PROPOSAL PENELITIAN TINDAKAN KELAS (PTK)
MENINGKATKAN HASIL BELAJAR SISWA MATERI SEJARAH KOMPUTER MENGGUNAKAN FILM DOKUMENTER KELAS 7C SMP PGRI 428 PEUSAR
DISUSUN OLEH ACHMAD RUHERDI, S.Kom
No. Peserta : 12280322411944
1
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BAB I PENDAHULUAN A. Latar Belakang Masalah Pendidikan adalah investasi jangka panjang yang memperlukan usaha dan dana yang cukup besar, hal ini diakui oleh semua orang atau suatu bangsa demi kelangsungan masa depannya. Demikian halnya dengan Indonesia menaruh harapan besar terhadap pendidik dalam perkembangan masa depan bangsa ini, karena dari sanalah tunas muda harapan bangsa sebagai generasi penerus dibentuk. SMP PGRI 428 Peusar baru merupakan sekolah alternative, bukan merupakan sekolah pilihan utama dari SD-SD di sekitar. sekitar. Karena merupakan sekolah sekolah alternative sehingga siswa yang mendaftar di sekolah ini merupakan siswa yang tidak diterima di sekolah negeri dan tidak memiliki kemampuan keuangan yang cukup untuk bersekolah di sekolah-sekolah besar di sekitar SMP PGRI 428 Peusar. Hal ini pun dirasakan oleh guru berimbas kepada proses belajar dan mengajar pada mata pelajaran TIK di kelas 7. Karena kelas 7 merupakan sekolah sekolah yang pertama kali berhubungan dengan lulusan-lulusan SD. Jika ditinjau dari teknologinya yang asosiasinya adalah computer, merupakan mata pelajaran yang menarik. Apalagi jika dukungan laboratorium computer di sekolah mendukung. Siswa dapat berexplorasi senditi untuk untuk keperluan kompetensinya dengan dengan bantuan guru mata pelajaran. Tetapi tidak selutuh Kompetensi Dasar pada mata pelajaran TIK disajikan dalam bentuk praktikum.
Terdapat beberapa kompetensi dasar yang memerlukan
pemahaman teoritis dari peserta didik.
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Berikut adalah kompetensi dasar yang bersifat non-praktik No KD
Kompetensi dasar
1.1
Mengidentifikasi berbagai peralatan teknologi informasi i nformasi dan komunikasi Mendeskripsikan Mendeskripsikan sejarah perkembangan teknologi informasi dan komunikasi dari masa lalu sampai sekarang Menjelaskan peranan teknologi informasi dan komunikasi di dalam kehidupan sehari-hari Mengidentifikasi berbagai keuntungan dari penggunaan teknologi informasi dan komunikasi Mengidentifikasi berbagai dampak dampak negative negative dari penggunaan penggunaan teknologi informasi dan komunikasi
1.2 1.3 1.4 1.5
Hasil belajar siswa pada kompetensi dasar non-praktik digambarkan pada matrik di bawah ini
Kompetensi dasar
Mendeskripsikan sejarah perkembangan teknologi informasi dan komunikasi dari masa lalu sampai sekarang
Materi Pembelajara
Sejarah komputer
Tuntas (T)>=70
19 %
Tidak Tuntas (TT)<70
81%
B. Identifikasi Masalah. Dalam menyajikan materi-materi pada kompetensi dasar di atas guru menggunakan yang dilakukan oleh guru guru dengan metode picture and picture. picture. Metode picture-picture yang menceritakan kembali gambar-gambar yang disajikan slide proyektor dan buku sumber. Siswa hanya focus kepada satu arah.
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Setelah dilakukan pengukuran seperti yang tergambar pada table di atas, Siswa mengalami kesulitan dalam mengingat dan mengambil kesimpulan sesuatu yang bersifat abstrak. Hal ini dikarenakan siswa tidak melihat secara langsung mengamati teknologi computer yang dimaksud serta siswa tidak dapat mengamati secara langsung interaksi antara manusia dan computer dari masa lalu sampai masa sekarang. Sehingga perlu digunakan metode lain untuk meningkatkan hasil belajar siswa pada kompetensi dasar 1.2 tersebut di atas, yaitu dengan menayangkan film sejarah computer dari masa lalu sampai dengan masa yang akan datang. Ruang lingkup penelitian hanya pada kompetensi dasar “mendeskripsikan sejarah perkembangan teknologi informasi dan komunikasi dari masa lalu sampai dengan masa yang akan dating pada kelas 7C”. C. Rumusan Masalah. 1. Bagaimana meningkatkatkan hasil belajar siswa pada materi sejarah computer pada mata pelajaran TIK pada di kelas 7C? D. Pemecahan masalah Dengan
menggunakan
tayangan
film
documenter
sejarah
komputer
dapat
meningkatkan hasil belajar siswa kelas 7C pada mata pelajaran TIK. E. Tujuan Penelitian. Tujuan dari penelitian ini adalah untuk meningkatkan keberhasilan keberhasilan
siswa dalam
mengikuti pembelajaran TIK yang tercermin pada nilai-nilai ulangan mencapai KKM. F. Manfaat Penelitian. 1. Bagi Siswa. Diharapkan siswa dapat lebih mudah memahami pembelajaran TIK sehingga nilai
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2. Bagi Guru Mmemberikan pengalaman bagi guru dalam melakukan penelitian..
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BAB 2 KAJIAN PUSTAKA A. Pembelajaran TIK. Materi pembelajaran TIK tentang sejarah computer meliputi komponen computer pada setiap generasi, ukuran computer pada setiap generasi, system operasi computer pada setiap generasi dan pengguna computer pada setiap generasi. Komputer generasi pertama dibuat pada tahun 1940- s/d 1959 menggunakan tabung vakum untuk menyimpan dan memproses data cepat panas dan mudah terbakar. Oleh karena diperlukan diperlukan beribu-ribu tabung vakum untuk menjalankan operasi sehingga diperlukan daya yang sangat besar untuk menjalankan computer. Ukuran tabung vakum tidaklah kecil, sehingga sehingga computer generasi generasi I memiliki ukuran cukup besar. Sehingga tahun 1946 Dr. John Mauchly dan Prespert Eckert berhasil mengembangkan ENIAC (Electronic Numerical and Intergrator Computer). ENIAC terdiri dari dari 18.000 tabung hampa, hampa, 70.000 resistor dan 5 juta titik solder. Membutuhkan daya 175 KW dan sudah dapat dapat menyimpan data. Pada tahun 1951, Remington Remington Rand mengembangkan UNIVAC UNIVAC I (Universal Automatic Calculator). Calculator). Jumlah tabung yang digunakan 5.000 berat 8 ton. Ini merupakan computer pertama yang digunakan untuk memproses data dan perdagangan. Ciri-ciri computer generasi pertama adalah: -
Program dibuat dalam bahasa mesin.
-
Menggunakan konsep storage program.
-
Komponen yang digunakan adalah tabung hampa.
-
Ukuran fisiknya besar sehingga membutuhkan daya dan ruangan yang besar.
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Komputer generasi kedua (1959-1965) menggunakan t ransistor sebagai pengganti tabung hampa. Komputer generasi generasi kedua menggunakan menggunakan bahasa mesin dengan bahasa Assembly.
Bahasa Assembly adalah bahasa yang menggunakan
singkatan-singkatan untuk untuk menggantikan kode biner. Komputer generasi generasi kedua sudah mulai diterima pada dunia dunia bisnis Contoh computer generasi generasi ke dua adalah IBM 1401.
Komputer generasi kedua menggunakan bahasa pemrograman pemrograman
Common Bussiness-Oriented Language (COBOL) dam FORTRAN (Formula Translator). Kedua bahasa ini menggantikan menggantikan bahasa mesin yang rumit. Ciri-ciri computer generasi kedua: -
Kapasitas memori utama cukup besar
-
Menggunakan komponen transistor yang lebih kecil daripada tabung hampa.
-
Menggunakan magnetic tape dan magnetic disk sebagai removable disk.
-
Mempunyai kemampuan proses real-time dan time sharing.
-
Proses operasinya lebih cepat.
-
Orientasinya pada dunai bisnis dan teknik.
Komputer Generasi ketiga (1965 s/d 1970) menggunakan komponen IC (Integrated Circuit) yang berisi ribuan transistor dengan ukuran lebih kecil. Komputer generasi ini sudah menggunakan system operasi yang memungkinkan
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-
Ukuran fisik computer jauh lebih kecil, karena komponen-komponennya kecil.
-
Alat input-output mengalami pengembangan dengan menggunakan visual display terminal.
-
Dapat mengkomunikasikan data dari satu computer ke computer lainnya.
Komputer generasi keempat(sejak tahun 1970) menggunakan microprocessor . Menggunakan konsep LSI (Large Scale Integration) serta menggunakan mikroprosesor dan semi konduktor dalam bentuk chip. B. Film
Menurut kamus bahasa Indonesia film adalah lakon (cerita) gambar 1
hidup.
Film dibedakan menjadi beberapa jenis diantaranya adalah film
documenter.
Film documenter adalah dokumentasi dl bentuk bentuk film
mengenai suatu peristiwa bersejarah atau suatu aspek seni budaya yg mempunyai makna khusus agar dapat menjadi alat penerangan dan alat pendidikan. Film dapat ditayangkan dengan menggunakan media. Media yang dapat digunakan untuk menayangkan film adalah:
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piranti elektronik yang dapat mengubah data menjadi gambar. 2
Proyektor transparansi terdiri atas proyektor slide dan proyektor fi lm . 2. Layar. Merupakan media untuk menangkap cahaya yang dihasilkan dihasil kan oleh proyektor. 3. Player. Jika diterjemahkan ke dalam bahasa Indonesia secara bebas player adalah pemain. pemain. Maksudnya adalah adalah piranti elektronik yang dapat mengubah data data menjadi gambar. Player dapat menggunakan menggunakan dedicated player seperti cd player, vcd player, dvd player atau PC serta laptop. Dengan kecanggihan teknologi saat ini untuk menayangkan film cukup mudah. Dengan menggunakan menggunakan laptop dan proyektor proyektor LCD kita sudah dapat dapat menayangkan film. Tayangan Tayangan film lebih menarik daripada daripada tayangan tayangan gambar gambar mati. Hal ini terlihat setiap hari penonton sinetron trennya meningkat dari pada media lain seperti radio dan Koran. Pesan yang yang ditangkap ditangkap oleh penonton lebih cepat ditangkap. ditangkap. Pesan yang yang disampaikan disampaikan pada media film lebih mudah diingat daripada media gambar mati ataupun ataupun berbasis berbasis teks. Karena media film menggabungkankan antara komunikasi visual dan audio.
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penyampaian kehendak atau maksud tertentu kepada pihak lain dengan penggunaan media penggambaran yang hanya terbaca oleh indera penglihatan. tipografi,
Komunikasi
gambar,
visual
desain
menkombinasikan
grafis,
ilustrasi,
dan
seni,
lambang,
warna
dalam
penyampaiannya.
Rambu lalu lintas dan ikon ikon di dalam program komputer adalah bentuk komunikasi visual sederhana , seperti juga ikon di dalam keyboard portable sound . Di jalan pun seperti zebra cross dan ikon sepeda motor terjadi hubungan komunikasi secara visual seperti logo logo perusahaan dan tanda di kebun rayadan kebun binatang .
Pada perayaan pernikahan raja dan pangeran Inggris, seperti juga pada seragam pasukan Keraton, banyak elemen simbol yang bisa dianalisis dengan pengetahuan terlebih dahulu sebagai bentuk komunikasi visual : simbol parachute troopers di dada pangeran William, dan simbol mahkota ( crown ) di kereta kuda dan mobil yang mengantarkan . Ada simbol Ngayogyakarto Hadiningrat dan simbol Garuda sebagai kode komunikasi
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lencana sebuah sekolah musik, atau sekolah prajurit khusus remaja dan lencana untuk sebuah band dengan banyak fans.
3
Komunikasi visual memiliki beberapa fungsi, diantaranya sebagai sarana informasi dan instruksi, bertujuan menunjukkan hubungan antara suatu h al dengan hal yang lain dalam petunjuk, arah, posisi dan skala, contohnya peta, diagram, simbol dan penunjuk arah. Informasi akan berguna apabila dikomunikasikan kepada orang yang tepat, pada waktu dan tempat yang tepat, dalam bentuk yang dapat dimengerti, dan dipresentasikan secara logis dan konsisten. Sebagai sarana presentasi dan promosi untuk menyampaikan pesan, mendapatkan perhatian (atensi) dari mata (secara visual) dan membuat pesan tersebut dapat diingat; contohnya poster. Juga sebagai sarana identifikasi. Identitas seseorang dapat mengatakan tentang siapa orang itu, atau dari mana asalnya. Demikian juga dengan suatu benda, produk ataupun lembaga, jika mempunyai identitas akan dapat mencerminkan kualitas produk atau jasa itu dan mudah dikenali, baik oleh produsennya maupun konsumennya. Kita akan lebih mudah membeli minyak goreng dengan menyebutkan merek X ukuran Y liter daripada
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sekolah A atau B sebagai favorit, karena sering berprestasi dalam kancah nasional atau meraih peringkat tertinggi di daerah itu.
4
Pengaruh komunikasi visual
Dapat dikatakan bahwa aktivitas mental yang paling penting yang terlibat dalam persepsi visual akurat, memori adalah mata rantai dengan semua gambar yang pernah kita lihat.Orang telah lama menggunakan gambar sebagai alat bantu memori, untuk membantu diri mereka sendiri mengingat peristiwa-peristiwa tertentu. Simonides menciptakan sistem mnemonik pertama. Ketika menampilkan sebuah puisi di rumah seorang teman, ia dipanggil keluar dari ruangan. Tiba-tiba, langit-langit kamar yang baru saja ia keluar darisana runtuh dan memakan korban meninggal beberapa tamu. Kemudian, kerabat korban yang cemas menanyakan nasib orang
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orang-orang memanggil nama, kata-kata rumit, dan fakta-fakta penting. Meskipun banyak peneliti tidak aktif mempelajari sistem mnemonik, mahasiswa kedokteran secara teratur menggunakan mereka dalam mencoba mengingat banyak istilah sulit yang mereka jumpai dalam studi 5
mereka . Ini artinya komunikasi visual lebih mudah diingat oleh manusia dibandingkan dengan komunikasi verbal atau komunikasi lisan.
D. Pembelajaran
Pembelajaran adalah proses interaksi peserta didik dengan pendidik dan sumber belajar pada suatu lingkungan belajar. Pembelajaran merupakan bantuan yang diberikan pendidik agar dapat terjadi proses perolehan ilmu
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proses belajar. Desain pembelajaran yang baik, ditunjang fasilitas yang memandai, ditambah dengan kreatifitas guru akan membuat peserta didik lebih mudah mencapai target belajar.
7
E. Hasil belajar. Belajar merupakan suatu kekuatan atau sumber daya yang t umbuh dari dalam diri sesorang (individu). Belajar berhubungan dengan tingkah laku seseorang terhadap situasi tertentu yang disebabkan oleh pengalamannya pengalamannya yang berulangulang dalam situasi itu, di mana perubahan tingkah laku itu tidak dapat dijelaskan atas dasar kecenderungan respon pembawaan, kematangan, atau keadaan-keadaan sesaat seseorang seperti kelelahan dan dan pengaruh obat obat (Purwanto, 2003). 2003). Jadi perubahan perilaku adalah hasil belajar (Munir, 2008); perilaku itu meliputi aspek pengetahuan (kognitif), sikap (afektif), dan keterampilan (psikomotorik). Hasil belajar pada aspek pengetahuan adalah dari tidak tahu menjadi tahu, pada aspek 8
keterampilan dari tidak mampu menjadi mampu
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Menurut Ebbut (1985) penelitian tindakan kelas adalah studi yang sistematis yang dilakukan dalam upaya memperbaiki praktik-praktik dalam pendidikan
dengan melakukan tindakan praktis serta refleksi dari tindakan tersebut” . Ebbut melihat proses pelaksanaan penelitian tindakan ini sebagai suatu rangkaian siklus 9
yang berkelanjutan.
Manfaat tindakan kelas dapat dilihat dari sisi akademik yaitu membantu guru dalam menghasilkan pengetahuan yang sahih dan relevan bagi kelas mereka untuk memperbaiki pembelajaran dalam jangka pendek (Raka Joni(Ed.),1995).
10
G. Kerangka berpikir. Pada tayangan film documenter sejarah computer siswa dapat melihat secara lengkap bagaimana komponen, ukuran dan interaksi manusia terhadap computer pada setiap generasi. Diharapkan setiap siswa dapat memperoleh gambaran yang yang lengkap tentang sejarah perkembangan computer. Sehingga pada gilirannya dapat meningkatkan hasil belajar siswa pada materi
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3. Pada akhir kegiatan siswa diharapkan menuliskan kembali apa yang mereka tonton
dengan
sistematis
sesuai
dengan
arahan
guru,
dengan
instrument”Komponen instrument”Komponen apakah yang t erdapat pada setiap generasi computer”.
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BAB 3 METODOLOGI PENELITIAN. PENELITIAN. A. Setting. 1. Subjek penelitian adalah siswa/I kelas 7C SMP PGRI 428 Peusar. Jumlah siswa adalah 36 siswa. 2. Tempat Penelitian adalah SMP SMP PGRI 428 Peusar. SMP PGRI 428 Peusar berada di wilayah pedesaan yaitu di desa Peusar Kecamatan Panongan Kabupaten Tangerang. 3. 4. Jumlah guru di SMP PGRI 428 PEUSAR adalah 26 orang. Dengan
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C. Siklus Penelitian. Penelitian yang akan direncanakan menggunakan tiga siklus sebagai berikut: 1. Siklus I, meliputi : -
Perencanaan Kegiatan yang dilakukan pada tahap perencanaan adalah:
Pembuatan RPP.
Pembuatan Bahan ajar
Menyiapkan film documenter sejarah computer yang sesuai
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mengamati computer generasi ketiga.
Kelompok keempat
mengamati computer generasi keempat. Guru membagikan lembar kerja siswa pada setiap kelompok. Kelompok I : Apakah ciri-ciri computer generasi I? Kelompok II : Apakah ciri-ciri computer generasi II? Kelompok III :Apakah ciri-ciri computer generasi III? Kelompok IV : Apakah ciri-ciri computer generasi ke IV? Guru menayangkan film documenter dengan menarasikan agar siswa lebih memahami.
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Guru menanyakan kepada siswa apakah kegiatan hari ini menyenangkan dan apakah siswa dapat dengan mudah menerima pembelajaran dengan film documenter. -
Pengamatan Dilakukan dengan mengisi instrument penelitian yang telah disiapkan sebelumnya.
-
Refleksi. Refleksi
dilakukan
bersama-sama
dengan
mengamati hasil pengamatan pada siklus I.
guru
lainnya
dengan
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Pendahululuan Guru melakukan apersepsi terkait sejarah computer. Apakah siswa sudah sudah mengenal computer dengan benar. Apakah siswa siswa menggunakan computer dalam kehidupan sehari-hari?. Apakah siswa mengetahui evolusi computer?
Inti Guru membagi membagi siswa ke dalam 4 kelompok. kelompok. Guru memberikan arahan kepada siswa untuk mengamati tayangan film documenter dengan baik. Kelompok I mengamati computer generasi I.
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Kelompok II berisi anggota 1, 2, 3 dan 4 Kelompok III berisi anggota 1, 2, 3 dan 4 Kelompok IV berisi anggota 1, 2, 3 dan 4 Setiap perwakilan kelompok maju satu persatu untuk menjawab
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Kegiatan yang dilakukan pada tahap perencanaan adalah:
Pembuatan RPP.
Pembuatan Bahan ajar
Menyiapkan film documenter sejarah computer yang sesuai
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Kelompok III :Apakah ciri-ciri computer generasi III? Kelompok IV : Apakah ciri-ciri computer generasi ke IV? Guru menayangkan film documenter dengan menarasikan agar siswa lebih memahami.
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Dilakukan dengan mengisi instrument penelitian yang telah disiapkan sebelumnya. -
Refleksi. Refleksi
dilakukan
bersama-sama
dengan
guru
lainnya
dengan
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perkembang an computer dari generasi ke generasi dengan kebutuhan manusia.
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