MENINGKATKAN HASIL BELAJAR FISIKA DENGAN MENERAPKAN MODEL PEMBELAJARAN ECIRR PADA SISWA KELAS XI MIPA 3 SMA NEGERI 1 MENGWI

Abstrak

Penelitian Tindakan Kelas ini bertujuan untuk mengetahui besarnya peningkatan hasil belajar fisika siswa terhadap penerapan model belajar ECIRR (Elicit, Confront, Identify, Resolve, Reinforce). Subjek penelitian ini adalah siswa XI MIPA 3 semester ganjil Tahun Pelajaran 2022/2023 yang berjumlah 38 orang, sedangkan objek penelitian ini adalah hasil belajar fisika. Metode pengumpulan data dilakukan dengan metode dokumentasi, observasi, dan tes. Metode analisis data menggunakan analisis deskriptif kualitatif. Kriteria keberhasilan yang ditetapkan dalam penelitian ini yaitu ketuntasan secara klasikal minimal 85%. Data hasil belajar fisika diperoleh menggunakan tes hasil belajar. Hasil Penelitian Tindakan Kelas menunjukkan bahwa pembelajaran dengan model belajar ECIRR dapat meningkatkan hasil belajar fisika, peningkatan skor rata-rata hasil belajar fisika sebesar 18,38 dari 69,65 menjadi 88,03 dan peningkatan ketuntasan klasikal 55,26 % dari awal 42,11% sampai siklus II sebesar 97,37%. This classroom actionbased research was aimed at determining the magnitude of the increase in students’ Physics learning outcomes through the application of the ECIRR learning model. The subjects of this study were 38 students of XI MIPA 3 in Odd semester for the academic year of 2022/2023. Meanwhile, the object of this reseach was the results of students’ learning physics. Data Collection were obtained through some methods, namely: documentation, observation, and test. In addition, the method of data analysis was Descriptive qualitative analysis. The criteria of learning completeness that was designed in this study was classically completed at least 85%. The data on students’ physical learning outcomes were obtained by using a learning achievement test. Class action research results found that learning Physics with learning model ECIRR can improve students’ average physics learning outcomes in about 18,38, from 69,65 to 88,03 and there was an improvement of classical learning completeness in about 55, 26% from the beginning that was 42,11% to 97,37% in cycle II.