432
Figure 5: Pre Cycle Percentage of The Psychomotor
Passing Grades The above value is the grades of student
s’ competencies
derived from
psychomotorobservation with a passing grade by 75.
2. First Cycle
a. plan
Action research is planned to be conducted on Monday April 16, 2012, during 2 hours lesson.
Theplanningstagesareasfollows: 1
Observationson learning activities in class XI TKK Surakarta SMKN 5.
2 Identify the problem
3 Analyzeandformulatethe problems
4 Designing a model of learning ability
grouping 5
Discuss the
application of
ability groupinglearning models
6 Setting up the learning device RPP, media
video learning, assessment criteria, tools, evaluation
7 Arrangegroup of learning, abilitygrouping
8 Plan agroup task.
Table 2. Lesson Plan
Learning Teachers
’ a ti it Student
s’activities Grouping
students electing
and arranging
groups according to their
learning ability
sorting Gather in a group
Subject matter
Explain material to students
Listen and record, ask if given the
chance Discussion
Observe and record the
reactions of
students Discussion
Collecting the results of the
discussion Receiving the results
of the discussion Explained
and handed to the
teacher Discuss
together Explain the subject
matter in more detail Listen,
ask questions,
and submit feedback
The task of making
conclusion guiding students
Doing the Task and concludes the
discussion Providing the
Achievement test
Provide test
and monitor
Doing test
individually
Applied learning process is learning in groups of learners whose abilities vary with regard to the
value and the determination of in-class group discussions
with subject
teachers Drawing
Techniques Building. The explanation could be disrupted by Video Learning and each group has an
instructional video that can be run with a note book. Early in the planning of activities, explain to
students the learning objectives for 10 minutes. Students are divided into groups with 4-5 members
each person who has been prepared based on their abilities. Time used to carry out the activities of the
division of this group is for 10 minutes. Further, describes the Ability Grouping learning
techniques and the things that need to be followed by students, it took 5 minutes. Discussion group
discuss the subject matter led by a head and one reporter.
b. Implementation
Implementation of action research for the first cycle conducted in two meetings. Implementation
of the first cycle starts on Monday April 16, 2012. The duration is two-hour lesson, 4 x 45 minutes.
When class started, the teacher opened the lesson, give apperception and convey indicators
that must be mastered by the students on the subject matter, the time spent in this activity is for
approximately 10 minutes according to plan. The next activity, the teacher divides students into
groups which have been prepared in advance and give the name of the group. This activity lasted for
10 minutes according to the plan. Further explaining the subject matter to
students and continue the discussion. After the discussion, students express their opinions and
make conclusions. c.
Observation The research data were collected through the
first cycle of observation and tests. Observations made by the observer
to o ser e stude ts’ activities. The observation conducted during learning begins
until the end of the first meeting and the second meeting of the first cycle. Achievement tests
performed at the end of the first cycle. The results of the assessment in the affective
domain through observation sheet that covers five aspects: acceptance, participation, assessment,
organizing, and forming lifestyle.
433
The results of the assessment in psychomotor domain through observation sheet which covers
seven aspects of perception, readiness, guided movement, the movement of unfamiliar, complex
movements, adjustment patterns of movement, creativity.
Figure 6: First Cycle Percentage of The Cognitive
Passing Grades The results of the cognitive grades of the first
cycle on the implementation ofAbility Grouping Model Using Video Learning class XI TKK academic
year 20112012against 23 students obtained the following data:
1 Students who pass the study with grades
75 as many as 18 students 78. 2
“tude ts ho did ’t pass the stud ith grades 75as many as5 siswa 22.
Figure 7: First Cycle Percentage Of The Affective
Passing Grades The results of the affectivegrades of the first
cycle on the implementation ofAbility Grouping Model Using Video Learning class XI TKK academic
year 20112012against 23 students obtained the following data:
1 Students who pass the study with grades
75 as many as 15 students 65. 2
“tude ts ho did ’t pass the stud ith grades 75as many as8 siswa 35.
Figure 8: First Cycle Percentage Of The
Psychomotor Passing Grades The results of the psychomotorgrades of the
first cycle on the implementation ofAbility Grouping Model Using Video Learning class XI TKK academic
year 20112012against 23 students obtained the following data:
1 Students who pass the study with grades
75 as many as 13 students 57. 2
“tude ts ho did ’t pass the stud ith grades 75as many as10 siswa 43.
In this first cycle, the cognitive domain obtained the number of students who pass the achievement
tests were 18 students 78. The target completeness planned by 75 of the number of
students. So that it can be interpreted that the student learning outcomes in the cognitive domain
has exceeded the minimum target of completeness. But
for theaffective
and psychomotor,
completeness classes did ’t achieve 75 as the
minimum targets. So for the implementation of the first cycle in affective and psychomotor domain has
not reached the target. d.
Reflection Based on observations on the implementation
of the first cycle can be analyzed that the first cycle of the research result is not declared successful,
because the results of the study are not in 78
22
First Cycle Percentage Of The Cognitive Passing Grades
Pass Not Pass
65 35
First Cycle Percentage Of The Affective Passing Grades
Pass Not Pass
57 43
First Cycle Percentage Of The Psychomotor Passing Grades
Pass Not Pass
434
accordance with predetermined indicators. The affective and psychomotor learning outcomes have
not reached the minimum target planned. So that still needed improvement learning methods.
Improved methods of learning will be done in the next cycle. Some of the reasons why the target is
not reached: 1
Explanation of the subject matter by the teacher so quickly that many students are
not able to follow the lessons. 2
The explanation ofabilitygroupingwas not optimal,
so manystudentsdo
notunderstand. 3
Tea hers’ lassroom management’s not good, especially in the discussion process
4 Students
’ lack of concentration in the following study, while giving the task to be
done, some students crowded themselves. 5
Some students are not serious in their group assignment.
6 Classroom atmosphere is less controllable,
some students were sleepy, playing alone, and do not pay attention when teachers
teach. Reflective actions that can be taken based on
the observations and analyzes that have been done are:
1 Teachers have to pay more attention to
students, so each student with learning difficulties will be easily helped.
2 Teachers should be more creative in
creating an atmosphere conducive to learning.
3 Teachersshouldexplainthe
procedureonabilitygrouping learningmodel clearly.
3. Second Cycle
