Oleh
DWI SETYORINI
NIM 201133249
SKRIPSI
Oleh
DWI SETYORINI
NIM 201133249
iii
MOTTO DAN PERSEMBAHAN
MOTTO
Kebanyakan dari kita tidak mensyukuri apa yang sudah kita miliki, tetapi kita
(Schopenhauer)
“Jadilah pengajar dan janganlah (hindarilah) menjadi orang yang kejam, karena
pengajar itu lebih baik daripada orang yang kejam (berbuat kekerasan)”
(H. R Bukhari)
PERSEMBAHAN
dan inspirasiku.
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v
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KATA PENGANTAR
Ngepungrojo 02 Pati” dengan lancar guna memenuhi salah satu persyaratan dalam
pihak, peneliti tidak mampu menyelesaikan skripsi ini dengan baik. Oleh karena
1. Dr. Slamet Utomo, M.Pd., Dekan FKIP Universitas Muria Kudus yang telah
2. Dr. Murtono, M.Pd., Kaprodi PGSD, FKIP Universitas Muria Kudus, yang
3. Dr. Sri Utaminingsih, M.Pd., dan Henry Suryo Bintoro, M.Pd., dosen
4. Seluruh dosen Program Studi PGSD FKIP Universitas Muria Kudus yang
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6. Edi Santoso, S.Pd., guru kelas IV SD Ngepungrojo 02 Pati yang telah
7. Siswa-siswi kelas IV, seluruh guru dan staf SD Ngepungrojo 02 Pati yang
pelaksanaan penelitian.
Disertai doa semoga Allah SWT menerima semua yang mereka berikan
sebagai amal ibadah. Besar harapan peneliti semoga skripsi ini dapat bermanfaat
Dwi Setyorini
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ABSTRACT
The aim of the reseacrcher are to (1) describe teacher’s skill mathematic
learning fractions materials in the fourth grade students of SD Ngepungrojo 02
Pati by applying problem based learning, (2) improve mathematics’ result
fractions materials in the fourth grade students of SD Ngepungrojo 02 Pati by
applying problem based learning.
Problem based learning is the model of learning which is before the students
faced by authentic problem, the next the students looking for information to
arrange that problem in order to find the explanation and alternative solutions
problem solving. Action hypothesis of this research is application of problem
based learning to improve of mathematics’ result and teacher’s skill in learning
mathematic in the fourth grade students of SD Ngepungrojo 02 Pati.
This action research conducted in fourth grade of SD Ngepungrojo 02 Pati
with subject researcher as teacher and 23 students. Available two cycles in this
research, each cycle consist of four stages: planning, implementation, observation,
and reflection. The techniques of data collecting are observation, interview,
document, and test. Instrument in this research are observation sheet, interview
guiding, and essay test. Data analysis that used is quantitative and qualitative data.
Result of this research shows that cognitive mathematics’ result at fractions
materials increases between cycle I (73,92%), and cycle II (91,30%), it supported
by affective mathematics’ result cycle I 72,50% (good) become 83,04%
(excellent) cycle II, and psychomotoric mathematics’ result cycle I 71,58% (good)
become 83,77% (excellent) cycle II. Teacher’s skill with applying problem based
learning increase in cycle I 78% (good) become 90,50% (excellent) cycle II. It
shows that application problem based learning to increase mathematics learning
fractions materials in the fourth grade students of SD Ngepungrojo 02 Pati.
Based on the result of classroom action research that have done in the fourth
grade students of SD Ngepungrojo 02 Pati concludes that application of problem
based learning can increase mathematics learning fractions materials in the fourth
grade students of SD Ngepungrojo 02 Pati. Based on applying problem based
learning model, teacher should gives problem with students’ experience so easly
to understand. The future researcher are expected can arrange good planning so
the result be optimal.
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ABSTRAK
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DAFTAR ISI
Halaman
SAMPUL. ....................................................................................................... i
LOGO.............................................................................................................. ii
JUDUL ............................................................................................................ iii
MOTTO DAN PERSEMBAHAN................................................................. iv
PERSETUJUAN PEMBIMBING ................................................................ v
PENGESAHAN PENGUJI ........................................................................... vi
KATA PENGANTAR.................................................................................... vii
ABSTRACT ..................................................................................................... ix
ABSTRAK ...................................................................................................... x
DAFTAR ISI................................................................................................... xi
DAFTAR TABEL .......................................................................................... xiv
DAFTAR GAMBAR...................................................................................... xv
DAFTAR LAMPIRAN .................................................................................. xviii
BAB I PENDAHULUAN............................................................................... 1
2.1.3 Pembelajaran............................................................................. 24
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2.2 Penelitian yang Relevan..................................................................... 46
4.1 Prasiklus............................................................................................. 78
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DAFTAR PUSTAKA ..................................................................................... 140
LAMPIRAN.................................................................................................... 143
PERNYATAAN.............................................................................................. 320
DAFTAR RIWAYAT HIDUP ...................................................................... 321
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DAFTAR TABEL
Tabel Halaman
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DAFTAR GAMBAR
Gambar Halaman
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4.10 Tahap 3 Membimbing Proses Investigasi/Penyelidikan secara
Kelompok Siklus I Pertemuan II ............................................................ 89
4.17 Tahap 1 Orientasi Siswa pada Masalah Siklus II Pertemuan I............... 103
4.18 Tahap 2 Mengorganisasi Siswa untuk Belajar Siklus II Pertemuan I .... 103
4.22 Tahap 1 Orientasi Siswa pada Masalah Siklus II Pertemuan II.............. 107
4.23 Tahap 2 Mengorganisasi Siswa untuk Belajar Siklus II Pertemuan II ... 108
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4.28 Diagram Persentase Ketuntasan Klasikal Hasil Belajar Ranah Kognitif
Siklus II................................................................................................... 112
4.29 Diagram Perbandingan Hasil Belajar Ranah Afektif Siklus II............... 114
4.30 Diagram Perbandingan Hasil Belajar Ranah Psikomotorik Siklus II..... 115
4.32 Diagram Perbandingan Hasil Belajar Siklus I dan Siklus II................... 117
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DAFTAR LAMPIRAN
Lampiran Halaman
A. Prasiklus
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21. Pedoman Penskoran Soal Evaluasi Siklus I.............................................. 177
B. Siklus I
26. Daftar Nama Kelompok Kelas IV SD Ngepungrojo 02 Pati Siklus I....... 186
33. Lembar Observasi Keterampilan Mengajar Guru (Pertemuan II) ............ 227
38. Lembar Observasi Penilaian Ranah Afektif (Pertemuan II) ..................... 237
42. Lembar Observasi Penilaian Ranah Psikomotorik (Pertemuan II) ........... 244
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43. Hasil Observasi Penilaian Ranah Psikomotorik Siklus I .......................... 246
C. Siklus II
52. Lembar Observasi Keterampilan Mengajar Guru (Pertemuan II) ............ 285
56. Lembar Observasi Penilaian Ranah Afektif (Pertemuan II) ..................... 293
59. Lembar Observasi Penilaian Ranah Psikomotorik (Pertemuan II) ........... 298
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64. Daftar Hadir Siswa Kelas IV SD Ngepungrojo 02 Pati ............................ 304
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