Keterlaksanaan Pembelajaran Problem Based Learning IPA SMP

PENUTUP Simpulan Berdasarkan hasil temuan yang telah dijabarkan dan diuraikan di atas, dapat disimpulkan bahwa pembelajaran IPA terpadu berorientasi multiple intelligences dan pemberdayaan metakognisi siswa dengan materi pokok Objek IPA dan Pengamatannya melalui pemberdayaan metakognisi siswa dapat meningkatkan kualitas pembelajaran IPA serta dapat meningkatkan aktivitas dan hasil belajar siswa. Dengan penerapan model pembelajaran IPA terpadu berorientasi multiple intelligences dan pemberdayaan metakognisi siswa melalui integrasi kurikulum di SMP dapat menumbuhkan kemandirian siswa dan pengebangan inteligensi siswa serta hasil belajar meningkat. DAFTAR PUSTAKA Amstrong, T. 1994. Multiple intelligences in the classroom .Alexandria,Virginia:ASCD Anderson, L. W Krathwohl, D. R., 2001. A Taxonomy for Learning, Teaching, and Assessing . A revision of Bloom’s Taxonomy of Educational Objectives. Abridged Edition. New York: Company Inc Arends, Richard I. 1997. 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A., 1997 Metacognition: An Overview, http:www.gse.buffalo.edufosshuelcep564met acog.html NCREL, 1995, Metacognition – Thinking about Thinking – Leraning to Learn, Strategic Teaching and Reading Project Guidebook. http:members.iinet.net.au~rstack1worldrssfilesmetac ognition Nur, M. 2004. Teori-teori Perkembangan Kognitif. Edisi 2. Surabaya: Pusat Studi Matematika dan IPA Sekolah Unesa Nur, M. 2008a. Teori Pembelajaran Kognitif. Disadur dari chapter 6. Cognitive Theories of Learning: Basic Consept Buku Educational Theory and Practice. Fifth Edition. Robert E. Slavin. Allyn and Bacon. 1977. Surabaya: PSMS UNESA. Nur, M. 2008b. Pengajaran Berpusat kepada Siswa dan pendekatan Konstruktivis dalam Pengajaran . Disadur dari chapter 8. Student-Centered and Constructivist Approaches to Instruction Buku Educational Pshychology Theory and Practice. Fifth Edition. Robert E. Slavin. Allyn an Bacon. 1977. Surabaya: PSMS UNESA. Nur, M. 2011. Strategi-strategi Belajar. Disadur dari chapter 6. 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Undang-Undang No. 20 tahun 2003, tentang Sistem Pendidikan Nasional Wayne J. Staats Toni Blum,1999. Enhancing an Object- Oriented Curriculum:Metacognitive Assessment and Training Woolfolk, Anita; Malcolm Hughes and Viviene Walkup. 2008. Pshychology in Education. Harlow. England: Pearson Longman PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY-TWO STRAY UNTUK MELATIH KETERAMPILAN SOSIAL DAN HASIL BELAJAR SISWA Muhammad humaidin Guru IPA SMPN 14 Kota Bima Email :Muhammadhumaidinyahoo.co.id ABSTRAK Untuk melatih keterampilan social dan hasil belajar siswa masih rendah diperlukan model pembelajaran koperatif tipe two stay two stray yang bisa mengatasi masalah pendidikan ini, terutama keterampilan sosial siswa. Model pembelajaran kooperatif yang dimaksud harus memiliki syarat antara lain: dapat membuat siswa mampu mengkontruksi pengetahuan, membuat siswa mandiri dalam belajar, meningkatkan interaksi siswa, melatih siswa untuk mengkomunikasikan idenya. Dengan ciri-ciri yang dimiliki tersebut diharapkan model pembelajaran kooperatifakan dapat melatih hasil belajar serta keterampilan sosial berkomunikasi siswa.Tahapan dalam pembelajaran kooperatif tipe two stay-two stray adalah persiapan, presentasi guru, kegiatan kelompok, presentasi kelas dan evaluasi. Dengan penerapan pembelajaran kooperatif tipe Two stay-two stray mampu melatih keterampilan sosial dan hasil belajar siswa yaitu dengan cara memberikan suasana belajar diskusi yang menyenagkan, kesempatan kepada siswa untuk belajar aktif melakukan pertukaran informasi dan materi dengan sesama teman, menyampaikan jawaban dan pertanyaan terhadap permasalahan diskusi, serta menumbuhkan kerjasama dalam kelompok. Kata kunci : Model Kooperatif, Tipe Two Stay-two stray, keterampilan sosial, hasil belajar. ABSTRACT To train social skills and student learning outcomes are still low required type of cooperative learning model two stay two stray that could solve the problem of education, especially the social skills of students. Cooperative learning model in question must have the condition, among others: it can make students able to construct knowledge, make students independent in learning, increase student interaction, train students to communicate the idea. With the characteristics owned cooperative learning model is expected to be able to train the learning outcomes as well as social skills to communicate student. Stages in cooperative learning-two stay two stray is preparation, teacher presentations, group activities, class presentations and evaluations. With the implementation of cooperative learning Two stay-two stray able to train social skills and student learning outcomes in particular by providing learning atmosphere discussion menyenagkan, opportunities for students to learn actively exchange information and materials with peers, delivering answers and questions to the problems discussion and foster cooperation within the group. Keywords : Cooperative Model , Type Two Stay - two stray , social skills , learning outcomes . Surabaya, 23 Januari 2016