Peningkatan Self-Leadership Siswa Madrasah Ibtidaiyah Melalui Experiential Learning

Abstract

Penelitian ini membahas bagaimana penerapan experiential learning dalam meningkatkan karakter self leadership siswa Madrasah Ibtidaiyah. Penelitian tindakan kelas model Kemmis dan Mc. Taggart digunakan dengan 3 siklus untuk menerapkan empat tahap experiential learning dalam setiap siklusnya. Pengumpulan data penelitian menggunakan observasi, wawancara, kuesioner, dan tes karakter self leadership. Hasil uji independent simple t-tes siklus I adalah 0,001 dan 0,001, dan siklus II dan siklus III adalah 0,000 dan 0,000 dengan kesimpulan terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir. Hasil rata-rata uji efektifitas N Gain pada siklus I adalah 24,45%, siklus II adalah 66,83%, dan siklus III adalah 77,93%. Artinya efektifitas penerapan experiental learning mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif dalam meningkatkan self leadership. Kunci keberhasilan penerapan experiental learning adalah pada kesiapan guru dalam memberikan pengalaman nyata kepada siswa dan melakukan pengawasan terhadap aktivitas siswa.In English: This study discusses how the application of experiential learning in improving the self-leadership character of Madrasah Ibtidaiyah students. Kemmis and Mc's model of classroom action research. Taggart is used with three cycles to implement four stages of experiential learning in each cycle. This research uses observation, interviews, questionnaires, and self-leadership character tests. The independent sample t-test in the first cycle were 0.001 and 0.001, and the second and third cycles were 0.000 and 0.000, with the conclusion that there was a significant difference between the initial test results and the final test. The average results of the N Gain effectiveness test in the first cycle were 24.45%, the second cycle was 66.83%, and the third cycle was 77.93%. This means that the application of experiential learning has increased from ineffective to quite effective and effective in increasing self-leadership. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.