Penerapan Strategi Pembelajaran KWL (Know Want to Learn) untuk Meningkatkan Keterampilan Membaca dan Hasil Belajar Kognitif Siswa Kelas VII SMP Muhammadiyah Mataram
DOI:
https://doi.org/10.36312/jar.v2i1.2021Keywords:
Strategi Belajar, Know What Learn, Keterampilan Membaca, Hasil Belajar KognitifAbstract
Penelitian ini bertujuan untuk meningkatkan keterampilan membaca dan hasil belajar kognitif siswa kelas VII SMP Muhammadiyah Mataram melalui penerapan Strategi Pembelajaran KWL (Know Want to Learn) pada mata pelajaran IPA Biologi. Penelitian Tindakan Kelas (PTK) ini dilaksanakan dalam dua siklus, masing-masing terdiri dari tahap perencanaan, pelaksanaan, observasi, dan refleksi. Hasil penelitian menunjukkan bahwa penerapan Strategi Pembelajaran KWL secara signifikan meningkatkan keterampilan membaca siswa dari kategori "Cukup Terampil" dengan persentase 47,5% pada Siklus I menjadi "Sangat Terampil" dengan persentase 87,5% pada Siklus II. Selain itu, keterlaksanaan Rencana Pelaksanaan Pembelajaran (RPP) juga meningkat dari 68,75% pada Siklus I menjadi 87,5% pada Siklus II. Meskipun demikian, ketuntasan klasikal hasil belajar kognitif siswa pada Siklus II hanya mencapai 75%, masih di bawah target ketuntasan 85% yang diharapkan. Hasil penelitian ini menunjukkan bahwa Strategi Pembelajaran KWL efektif dalam meningkatkan keterampilan membaca dan memberikan dampak positif terhadap hasil belajar kognitif siswa, meskipun diperlukan penyesuaian lebih lanjut untuk mencapai ketuntasan belajar yang lebih optimal. Implikasi dari penelitian ini adalah pentingnya pengelolaan kelas yang lebih baik, perencanaan pembelajaran yang matang, serta motivasi yang konsisten dari guru dalam penerapan strategi pembelajaran yang inovatif.
Implementation of the KWL (Know Want to Learn) Learning Strategy to Enhance Reading Skills and Cognitive Learning Outcomes of Seventh-Grade Students at SMP Muhammadiyah Mataram
Abstract
This study aims to enhance reading skills and cognitive learning outcomes of seventh-grade students at SMP Muhammadiyah Mataram through the implementation of the KWL (Know Want to Learn) Learning Strategy in Biology lessons. This Classroom Action Research (CAR) was conducted in two cycles, each consisting of planning, implementation, observation, and reflection stages. The results indicate that the KWL Learning Strategy significantly improved students' reading skills from the "Moderately Skilled" category with a percentage of 47.5% in Cycle I to "Highly Skilled" with a percentage of 87.5% in Cycle II. Additionally, the implementation of the Lesson Plan (RPP) increased from 68.75% in Cycle I to 87.5% in Cycle II. However, the classical completeness of students' cognitive learning outcomes in Cycle II reached only 75%, still below the expected 85% target. The findings suggest that the KWL Learning Strategy is effective in improving reading skills and positively impacts students' cognitive learning outcomes, although further adjustments are needed to achieve optimal learning completeness. The implications of this study highlight the importance of better classroom management, thorough lesson planning, and consistent teacher motivation in the implementation of innovative learning strategies.
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