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 t antara tes awal dengan tes akhir pada siklus I memperoleh nilai probabilitas sebesar 0,001. Hasil uji pada siklus II dan siklus III memperoleh nilai probabilitas sebsesar 0,000. Artinya terdapat perbedaan yang signifikan antara hasil tes awal dan tes akhir pada setiap siklusnya. 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 dalam dalam meningkatkan self leadership mengalami peningkatan dari tidak efektif menjadi cukup efektif dan efektif. 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 to apply 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 apply four stages of experiential learning in each cycle. Collecting research data uses observation, interviews, questionnaires, and self-leadership character tests. The t-test result between the pre-test and the post-test in the first cycle obtained a probability value of 0.001. The test results in cycle II and cycle III obtained a probability value of 0.000. So, there is a significant difference between the pre-test and post-test results in each cycle. 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 effectiveness of experiential learning in improving self-leadership has increased from ineffective to quite effective and effective. The key to the success of implementing experiential learning is the readiness of teachers to provide real experiences to students and supervise student activities.