Hubungan Hasil Belajar Dengan Positive Interdependence Pada Implementasi Model Peer-Assisted Learning Strategies

Pengembangan sikap menjadi faktor penting yang perlu dikembangkan melalui penerapan kurikulum 2013. Hal ini menjadi pertimbangan guru dalam menerapkan metode pembelajaran yang mampu mengembangkan sikap sehingga bermuara pada hasil belajar yang baik. Model Peer Assisted Learning Strategies merupakan salah satu model pembelajaran kooperatif yang dapat diterapkan ke siswa untuk melatih sikap positif mereka. Penelitian ini bertujuan untuk mengetahui hubungan antara positive interdependence dengan hasil belajar siswa dalam implementasi PALS. Hasil penelitian ini diharapkan dapat menjadi pertimbangan dalam pemilihan model pembelajaran kimia. Metode penelitian yang digunakan adalah kualitatif melalui observasi. Implementasi model PALS terdiri atas 6 fase pembelajaran yaitu orientasi, penyajian informasi, pengorganisasian siswa, penyelesaian tugas, evaluasi dan pemberian reward. Sampel penelitian adalah siswa kelas 10 MIA 1 dan 10 MIA 2 di MAN 1 Mataram dengan total responden sebanyak 80 siswa. Hasil penelitian menunjukkan bahwa positive interdependence tidak memberikan hasil belajar yang lebih baik pada siswa. Ketua kelompok justru memberikan nilai yang lebih rendah dibandingkan anggota kelompoknya. Hal ini dapat disebabkan oleh faktor dari dalam dan luar siswa. Motivasi siswa untuk belajar kimia dapat menjadi faktor dari dalam, sedangkan faktor dari luar dapat berupa kebiasaan dalam mengajukan argumen dalam kelompok perlu dibiasakan untuk menghasilkan interaksi yang bermakna.

Peer-Assisted Learning Strategies

Peer-Assisted Learning Strategies (PALS) is a peer tutoring program available in the areas of reading and mathematics that incorporates peers as change agents in academic intervention. Developed at Vanderbilt University by Douglas Fuchs, Lynn S. Fuchs, and their colleagues, PALS is currently available in reading from kindergarten through high school and in mathematics from kindergarten through sixth grade. PALS is designed for implementation in general education settings with all students, including students with disabilities, and research supports the use of both Reading PALS and Math PALS. We provide recommendations for the implementation of PALS, as well as considerations of diversity and equity.

ENHANCING STUDENTS' READING ABILITY THROUGH PEER-ASSISTED LEARNING STRATEGIES (PALS)

This study aims to enhance the students' reading ability through Peer-Assisted Learning Strategies (PALS) in SMA Negeri 19 Makassar. This research is a Classroom Action Research (CAR), which consists of four stages: planning, implementing, observing, and reflecting. The research techniques used are pretest, post-test, and observation. The findings showed that the use of Peer-Assisted Learning Strategies was successful in improving the students' reading ability. The improvement can be seen from the mean score of the students in cycle one is 23.1, which is categorized as good, while in cycle two, it is 73.1, which is classified as very good. Seventeen students met the Minimum Completeness Criteria (MCC) in cycle one, and 22 students completed the MCC in cycle two. Therefore, this research concludes that Peer-Assisted Learning strategies improve the students' learning outcomes of reading ability in SMA Negeri 19 Makassar.Abstrak:Penelitian ini bertujuan untuk meningkatkan kemampuan membaca siswa melalui Peer-Assisted Learning Strategies (PALS) di SMA Negeri 19 Makassar. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri dari 4 tahap; perencanaan, pelaksanaan, observasi, dan refleksi. Teknik penelitian ini menggunakan tes dan wawancara. Hasil penelitian menunjukkan bahwa penggunaan Peer-Assisted Learning Strategies berhasil meningkatkan kemampuan membaca siswa SMA Negarei 19 Makassar. Peningkatan tersebut terlihat dari nilai rata-rata siswa pada siklus I sebesar 23,1 dengan kategori baik, dan pada siklus II sebesar 73,1 tergolong sangat baik. Tujuh belas siswa memenuhi Kriteria Ketuntasan Minimum (KKM) pada siklus satu, dan 22 siswa memenuhi KKM pada siklus dua. Oleh karena itu, penelitian ini menyimpulkan bahwa kemampuan membaca siswa meningkat melalui model pembelajaran Peer-Assisted Learning Strategies di SMA Negarei 19 Makassar.

IMPROVING STUDENTS’ READING COMPREHENSION BY USING PEER ASSISTED LEARNING STRATEGIES (PALS) IN EFL CONTEXTS

This research is aimed to describing the process of teaching reading comprehension and identifying whether Peer Assisted Learning Strategies (PALS) can improve students’ reading comprehension at the tenth grade of SMA Negeri 6 Kota Serang. The subject of this research was 30 students in Class X IPS 2. While doing Classroom Action Research (CAR), the researcher was helped by the English teacher as collaborator to observing the research and to know the process of teaching reading comprehension through PALS. The significant improvement of reading comprehension showed from result of pre-test and post-test. The Minimal Mastery Criteria (MMC) score in SMAN 6 Kota Serang in English subject was 75. In the pre-test the average score of students’ was 45.6 and there were only 2 students (6.7%) who passed MMC. In the post-test of cycle I, the average score of students’ was 69.57 with 12 students (40%) who passed the KKM. The average score of students’ post-test II was 83.3 and there were 26 Students (86.6%) who passed MMC. In conclusion, the student’s reading comprehension was improved and the students were able to comprehend the text through PALS.