PENINGKATAN HASIL BELAJAR MURID KELAS V MELALUI GALLERY WALK PADA MATERI SISTEM PENCERNAAN

Abstract

ABSTRAK

Hasil belajar murid kelas V sekolah dasar pada materi sistem pencernaan manusia masih rendah dan pembelajaran masih berpusat pada guru. Penelitian tindakan kelas ini bertujuan meningkatkan hasil belajar IPAS murid melalui Gallery Walk dalam model Project-Based Learning (PjBL) dengan produk berupa poster. Penelitian mengikuti model Kemmis dan McTaggart dalam tiga siklus yang seluruhnya menggunakan Gallery Walk, dengan subjek 28 murid. Siklus I dan II masing-masing satu pertemuan, sedangkan Siklus III dua pertemuan. Pada setiap siklus murid secara berkelompok mengerjakan proyek poster tentang sistem dan gangguan pencernaan, memamerkannya dalam Gallery Walk, lalu mengerjakan tes pilihan ganda 10 soal. Data dianalisis secara deskriptif kuantitatif berdasarkan Kriteria Ketercapaian Tujuan Pembelajaran (KKTP) 75. Hasil menunjukkan bahwa rata-rata nilai meningkat dari 53,93 (Siklus I) menjadi 66,79 (Siklus II) dan 75,00 (Siklus III), sedangkan ketuntasan klasikal meningkat dari 14,29% menjadi 32,14% dan 64,29%. Rata-rata kelas telah mencapai KKTP, tetapi indikator keberhasilan ketuntasan klasikal 75% belum tercapai. Dengan demikian, Gallery Walk dalam PjBL pembuatan poster mampu meningkatkan hasil belajar, namun masih diperlukan siklus lanjutan dengan pendampingan bagi murid yang belum tuntas.

ABSTRACT

Learning outcomes of fifth-grade students at an elementary school on the human digestive system topic were low, and instruction was still teacher-centered. This classroom action research aimed to improve students’ learning outcomes in Natural and Social Sciences (IPAS) through Gallery Walk within a Project-Based Learning (PjBL) model whose product was a poster. Following the Kemmis and McTaggart model, the study ran three cycles, all using Gallery Walk, with 28 students. Cycles I and II each lasted one meeting, whereas Cycle III lasted two meetings. In every cycle, students worked in groups on a poster project about the digestive system and its disorders, displayed it in a Gallery Walk, and then took a 10-item multiple-choice test. Data were analyzed descriptively against the minimum mastery criterion (KKTP) of 75. The mean score increased from 53.93 (Cycle I) to 66.79 (Cycle II) and 75.00 (Cycle III), while classical mastery rose from 14.29% to 32.14% and 64.29%. The class mean reached the KKTP, but the success indicator of 75% classical mastery was not yet achieved. Gallery Walk in poster-making PjBL can therefore improve learning outcomes, although a further cycle with additional support for students who have not yet mastered the material is needed.