Upaya Meningkatkan Hasil Belajar Materi Peredaran Darah Manusia Siswa Sekolah Dasar melalui Model Pembelajaran Examples Non Examples

Abstract

This Classroom Action Research is motivated by the use of models and learning methods that are still static towards student activities because teachers tend to choose only the lecture method by giving abstract examples, so that grade 5 students do not understand the concept of human blood circulation in science learning. This was followed up through Classroom Action Research using the examples non examples learning model. The formulation of the problem is "How is the effectiveness of using the examples non-examples learning model so that it can improve learning outcomes of Human Blood Circulation 5th grade students of SD Negeri 1 Baregbeg in science subjects?" The purpose of carrying out this research is to describe matters related to the use of the examples non-examples learning model to improve student learning outcomes on the concept of Human Blood Circulation in grade 5. The use of the examples non-examples model has been able to increase student activity, develop student curiosity, foster students' curiosity. the courage of students to ask questions and issue ideas and actively work on assignments both individually and in groups. In presenting the results of group discussions, students become more active, creative and can improve teacher service in the learning process. Research data, shows that the ability of teachers to design science lesson plans can be optimized from 70% in cycle I to 90% in cycle II. The teacher's ability to carry out science learning increased from 65% to 85% in cycle II. Student activities in science learning can be optimized from 62.5% in cycle I to 81% in cycle II. Student learning outcomes regarding the concept of Human Blood Circulation were successfully improved. The percentage of learning completeness in the first cycle was 15% or 4 of the 27 students and 85% or 23 of the 27 students stated that they still had learning difficulties. While the average value of learning outcomes in the first cycle was 73.33. In cycle II, the percentage of learning completeness reached 93% or 25 of the 27 students and 7% or 2 of the 27 students stated that they were still experiencing difficulties. The average learning outcomes obtained were 80.37. The increase in the first cycle was 59% to 93% in the second cycle.