Kumpulan Abstrak Tesis
Semester Gasal 2009/2010
Pendidikan Geografi (GEO)
180 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010
Program Studi MATSD S2 181
Upaya Meningkatkan Hasil Belajar Mahasiswa Geografi FMIPA UNM Melalui Penerapan
Metode Pemberian Tugas Untuk Analisis data Kependudukan
Erman Syarif
Erman Syarif. 2009. Upaya Meningkatkan Hasil Belajar Mahasiswa Geografi FMIPA UNM Melalui Penerapan Metode Pemberian Tugas Untuk Analisis data Kependudukan. Thesis, Jurusan Pendidikan
Geografi, Program Pascasarjana Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. Edy
Purwanto. M.Pd (2) Dr. Agus Suryantoro. M.Si
Abstrak
Penerapan metode pemberian tugas secara individu analisis data kependudukan bagi mahasiswa
program studi pendidikan geografi dilatar- belakangi oleh permasalahan: (1) hasil belajar mahasiswa pada
matakuliah geografi penduduk/demografi tergolong rendah rata-rata untuk angkatan 2005 1,77 dengan
rincian nilai A=5%, nilai B=17%, nilai C=41%, nilai D=25%, dan nilai E=12%, dan rata-rata untuk angkatan
2006 1,57 dengan rincian nilai B=10%, nilai C=67%, nilai D=4%, dan nilai E=19%, (2) motivasi dan
aktivitas belajar mahasiswa pada saat pembelajaran rendah, (3) beberapa tugas atau latihan, baik di dalam
kelas maupun di rumah tidak diperiksa dan dinilai oleh dosen, sehingga mereka kurang berminat dan
termotivasi, dan (4) beberapa dosen dalam proses pembelajaran hanya menerapkan metode ceramah, tanya
jawab, dan diskusi.
Masalah dalam penelitian ini yakni, apakah penerapan metode pemberian tugas secara individu
analisis data kependudukan matakuliah geografi penduduk/demografi dapat meningkatkan hasil belajar
mahasiswa geografi. Penelitian ini bertujuan untuk meningkatkan hasil belajar mahasiswa Jurusan Geografi
FMIPA UNM melalui penerapan metode pemberian tugas secara individu analisis data kependudukan.
Penelitian ini dirancang dengan Penelitian Tindakan Kelas, yang disusun dalam satuan siklus meliputi: (1)
perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi.
Hasil penelitian menunjukkan bahwa hasil belajar mahasiwa melalui penerapan metode pemberian
tugas analisis data kependudukan mengalami peningkatan dari siklus I pertemuan I ke siklus I pertemuan II
sebesar 4,62%, menuju ke siklus II pertemuan I meningkat sebesar 4,39%, menuju ke siklus II pertemuan II
meningkat sebesar 11,50%. Hasil belajar mahasiswa pada siklus I memiliki rata-rata 76,41 dan pada siklus II
memiliki rata-rata 86,25 maka diperoleh selisih tingkat keberhasilan untuk hasil belajar sebesar 9,84. Hasil
perhitungan yang telah dilakukan menunjukkan hasil persentase keberhasilan sebesar 12,88%.
Berdasarkan hasil pembahasan, disimpulkan bahwa ada peningkatan hasil belajar mahasiswa
melalui penerapan metode pemberian tugas secara individu analisis data kependudukan. Penerapan metode
pemberian tugas secara individu tersebut dapat merangsang pola pikir mahasiswa, sehingga berdampak pada
hasil belajar mereka. Oleh sebab itu disarankan bagi dosen: (1) agar perolehan hasil belajar mahasiswa
meningkat sebaiknya temuan penelitian ini dapat digunakan sebagai acuan untuk memperbaiki proses
pembelajaran dengan menerapkan metode pemberian tugas, dan (2) Perlu adanya pengelolaan kelas yang
lebih baik terutama dalam mengatasi mahasiswa yang sering membuat ramai dan gaduh dalam proses
pembelajaran, sehingga pelaksanaan kegiatan pembelajaran dapat berjalan dengan baik dan lancar.
Kata kunci: pemberian tugas secara individu, hasil belajar
The Effort of Improving Geography Students’ Learning Result of Science Department of
UNM through The Implementation of Task-Giving Method of Analyzing Demographic Data
Erman Syarif
Erman Syarif. 2009. The Effort of Improving Geography Students’ Learning Result of Science Department of
UNM through The Implementation of Task-Giving Method of Analyzing Demographic Data. Thesis,
Geography Education Department Post Graduate Program Malang State University. Adviser: (1)
Prof. Dr. Edy Purwanto M.Pd., (2). Dr. Agus Suryantoro, M.Si.
Abstract
The implementation of giving task individually of analyzing demographic data to the students of
geographic education department was based on problems; they are: (1) the learning result of the students on
181
182 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010
demographic geography subject was considered low, the average learning result of 2005 students was 1,77
which included those who got A=5%, B=17%, C=41%, D=25% and E=12% while the average learning result
of 2006 students was 1,57 which included the distribution of the scores as follow: B=10%, C=67%, D=4%,
and E=19%, (2) the low motivation and learning activities of the students during instruction (3) several
assignments and practices for class activity or homework were rarely checked and scored by the lectures;
therefore, the students had less interest and became less motivated and (4) there were few lectures in
instruction process who only implemented methods such as lecturing, question and answer, and discussion.
The research problem was whether or not the implementation of task-giving method of analyzing
demographic data can improve the learning result of the students of geographic department. The research
aimed at improving geography students learning result of mathematic and science department of UNM by the
implementation of task-giving method of analyzing demographic data. The research was designed as
classroom action research which was implemented in cycles consisting of: (1) planning, (2) implementing,
(3) observing, and (4) reflecting.
The result showed that the students’ learning result increased through the implementation of taskgiving method of analyzing demographic data. The improvement started from the first meeting until the
second meeting of cycle I which reached 4.62%, furthermore, the improvement reached 4,39%, during the
first meeting in Cycle II and it reached 11,50%, in the second meeting of cycle II. Moreover the students
learning result in cycle I had an average score of 76,41 and it reached the average score of 86,25 in cycle II
thus it was drawn 9.84 as the point of improvement difference. The result of computation also indicated that
the percentage of success reached 12.88%.
Based on the result of discussion, it was concluded that there was an increasing of the students’
learning result through the implementation of task-giving method of analyzing demographic data which was
given individually. The implementation of this method could stimulate the students reasoning skill so that it
influenced their learning result. Therefore there were several suggestions for the lectures: (1) in order to
improve the students learning result, the lectures should use the finding of this study as reference to fix up the
instruction process by implementing task giving method, and (2) it is necessary to have better classroom
management especially in terms of handling the students who are often noisy and problematic within
instruction process so that the implementation of learning activities can be done well and smoothly.
Keywords: giving task individually, learning result
Identifikasi Kesulitan yang Ditemui Guru dalam Pembelajaran Geografi Berdasarkan
Kurikulum Tingkat Satuan Pendidikan (KTSP) pada SMP Negeri Se-Kabupaten Gowa
Haslita Rahmawati Hasan
Haslita Rahmawati Hasan. 2009. Identifikasi Kesulitan yang Ditemui Guru dalam Pembelajaran Geografi
Berdasarkan Kurikulum Tingkat Satuan Pendidikan (KTSP) pada SMP Negeri Se-Kabupaten Gowa.
Tesis, Jurusan Pendidikan Geografi, Program Pascasarjana Universitas Negeri Malang. Pembimbing: (1) Prof. Dr. H. Ach. Fatchan, M.Pd., M.Si., (2) Prof Dr. Edy Purwanto, M.Pd.
Abstrak
Sukses tidaknya implementasikan kurikulum sangat dipengaruhi oleh kemampuan guru yang akan
menerapkan dan mengaktualisasikan kurikulum tersebut dalam pembelajaran. Kemampuan guru tersebut
terutama berkaitan dengan pengetahuan dan pemahaman mereka terhadap implementasi kurikulum, serta
tugas yang dibebankan padanya. Tidak jarang kegagalan implementasi kurikulum di sekolah disebabkan
kurangnya pemahaman guru terhadap tugas-tugas yang harus dilaksanakannya. Penyebab terjadinya kesulitan
guru dalam pembelajaran geografi dikarenakan: (1) proses sosialisasi kurikulum yang berlaku belum
dilaksanakan secara menyeluruh; (2) pembinaan dan pengembangan terhadap sumber daya guru belum
memadai, akibatnya pemahaman dan penafsiran mengenai KTSP sangat terbatas; dan (3) masih dijumpai
disparitas fasilitas pendidikan antar sekolah, hal ini tentunya akan menghambat keterlaksanaan implementasi
KTSP, karena KTSP lebih berorientasi pada kemampuan praktik (skill) daripada segala teori dan konsep
pengetahuan.
Kenyataan ini mengakibatkan pembelajaran yang dilaksanakan masih bersifat konvensional, di
mana keterlibatan guru dalam menanamkan konsep pembelajaran masih sangat diperlukan. Akibatnya,
dominasi guru dalam pembelajaran tidak dapat dihindari guna mencapai tingkat kompetensi yang diharapkan.
Metode ceramah tetap menjadi pilihan, sehingga pembelajaran yang berpusat pada siswa. Hal ini
Program Studi MATSD S2 183
mengakibatkan fungsi guru sebagai fasilitator dan motivator dalam mengawasi, membimbing serta
mengarahkan pemahaman siswa terhadap suatu konsep pembelajaran tidak dapat terlaksana secara optimal.
Dengan adanya KTSP diharapkan celah kelemahan dan kekurangan yang terdapat dalam kurikulum
sebelumnya bisa diperbaiki, baik pada tatanan perencanaan, pelaksanaan, maupun evaluasi.
Penelitian deskriptif ini bertujuan mengidentifikasi dan memperoleh gambaran tentang kesulitan
yang dialami para guru dalam pelaksanaan KTSP yang mencakup perencanaan, pelaksanaan, dan evaluasi
pembelajaran. Subjek dalam penelitian ini adalah guru geografi di SMP Negeri se-Kabupaten Gowa.
Instrumen yang digunakan dalam penelitian ini adalah angket dengan validitas 98%. Teknik analisis data
yang digunakan adalah mendeskripsikan tiap deskriptor, indikator, dan sub variabel dalam instrumen
penelitian yang dibandingkan dengan skor rata-rata harapan.
Hasil penelitian menunjukkan bahwa guru geografi di SMP Negeri Se-Kabupaten Gowa mengalami
kesulitan dengan kualifikasi sedang dalam melaksanakan KTSP yang mencakup perencanaan pembelajaran
mengalami kesulitan sebesar 66,21%, pelaksanaan pembelajaran mengalami kesulitan sebesar 77,40%, dan
evaluasi pembelajaran mengalami kesulitan sebesar 67,89%. Kurangnya persiapan dalam menyiapkan materi
dan skenario pembelajaran (perangkat pembelajaran/RPP), serta pengalokasian waktu dalam perencanaan
pembelajaran; kurangnya waktu dan sarana prasarana dalam menerapkan metode pembelajaran pada
pelaksanaan pembelajaran; juga dalam melaksanakan evaluasi guru sulit menyusun instrumen penilaian
terutama tes tertulis. Hal tersebut mengakibatkan para guru mengalami kesulitan dalam melaksanakan KTSP.
Berdasarkan hasil penelitian, disimpulkan bahwa penyebab kesulitan yang dialami guru SMP Negeri
se-Kabupaten Gowa dalam melaksanakan KTSP selama proses pembelajaran yang mendominasi adalah
waktu yang kurang memadai, sehingga para guru mengalami kesulitan dalam perencanaan proses
pembelajaran yang berimbas pada pelaksanaan pembelajaran dan juga evaluasinya. Untuk memaksimalkan
pelaksanaan KTSP hendaknya dikembangkan secara sinergis antara siswa, guru, dan sekolah. Oleh sebab itu,
disarankan bagi guru untuk meningkatkan pemahaman tentang Kurikulum Tingkat Satuan Pendidikan
(KTSP), meningkatkan kemampuan dalam mengajar sehingga terciptanya suasana yang lebih kondusif dalam
proses pembelajaran. Karena adanya beberapa guru yang belum mengadakan program remedial, pengayaan,
maupun evaluasi program, diharapkan agar para guru melaksanakannya sesuai dengan ketentuan sekolah,
serta mengingat adanya keterbatasan waktu, maka diharapkan para guru mau membuat hand out untuk siswa,
dan lebih banyak memberikan tugas rumah pada siswa.
Kata kunci: kesulitan guru, pembelajaran geografi, kurikulum tingkat satuan pendidikan.
Difficulty Identification Found by Teachers in Geographic Instruction Based on KTSP
Curriculum in State Junior High Schools In Gowa Regency
Haslita Rahmawati Hasan
Haslita Rahmawati Hasan. 2009. Difficulty Identification Found by Teachers in Geographic Instruction
Based on KTSP Curriculum in State Junior High Schools In Gowa Regency. Thesis, Geographic
Education Departement, Graduate Program of State University of Malang. Advisors: (1) Prof. Dr. H.
Ach. Fatchan, M.Pd., M.Si., (2) Prof. Dr. Edy Purwanto, M.Pd.
Abstract
The success or the failure of curriculum implementation was greatly influenced by teachers’ ability,
in which they were going to apply and actualize the curriculum within instruction. The teachers’ ability was
specificallys related to their knowledge and conceptualization of the curriculum, and the duties given to
them. Sometimes, the failure of curriculum implementation at school was caused by the lack of teachers’
understanding toward their duties that should have been carried on. The causes which resulted in difficulties
faced by the teachers in geographic instruction were: (1) the process of curriculum socialization had not done
thoroughly; (2) supervising and developing toward teachers’ resources had not been satisfying; and (3) there
were so many disparities of facilities found among schools; this, undoubtedly, would halt the implementation
of KTSP because KTSP tended to focus on skills rather than theories and knowledge concepts.
This reality resulted that the carried on instruction activities became conventional, in which
teachers’ involvement in grounding the concept within instruction was importantly needed. As a
consequence, the teachers’ domination within the instruction could not be avoided anymore in order to reach
the degree of the expected competence. Lecturing method still became a choice so that the instruction was
not students’ centered. This condition resulted that the condition in which the teacher function as a facilitator
184 KUMPULAN ABSTRAK TESIS & DISERTASI 2009/2010
and a motivator in supervising, guiding and directing students’ understanding toward certain concept of
learning did not run optimally. By the existence of KTSP, it was expected that the weakness and the
deficiency of the previous curriculum could be improved, as in planning, implementation, and evaluation.
This descriptive study aimed at identifying and getting description about difficulties experienced by
the teachers in carrying on KTSP including planning, implementation, and evaluation of the instruction. The
subjects of the study were the geographic teachers of state junior high schools in entire Gowa Regency. The
instrumentation used in the study was questionnaires with 98 percent validity. Data analyzing technique used
was describing each descriptor, indicator, and sub-variable within research instrument which was then
compared with the expected average score.
The result of the study showed that the geographic teachers of state junior high schools in entire
Gowa regency experienced difficulties classified as moderate in implementing KTSP including planning the
instruction 66.21%, implementing the instruction 77.40%, and evaluating the instruction 67.89%.The lack of
awareness in preparing materials and instructional scenario (instructional stuff and lesson plan), allocating
time for instructional planning, the lack of time and facilities in implementing the instructional method within
teaching and learning activities and also evaluating in which the teachers faced difficulties in designing
scoring instrument especially for written test had already been the causes of their difficulties in implementing
KTSP.
Based on the result of the study, it could be concluded that the major cause of difficulties
experienced by the geographic teachers of state junior high schools in entire Gowa region in implementing
KTSP within instructional process was the limited time so that the teachers faced difficulties in planning the
instructional process which affected toward the implementation of the instruction and also the evaluation. In
order to maximize the implementation of KTSP, it was necessary to develop the aspects including students,
teachers, and the schools synergically. Therefore, it was suggested for the teachers to improve their
understanding about KTSP curriculum, develop the ability which resulted in more conducive condition in
instruction process. Since there were many teachers who had not carried on remedial, enrichment and also
evaluation program, it was expected that they carried them all according to the rules that had been required
by the schools; moreover, in considering the limitation of time, it was hoped that the teachers made hand outs
for the students, and gave them more homework.
Key words: teachers’ difficulty, geographic instruction, KTSP