaran Kooperatif (cooperative learning) serta mengungkap pengaruhnya terhadap ke tiga persoalan pembelajaran tersebut pada siswa SMP di Kabupaten Bantul Yogyakarta.
Penelitian ini merupakan penelitian kombinasi antara kuantitatif dan kualitatif (Mix Methods). Data kuantitatif diperoleh melalui survei ex post facto sedangkan data kualitatif diperoleh melalui wawancara. Alat ukur yang digunakan untuk mengumpulkan data kuatitatif mengenai motivasi belajar, kematangan emosi dan Model Pembelajaran Kooperatif (Cooperative Learning) berbentuk skala. Sedangkan data prestasi belajar IPA diperoleh dari hasil tes ulangan tengah semester. Sementara iutu alat ukur yang digunakan untuk mengumpulkan data kualitatif adalah pedoman wawancara. Data yang diperoleh dianalisis dengan analisis Statistik Deskriptif dan Regresi Sederhana dilanjutkan analisis kualitatif.
Penentuan sampel menggunakan teknik acak kelas (cluster random sampling). Sampel yang dipilih adalah 150 peserta didik dari SMP N 2 Banguntapan, SMP Muhammadiyah Banguntapan dan SMP Binajaya Bantul.
Hasil uji hipotesis menunjukkan bahwa:1) Motivasi belajar termasuk dalam kategori tinggi dengan skor rata-rata 75,65; Kematangan emosi termasuk dalam kategori tinggi dengan skor rata-rata 79,69; Prestasi belajar IPA termasuk tinggi dengan skor rata-rata 75,36; Model Pembelajaran Kooperatif (Cooperative Learning) termasuk dalam kategori tinggi dengan skor rata-rata 72,78. 2) Terdapat pengaruh signifikan dari Model Pembelajaran Kooperatif (Cooperative Learning) terhadap motivasi belajar sebesar 0,992 atau 99,2%, sedangkan sisanya sebesar 0,8% dipengaruhi variabel lain di luar penelitian. 3) Terdapat pengaruh signifikan dari Model Pembelajaran Kooperatif (Cooperative Learning) terhadap kematangan emosi sebesar 0,253 atau 25,3% sedangkan sisanya sebesar 74,7% dipengaruhi variabel lain di luar penelitian. 4) Terdapat pengaruh signifikan dari Model Pembelajaran Kooperatif (Cooperative Learning) terhadap prestasi belajar sebesar 0,881 atau 88,1% sedangkan sisanya sebesar 11,9%
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dipengaruhi variabel lain di luar penelitian. Hasil penelitian ini secara statistik berarti pada taraf signifikansi 5%.
Dengan demikian hasil penelitian ini berhasil mengungkap bahwa Model Pembelajaran Kooperatif (Cooperative Learning) dapat mengatasi tiga persoalan utama dalam pembelajaran yang diajukan dalam penelitian ini yaitu motivasi belajar, kematangan emosi dan prestasi belajar IPA. Artiya, penerapan Model Pembelajaran Kooperatif (Cooperative Learning) yang baik akan berdampak poada peningkatan motivasi belajar, kematangan emosi dan prestasi belajar IPA siswa SMP di Kabupaten Bantul Yogyakarta. | en_US |
| dc.description.abstract | Learning procces in all of the aspect depends on te condition of learning motivation, emotional maturity, and student’s learning achievement.Those three components must be had by the students to follow the learning process well. In fact, the education nowadays mainly put cognitive aspect which can be seen from the learning approach that ignore the psychology dimension as learning element.
This study aims at obtaining empirical proofs about the implementation of cooperative learning model type outdoor as well as revealing its effect on the learning motivation, emotional maturity and IPA (science subjects) learning achievement of Junior High School students in Bantul Regency of Yogyakarta. The hypothesis which is tested in this study is that there is a significant correlation between cooperative learning model towards the learning motivation, emotional maturity, and IPA learning achievement of Junior High School students in Bantul Regency of Yogyakarta.
The research is a combination of quantitative and qualitative (Mix Methods). The sampling technique used was cluster random sampling. The sample selected were 150 students of SMP N 2 Banguntapan, SMP Muhammadiyah Banguntapan and SMP Binajaya Bantul. The measurement tool used to collect the data out of the cooperative learning model , learning motivation and emotional maturity was in the form of scale. Meanwhile, the IPA students’ learning achievement was obtained from the students’ Mid-Semester Test result. All the gathered data was then analyzed by using descriptive statistic and regression analysis.
Hypothesis testing shows that: 1) Cooperative learning method is categorized as high, with average score of 72,78. 2) Learning motivation is categorized as high, with average score of 75,65. 3) Emotional maturity is categorized as high, with average score of 79,69. 4) IPA learning achievement is categorized as high, with average score of 75,36. There is a significant correlation between cooperative learning model type outdoor towards learning motivation, constituting 0,992 or 99,2%, the rest 0,8% is influenced by other variables outside the study. There is a significant correlation between cooperative learning model towards emotional maturity, which is 0,253 or 25,3%, the rest 74,7% is affected by other variables outside the study. There is a significant correlation between cooperative learning model towards learning achievement, which is 0,881 or 88,1%, the rest 11,9% is affected by other variables outside the study. This regression analysis proves that the effect of cooperative learning model towards
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learning motivation, emotional maturity and science learning achievement is statistically upon the significancy level of 5%.
Therefore, the result of this study showed that the cooperative learning with out is able to cope the three main barriers in learning which were enlisted in this study as learning motivation, emotional maturity, and science learning achievement. It means that good implementation of cooperative learning model will have a positive impact on the learning motivation, emotional maturity and IPA learning motivation of Junior High School students in Bantul Regency of Yogyakarta. | en_US |
