MODIFIKASI MODEL PEMBELAJARAN AUDITORY INTELECTUALY REPETITION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

Anisa Farida, Nadia Rizky Harisuna, Septianna Nurida

Abstract


The purpose of this writing is to provide innovation in learning in the classroom by using varied learning models. So that the quality of learning in the classroom increases and is more interesting. In addition, it can also improve student activity, foster a spirit of learning and completing tasks well. The problem of learning in Indonesia is a problem that must be taken seriously, especially by the teacher. Therefore, teachers must be able to inspire students to be actively involved in the learning process of selection and determination of learning strategies that are most appropriate to the characteristics of students. With the existence of this writing, the background of the difficulties in understanding the material is also the lack of enthusiasm of students in learning the material and completing the assignments given by the teacher which have an impact on student learning outcomes that are still low. The low student learning outcomes, of course, many factors that cause, for example the classic problem about the application of learning methods that are still teacher-centered, so students tend to passively listen to the teacher's explanation. So, the choice of methods and strategies in teaching and learning in class is very important because it can affect the results of teaching and learning in the classroom and obtain the desired learning goals. For this reason, the teacher can use the Auditory Intellectually Repetition (AIR) learning method which is modified by the task strategy and force. The learning model of Auditory Intellectually Repetition (AIR) is a method that is focused on providing direct and enjoyable learning experiences. Experience learning directly by learning to listen or listen (auditory), learn intellectually and learn with repetition. Meanwhile, the Task and Forces strategy is a learning strategy that has little effect on students to complete tasks until they are completed and on time. If it does not complete the assignment given by the teacher, then there is a penalty for students who do not do their duties according to the previous agreement. So that students will be motivated in listening, understanding the material conveyed by the teacher and doing the task on time. This strategy can also improve the quality of student learning to reduce the level of student laziness and provide good learning outcomes. By combining this method it is hoped that it can make students become more disciplined and responsible for the tasks given. Therefore, combining these models and strategies is needed in the learning process so that the learning process is interesting and the quality of learning increases.

Full Text:

PDF

References


Agoestanto, A., Yuda, O., Priyanto, S., & Eko, B. (2018). The effectiveness of auditory intellectually repetition learning aided by questions box towards students ’ mathematical reasoning ability grade

Awaliyah, F., Soedjoko, E., & Isnarto. (2016). Analisis kemampuan pemecahan masalah siswa dalam pembelajaran model auditory intellectually Repetition. Unnes Journal of Mathematics Education, 5(3), 243–249. https://doi.org/https://doi.org/10.15294/ujme.v5i3.10965

Baskoro, E. P., & Sholihah, F. (2018). Perbandingan hasil belajar antara siswa yang diajar menggunakan metode reciprocal teaching (RT) dengan metode auditory intellectually repetition (AIR) pada pokok bahasan kubus dan balok (studi eksperimen siswa kelas VIII SMP NU Gebang Kabupaten Cirebon), 1–11. https://doi.org/http://dx.doi.org/10.24235/eduma.v2il.70

Fauji, Ahmad dan Winarti, A. (2015). Meningkatkan keterampilan berpikir kritis dan hasil belajar siswa melalui model pembelajaran auditory, intellectually, repetition (AIR) pada materi hidrolisis garam di kelas XI IPA 2 SMA PGRI 6 Banjarmasin. QUANTUM, Jurnal Inovasi Pendidikan Sains, 6(2), 1–10. https://doi.org/https://dx.doi.org/10.20527/quantum.v6i2.1154

Iskandar Ananda Putri &, & Leonard. (2018). Model pembelajaran numbered heads together ( NHT ) dengan strategi pembelajaran tugas dan paksa. Seminar Nasional Dan Diskusi Panel Multidisiplin Hasil Penelitian & Pengabdian Kepada Masyarakat, 1–13.

Jannah, S. R., & Leonard. (2018). Model pembelajaran kooperatif tipe team games tournament dengan strategi pembelajaran tugas dan paksa. Seminar Nasional Dan Diskusi Panel Multidisiplin Hasil Penelitian & Pengabdian Kepada Masyarakat, 1–11.

Komalasari, S.R. & Leonard. (2018). Model pembelajaran SIMAS ERIC dengan strategi pembelajaran tugas dan paksa. Prosiding Seminar Nasional dan Diskusi Panel Multidisiplin Hasil Penelitian dan Pengabdian kepada Masyarakat, 2 Agustus 2018, 346-359. ISBN: 978-602-50181-5-2.

Latifah, N. (2017). Pengaruh penerapan model pembelajaran auditory, intellectually, repetition (AIR) terhadap hasil belajar siswa pada mata pelajaran matematika materi pembagian Di Kelas IV MIN Gebang Udik kecamatan Gebang kabupaten Cirebon. Jurnal Pendidikan Guru MI, 4, 1–12. Retrieved from https://syekhnurjati.ac.id/jurnal/index.php/ibtida

Leonard. (2018). Task and forced instructional strategy: Instructional strategy based on character and culture of Indonesia Nation. Formatif: Jurnal Ilmiah Pendidikan MIPA, 8(1), 51–56. https://doi.org/10.30998/formatif.v8i1.2408

Linuwih, S., & Sukmawati, N. O. E. (2014). The effectiveness of auditory intellectualy repetition (AIR) learning model on students’ understanding of the concept internal energy. Pendidikan Fisika Indonesia, 10(2), 159–162. https://doi.org/10.15294/jpfi.v10i2.3352

Manurung, S. H. (2016). Upaya meningkatkan kreativitas dan hasil belajar siswa dengan menggunakan model AIR (auditory, intellectually, repetition) pada siswa kelas VII MTs Negeri Rantauprapat T.P 2014/2015. Jurnal EduTech, 2(1), 97–107. Retrieved from http://jurnal.umsu.ac.id/index.php/edutech/article/view/580/0

Maulana, I. & Leonard. (2018). Pendekatan konstruktivisme dengan strategi pembelajaran tugas dan paksa. Prosiding Seminar Nasional dan Diskusi Panel Multidisiplin Hasil Penelitian dan Pengabdian kepada Masyarakat, 2 Agustus 2018, 404-416. ISBN: 978-602-50181-5-2.

Muhtarom,. Mustofa, D. R., & Idris, M. (2018). Model AIR (auditory, intellectually, repetition) dengan strategi peninjauan kembali untuk meningkatkan kreativitas dan keaktifan siswa di SMA Yasmida kec. Ambarawa kab. Prigsewu. Jurnal Manajemen Pendidikan Islam, 3(1), 1–11. Retrieved from http://www.ejurnal-stitpringsewu.ac.id/index.php/JMPI/article/view/33

Mustika, Helma, Kinanti, N. (2018). Pengaruh penerapan model pembelajaran auditory intellectually repetition (AIR) terhadap kemampuan komunikasi matematika siswa di kelas VIII SMP Negeri 1 Pasir Penyu. MES (Journal of Mathematics Education and Science), 3(2), 1–6. https://doi.org/http://dx.doi.org/10.30743/mes.v3i2.495

Nisa, K.K. & Leonard. (2018). Model pembelajaran team assisted individualization dengan strategi pembelajaran tugas dan paksa. Prosiding Seminar Nasional dan Diskusi Panel Multidisiplin Hasil Penelitian dan Pengabdian kepada Masyarakat, 2 Agustus 2018, 472-484. ISBN: 978-602-50181-5-2.

Pujiastutik, H. (2016). Penerapan model pembelajaran AIR (auditory , intellectualy , Repetition) untuk meningkatkan hsil belajar mahasiswa mata kuliah belajar pembelajaran. Proceeding Biology Education Conference, 13(1), 515–518. Retrieved from https://jurnal.uns.ac.id/prosbi/article/view/5816

Rahayuningsih, S. (2017). Penerapan model pembelajaran matematika model auditory intellectually repetition ( AIR ). Erudio (Journal of Educational Innovation), 3(2), 67–83. Retrieved from http://erudio.ub.ac.id/index.php/erudio/article/view/196

Serlina & Leonard. (2018). Model pembelajaran aptitude treatment interaction (ATI) dengan strategi pembelajaran tugas dan paksa. Prosiding Seminar Nasional dan Diskusi Panel Multidisiplin Hasil Penelitian dan Pengabdian kepada Masyarakat, 2 Agustus 2018, 381-394. ISBN: 978-602-50181-5-2.

Wedyawati, N. (2017). Penerapan model auditory intellectually repetition ( AIR ) terhadap aktivitas dan hasil belajar kognitif siswa sekolah dasar. “KEGURU: Jurnal Ilmu Pendidikan Dasar,” 155–162. Retrieved from http://jurnal.stkippgri-bkl.ac.id/index.php/KGU/article/view/442

Winarti, E., & Suharto, B. (2017). Meningkatkan motivasi dan hasil belajar melalui model pembelajaran auditory, intellectually, repetition pada materi larutan penyangga di kelas XI IPA SMA Muhammadiyah 1 Banjarmasin. JCAE, Journal of Chemistry And Education, 1(1), 28–36. Retrieved from http://fkip.jtam.unlam.ac.id/index.php/jcae/article/view/294




DOI: https://doi.org/10.30998/prokaluni.v2i0.101

Refbacks

  • There are currently no refbacks.

Kenapa Slot Gacor Menjadi Pilihan Utama Pemain

Slot gacor menjadi pilihan utama pemain karena menawarkan kombinasi kesenangan, peluang menang yang tinggi, dan berbagai fitur menarik. Salah satu alasan utama adalah frekuensi pembayaran yang lebih tinggi dibandingkan dengan slot lainnya. Pemain di Slot88 yang tidak hanya menghibur tetapi juga memberikan peluang untuk meraih kemenangan.

Related Links:

Togel178

Pedetogel

Sabatoto

Togel279

Togel158

Colok178

Novaslot88

Lain-Lain

Partner Links