PENERAPAN METODE DISKUSI KELOMPOK DALAM MENINGKATKAN HASIL BELAJAR SISWA SEKOLAH DASAR NEGERI 0512 BONAL JAE BATU

Abstrak

Penelitian ini bertujuan menguji efektivitas metode diskusi kelompok dalam meningkatkan hasil belajar siswa kelas V SDN 0512 Bonal Jae Batu, Kabupaten Padang Lawas. Hasil belajar siswa di sekolah SDN 0512 Bonal Jae Batu sering rendah karena metode pengajaran ceramah yang pasif Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) dengan pendekatan kualitatif dan kuantitatif. Penelitian melibatkan siswa kelas V sebanyak 30 siswa dilaksanakan selama 3 minggu. Hasil penelitian menunjukkan  sebelum pembelajaran diskusi skor tertinggi 85 skor terendah 50 nilai rata-rata 66,3  siswa tuntas 12  (40) % siswa tidak tuntas 18 (60) %  sedangkan  sesudah penerapan metode diskusi skor terttinngi 90, skor terendah 60 nilai rata-rata 76,4 siswa tuntas 24  (80)% siswa tidak tuntas 6 (20)%. Dengan perbedaan signifikan partisipasi siswa juga meningkat secara nyata. Temuan ini penting karena membuktikan diskusi kelompok efektif untuk sekolah dasar sehingga guru diwajibkan menerapkannya secara rutin guna meningkatkan mutu pendidikan.

This study aims to examine the effectiveness of group discussion methods in improving the learning outcomes of fifth-grade students at SDN 0512 Bonal Jae, Padang Lawas Regency. Student learning outcomes at SDN 0512 Bonal Jae are often low due to passive lecture teaching methods. This study uses the Classroom Action Research (CAR) method with a qualitative and quantitative approach. The study involved 30 fifth-grade students and was conducted over a period of three weeks. The results showed that before the discussion-based learning, the highest score was 85, the lowest score was 50, the average score was 66.3, 12 students had mastered the material (40)%, and 18 (60)% did not. After implementing the discussion method, the highest score was 90, the lowest score was 60, the average score was 76.4, 24 (80)% of students mastered the material, and 6 (20)% did not. With a significant difference, student participation also increased significantly. These findings are important because they prove that group discussions are effective for elementary schools, so teachers are required to apply them regularly to improve the quality of education.