THE IMPLEMENTATION OF MASTERY LEARNING IN BAHASA INDONESIA The Implementation Of Mastery Learning In Bahasa Indonesia A Site Study At Vocational High School Wisudha Karya Kudus.
THE IMPLEMENTATION OF MASTERY LEARNING
IN BAHASA INDONESIA
A SITE STUDY
AT VOCATIONAL HIGH SCHOOL WISUDHA KARYA KUDUS
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
HUDLORI
Q 100 100 129
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof .Dr. Sutama, M.Pd.
First Consultant
Subject: Thesis of Hudlori
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of
Name
: Hudlori
Student number
: Q 100 100129
Department
: Educational Management
Title
: The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at SMK Wisudha Karya Kudus)
This thesis has been approved to be examined by the board of examiners of Graduate
School, Muhammadiyah University of Surakarta
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 4th, 2012
First Consultant,
Prof. Dr. Sutama, M.Pd.
ii
CONSULTANT NOTE
Dewi Candraningrum, M.Phi., Ph.D.
Second Consultant
Subject: Thesis of Hudlori
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of
Name
: Hudlori
Student number
: Q 100 100129
Department
: Educational Management
Title
: The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at VHS Wisudha Karya Kudus)
This thesis has been approved to be examined by the board of examiners of Graduate
School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 28th, 2012
Second Consultant,
Dewi Candraningrum,M.Phi.Ph.D.
iii
ADVISOR APPROVED
THE IMPLEMENTATION OF MASTERY LEARNING IN BAHASA INDONESIA
(A SITE STUDY AT VOCATIONAL HIGH SCHOOL WISUDA KARYA KUDUS)
Prepared by
HUDLORI
this thesis has been examined by the board of examiner on
March 27 th, 2012
and has been declared eligible
THE EXAMINER BOARD
Advisor I
Other Advisers
Prof. Dr. Sutama, M.Pd.
Prof. Dr. Abdul Ngalim, M.M.,M.Hum.
Advisor II
Dr. Phil. Dewi Candraningrum, M.Ed.
……………………………………..
Advisor III
……………………………………..
……………………………………..
Surakarta. April 7th, 2012
Muhammadiyah University of Surakarta
Graduate Program
Director,
Prof. Dr. Khudzaifah Dimyati
iv
TESTIMONY
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtain master degree of a university,
nor there are opinions or masterpieces which have been written or published by
others, except those the writing which are referred to the manuscripts mentioned in
bibliography.
Hence later, if it is proven that there are some untrue statements in this
testimony, I will hold fully responsibility.
Surakarta, February 28th, 2012
Writer,
Hudlori
v
MOTTO
Allah akan meninggikan orang-orang yang beriman di antara kamu dan
orang-orang yang berilmu pengetahuan beberapa derajat
(Al-Mujadalah: 11)
This research paper is dedicated to:
my beloved wife, Dra. Hj. Didit Sunarti
my lovely children ( Yasmin, Fajrul, Miftah, Nisa )
brothers, sisters, all my relatives,
and all of my dearest nice friends.
vi
ACKNOWLEDGMENT
Assalamualaikum warahmatullahi wabarakatuh
Alhamdulillahirrobil’alamin, praise and gratitude to the Most Merciful and
the Most Beneficient, Allah swt., for blessing the writer in accomplishing this
research paper entitled
The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at Vocational High School Wisudha Karya Kudus).
Praising is also given to the Messanger, our Prophet Muhammad SAW, peace be
upon him, a glorious person who gives his blessing in the future life.
The writer would like to express his deepest gratitude and appreciation to the
people who have ever helped him in finishing this research paper by support, advice,
and even the criticism.
1.
Prof.Dr. Bambang Setiaji, Rector of
Muhammadiyah University of Surakarta who
permitted him to conduct his thesis.
2.
Prof. Dr. Khudzaifah Dimyati, M.Hum., Director of Graduate School who has given
the permission to the writer finishes his thesis.
3.
Prof. Dr. Harsono, M.S., Head of Educational Management Department and , who has
given some suggestion patiently and wisely to the writer to complete the research paper.
4.
Prof. Dr.Sutama, M.Pd., as the first consultant who has given guidance and advice from
beginning up to the completion of this research paper.
5.
Dewi Candraningrum, M.Phi., Ph.D., as the second consultant who has also given
correction, advice, and guidance in finishing this research paper.
vii
6.
All Lecturers of Educational Management from whom the writer can enrich my
knowledge.
7.
Drs, Sudirman, principal of VHS Wisudha Karya Kudus, who had permitted him to
conduct research .
8.
Drs. Gawat Purwanto, Danang Irawan, S.Pd., and Fakhrudin, S.Pd are teachers of VHS
Wisudha Karya Kudus .
9.
The lifetime motivator, my wife and children for their everlasting effort for undeniable
love, affection, support, and pray that is always spoken every time.
10. Everyone who can not be mentioned one by one, thanks so much for the spirit and
support in finishing this research.
The writer realizes that this research paper is far from being perfect, in
order to make it better, the writer accepts advices and criticisms. Finally, the writer
wishes this research paper would be useful for readers.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 28th, 2012
Writer,
Hudlori
viii
ABSTRACT
Hudlori: Q 100 100 129. The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at VHS Wisudha Karya Kudus). Graduate School.
Muhammadiyah University of Surakarta. Thesis. 2012.
There are three objectives of the research as follows. First is to describe the
characteristics of mastery learning planning in Bahasa Indonesia. Second is to
describe the characteristics of mastery learning in Bahasa Indonesia. Third is to
describe the characteristics of the assessment of learning outputs in Bahasa
Indonesia.
It is descriptive qualitative research and ethnography design which describes the
implementation of mastery learning in Bahasa Indonesia. The data sources are
events, documents, and informants. Techniques used in data collection are in-depth
interview, documentation and observation. This research used data analysis
techniques within the site. The activities in data analysis are data reduction, data
display, and conclusion .
The research results show three components. (1) Planning of mastery learning
in Bahasa Indonesia include syllabus planning, establishment of MEC, and lesson
plan. The syllabus is adopted from guidebooks of SBC, reformulated and expanded
with character component. Setting MEC by taking the complexity of competence,
intake of students and carrying capacity. Lesson plan prepared based on Process
Standard. Module is composed for the students who follow non regular on the job
training (OJT). (2) The implementation of mastery learning in Bahasa Indonesia
refers to instructional design that includes preliminary, core, and closing. Preliminary
contains apperception, pretest, learning objectives and descriptions of activities. Core
activities include exploration, elaboration, and confirmation. Closing are conclusion,
feedback, and posttest. The module is used for the students who follow non regular
OJT. (3) The assessment includes accessing process and learning output use
continuous assessment. Pretest is used to diagnose student learning difficulties.
Posttest or formative test is to determine the completeness of competence. Students
who have not reached MEC, will take remedial test or teaching and who have
achieved mastery learning will be given enrichment. The assessment for the students
who follow non regular OJT will use the task assessment in industry and formative
test at school.
Keyword: implementation, mastery learning, bahasa Indonesia
ix
TABLE OF CONTENT
COVER ..............................................................................................................
i
CONSULTANTS NOTE ................................................................................... ii
ADVISOR APPROVED ……………………………………………………… iv
TESTIMONY....................................................................................................... v
MOTTO .............................................................................................................. vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ........................................................................................................... ix
TABLE OF CONTENT ....................................................................................... x
TABLE ............................................................................................................... xiii
FIGURES .......................................................................................................... xiv
ATTACHMENTS ............................................................................................. xv
CHAPTER I
INTRODUCTION............................................................. ....... 1
A. Background of Research ……………………………………………….. 1
B. Research Focus ………………………………………………………… .. 3
C. Research Objectives……………………………………………………….. 3
D. Benefits of Research…………………………………………………..…. 4
CHAPTER II THEORY ............................................................................ ........ 5
A. Theory Study
1. The Concept of Mastery Learning …………………………………… 5
x
2. The Planning of Mastery Learning ……………………………........ 6
3. The Implementation of Mastery Learning ………………………….. 10
4. The Assessment of Learning Outputs of Mastery Learning ……….. 13
B. Literature Review ………………………………………………………. 17
CHAPTER III RESEARCH METHODS ……………………………………. 24
A. Type and Design of Research ………………………………………........ 24
B. Research Sites ……………………………………………………………. 25
C. The presence of Researchers …………………………………………….. 25
D. Data, Data Sources, and The Interviewee ……………………………….. 26
E. Data Collection Techniques ……………………………………………... 27
F. Data Analysis Techniques ……………………………………………….. 28
G. Validity of Data ………………………………………………………….. 30
CHAPTER IV DATA DESCRIPTION AND FINDING ………………….. 32
A. Data Description ……………………………………………………….. 32
1. Characteristics of Mastery Learning Plan in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………… 32
2. Characteristics of Mastery Learning in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………… 37
3. Characteristics of Learning Outputs Assessment
of Mastery Learning in Bahasa Indonesia…………………………….. 42
B. Finding
….. …………………………………………………. ……….. 46
xi
CHAPTER V DISCUSSION AND PROPOSITION ……………………….. . 52
A. Discussion …………………………………………………………….... 52
1. Characteristics of Mastery Learning Plan in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………... 52
2. Characteristics of Mastery Learning in Bahasa Indonesia
at VHS Wisudha Karya Kudus …………………………………….. 55
3. Characteristics of Learning Outputs Assessment
of Mastery Learning in Bahasa Indonesia ………………………… 60
B. Proposition ……………………………………………………………… 61
CHAPTER VI CONCLUSION ……………………………………………… 63
A. Conclusions………………………………………………………………. 63
B. Implications …………………………………………………………….... 64
C. Advices …………………………………………………………………… 65
REFERENCES ………………………………………………………. …….
66
ATTACHMENTS ……………………………………………………………… 69
xii
TABLE
Distribution of student score in school and national exam ……………….....
xiii
45
FIGURES
1. Component of data analysis: interactive model……………………………… 29
2. Diagram of the national examination graduation …………………………….. 46
xiv
ATTACHMENTS
1. Letter of Research Permission
2. Letter of Research Remark
3. Syllabus
4. Minimum Exhaustiveness Criteria (MEC).
5. Lesson plan
6. Lattice and exercises test
7. Program of remedial test or teaching and enrichment
8. List of students score
9. Report of National Examination Result
10. Photos of the students activities in learning
xv
IN BAHASA INDONESIA
A SITE STUDY
AT VOCATIONAL HIGH SCHOOL WISUDHA KARYA KUDUS
THESIS
Submitted as a Partial Fulfillment of the Requirements
for Getting Master Degree of Education
in Educational Management Department
by
HUDLORI
Q 100 100 129
GRADUATE SCHOOL
MUHAMMADIYAH UNIVERSITY OF SURAKARTA
2012
i
CONSULTANT NOTE
Prof .Dr. Sutama, M.Pd.
First Consultant
Subject: Thesis of Hudlori
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of
Name
: Hudlori
Student number
: Q 100 100129
Department
: Educational Management
Title
: The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at SMK Wisudha Karya Kudus)
This thesis has been approved to be examined by the board of examiners of Graduate
School, Muhammadiyah University of Surakarta
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 4th, 2012
First Consultant,
Prof. Dr. Sutama, M.Pd.
ii
CONSULTANT NOTE
Dewi Candraningrum, M.Phi., Ph.D.
Second Consultant
Subject: Thesis of Hudlori
To
: The Director of Graduate School
Muhammadiyah University of Surakarta
Assalamualaikum warahmatullahi wabarakatuh.
After reading and giving suggestion to the thesis of
Name
: Hudlori
Student number
: Q 100 100129
Department
: Educational Management
Title
: The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at VHS Wisudha Karya Kudus)
This thesis has been approved to be examined by the board of examiners of Graduate
School, Muhammadiyah University of Surakarta.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 28th, 2012
Second Consultant,
Dewi Candraningrum,M.Phi.Ph.D.
iii
ADVISOR APPROVED
THE IMPLEMENTATION OF MASTERY LEARNING IN BAHASA INDONESIA
(A SITE STUDY AT VOCATIONAL HIGH SCHOOL WISUDA KARYA KUDUS)
Prepared by
HUDLORI
this thesis has been examined by the board of examiner on
March 27 th, 2012
and has been declared eligible
THE EXAMINER BOARD
Advisor I
Other Advisers
Prof. Dr. Sutama, M.Pd.
Prof. Dr. Abdul Ngalim, M.M.,M.Hum.
Advisor II
Dr. Phil. Dewi Candraningrum, M.Ed.
……………………………………..
Advisor III
……………………………………..
……………………………………..
Surakarta. April 7th, 2012
Muhammadiyah University of Surakarta
Graduate Program
Director,
Prof. Dr. Khudzaifah Dimyati
iv
TESTIMONY
Herewith, I testify that in this research paper there is no plagiarism of the
previous literary work which has been raised to obtain master degree of a university,
nor there are opinions or masterpieces which have been written or published by
others, except those the writing which are referred to the manuscripts mentioned in
bibliography.
Hence later, if it is proven that there are some untrue statements in this
testimony, I will hold fully responsibility.
Surakarta, February 28th, 2012
Writer,
Hudlori
v
MOTTO
Allah akan meninggikan orang-orang yang beriman di antara kamu dan
orang-orang yang berilmu pengetahuan beberapa derajat
(Al-Mujadalah: 11)
This research paper is dedicated to:
my beloved wife, Dra. Hj. Didit Sunarti
my lovely children ( Yasmin, Fajrul, Miftah, Nisa )
brothers, sisters, all my relatives,
and all of my dearest nice friends.
vi
ACKNOWLEDGMENT
Assalamualaikum warahmatullahi wabarakatuh
Alhamdulillahirrobil’alamin, praise and gratitude to the Most Merciful and
the Most Beneficient, Allah swt., for blessing the writer in accomplishing this
research paper entitled
The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at Vocational High School Wisudha Karya Kudus).
Praising is also given to the Messanger, our Prophet Muhammad SAW, peace be
upon him, a glorious person who gives his blessing in the future life.
The writer would like to express his deepest gratitude and appreciation to the
people who have ever helped him in finishing this research paper by support, advice,
and even the criticism.
1.
Prof.Dr. Bambang Setiaji, Rector of
Muhammadiyah University of Surakarta who
permitted him to conduct his thesis.
2.
Prof. Dr. Khudzaifah Dimyati, M.Hum., Director of Graduate School who has given
the permission to the writer finishes his thesis.
3.
Prof. Dr. Harsono, M.S., Head of Educational Management Department and , who has
given some suggestion patiently and wisely to the writer to complete the research paper.
4.
Prof. Dr.Sutama, M.Pd., as the first consultant who has given guidance and advice from
beginning up to the completion of this research paper.
5.
Dewi Candraningrum, M.Phi., Ph.D., as the second consultant who has also given
correction, advice, and guidance in finishing this research paper.
vii
6.
All Lecturers of Educational Management from whom the writer can enrich my
knowledge.
7.
Drs, Sudirman, principal of VHS Wisudha Karya Kudus, who had permitted him to
conduct research .
8.
Drs. Gawat Purwanto, Danang Irawan, S.Pd., and Fakhrudin, S.Pd are teachers of VHS
Wisudha Karya Kudus .
9.
The lifetime motivator, my wife and children for their everlasting effort for undeniable
love, affection, support, and pray that is always spoken every time.
10. Everyone who can not be mentioned one by one, thanks so much for the spirit and
support in finishing this research.
The writer realizes that this research paper is far from being perfect, in
order to make it better, the writer accepts advices and criticisms. Finally, the writer
wishes this research paper would be useful for readers.
Wassalamualaikum warahmatullahi wabarakatuh.
Surakarta, February 28th, 2012
Writer,
Hudlori
viii
ABSTRACT
Hudlori: Q 100 100 129. The Implementation of Mastery Learning in Bahasa
Indonesia (A Site Study at VHS Wisudha Karya Kudus). Graduate School.
Muhammadiyah University of Surakarta. Thesis. 2012.
There are three objectives of the research as follows. First is to describe the
characteristics of mastery learning planning in Bahasa Indonesia. Second is to
describe the characteristics of mastery learning in Bahasa Indonesia. Third is to
describe the characteristics of the assessment of learning outputs in Bahasa
Indonesia.
It is descriptive qualitative research and ethnography design which describes the
implementation of mastery learning in Bahasa Indonesia. The data sources are
events, documents, and informants. Techniques used in data collection are in-depth
interview, documentation and observation. This research used data analysis
techniques within the site. The activities in data analysis are data reduction, data
display, and conclusion .
The research results show three components. (1) Planning of mastery learning
in Bahasa Indonesia include syllabus planning, establishment of MEC, and lesson
plan. The syllabus is adopted from guidebooks of SBC, reformulated and expanded
with character component. Setting MEC by taking the complexity of competence,
intake of students and carrying capacity. Lesson plan prepared based on Process
Standard. Module is composed for the students who follow non regular on the job
training (OJT). (2) The implementation of mastery learning in Bahasa Indonesia
refers to instructional design that includes preliminary, core, and closing. Preliminary
contains apperception, pretest, learning objectives and descriptions of activities. Core
activities include exploration, elaboration, and confirmation. Closing are conclusion,
feedback, and posttest. The module is used for the students who follow non regular
OJT. (3) The assessment includes accessing process and learning output use
continuous assessment. Pretest is used to diagnose student learning difficulties.
Posttest or formative test is to determine the completeness of competence. Students
who have not reached MEC, will take remedial test or teaching and who have
achieved mastery learning will be given enrichment. The assessment for the students
who follow non regular OJT will use the task assessment in industry and formative
test at school.
Keyword: implementation, mastery learning, bahasa Indonesia
ix
TABLE OF CONTENT
COVER ..............................................................................................................
i
CONSULTANTS NOTE ................................................................................... ii
ADVISOR APPROVED ……………………………………………………… iv
TESTIMONY....................................................................................................... v
MOTTO .............................................................................................................. vi
ACKNOWLEDGMENT ................................................................................... vii
ABSTRACT ........................................................................................................... ix
TABLE OF CONTENT ....................................................................................... x
TABLE ............................................................................................................... xiii
FIGURES .......................................................................................................... xiv
ATTACHMENTS ............................................................................................. xv
CHAPTER I
INTRODUCTION............................................................. ....... 1
A. Background of Research ……………………………………………….. 1
B. Research Focus ………………………………………………………… .. 3
C. Research Objectives……………………………………………………….. 3
D. Benefits of Research…………………………………………………..…. 4
CHAPTER II THEORY ............................................................................ ........ 5
A. Theory Study
1. The Concept of Mastery Learning …………………………………… 5
x
2. The Planning of Mastery Learning ……………………………........ 6
3. The Implementation of Mastery Learning ………………………….. 10
4. The Assessment of Learning Outputs of Mastery Learning ……….. 13
B. Literature Review ………………………………………………………. 17
CHAPTER III RESEARCH METHODS ……………………………………. 24
A. Type and Design of Research ………………………………………........ 24
B. Research Sites ……………………………………………………………. 25
C. The presence of Researchers …………………………………………….. 25
D. Data, Data Sources, and The Interviewee ……………………………….. 26
E. Data Collection Techniques ……………………………………………... 27
F. Data Analysis Techniques ……………………………………………….. 28
G. Validity of Data ………………………………………………………….. 30
CHAPTER IV DATA DESCRIPTION AND FINDING ………………….. 32
A. Data Description ……………………………………………………….. 32
1. Characteristics of Mastery Learning Plan in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………… 32
2. Characteristics of Mastery Learning in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………… 37
3. Characteristics of Learning Outputs Assessment
of Mastery Learning in Bahasa Indonesia…………………………….. 42
B. Finding
….. …………………………………………………. ……….. 46
xi
CHAPTER V DISCUSSION AND PROPOSITION ……………………….. . 52
A. Discussion …………………………………………………………….... 52
1. Characteristics of Mastery Learning Plan in Bahasa Indonesia
at VHS Wisudha Karya Kudus ……………………………………... 52
2. Characteristics of Mastery Learning in Bahasa Indonesia
at VHS Wisudha Karya Kudus …………………………………….. 55
3. Characteristics of Learning Outputs Assessment
of Mastery Learning in Bahasa Indonesia ………………………… 60
B. Proposition ……………………………………………………………… 61
CHAPTER VI CONCLUSION ……………………………………………… 63
A. Conclusions………………………………………………………………. 63
B. Implications …………………………………………………………….... 64
C. Advices …………………………………………………………………… 65
REFERENCES ………………………………………………………. …….
66
ATTACHMENTS ……………………………………………………………… 69
xii
TABLE
Distribution of student score in school and national exam ……………….....
xiii
45
FIGURES
1. Component of data analysis: interactive model……………………………… 29
2. Diagram of the national examination graduation …………………………….. 46
xiv
ATTACHMENTS
1. Letter of Research Permission
2. Letter of Research Remark
3. Syllabus
4. Minimum Exhaustiveness Criteria (MEC).
5. Lesson plan
6. Lattice and exercises test
7. Program of remedial test or teaching and enrichment
8. List of students score
9. Report of National Examination Result
10. Photos of the students activities in learning
xv