Efektivitas Metode Tutor Sebaya pada Pembelajaran Elemen Estimasi Biaya Konstruksi Kelas XI TKP SMK Negeri 1 Sidoarjo

The Effectiveness of Peer Tutoring Method on Learning the Construction Cost Estimation Element for Grade XI TKP at SMK Negeri 1 Sidoarjo

Pembelajaran Elemen Estimasi Biaya Konstruksi (EBK) di SMK seringkali dianggap sulit oleh siswa, dan metode konvensional yang digunakan cenderung kurang melibatkan keaktifan siswa. Penelitian ini bertujuan untuk menganalisis efektivitas penerapan metode Tutor Sebaya pada pembelajaran elemen EBK, khususnya dalam memengaruhi minat belajar, keaktifan, durasi belajar, dan kemudahan pemahaman siswa. Penelitian menggunakan pendekatan kuantitatif dengan desain Quasi-Experimental Posttest-Only Control Group Design. Sampel penelitian berjumlah 72 siswa, terdiri dari kelas XI TKP sebagai kelas eksperimen (36 siswa) dan kelas XI DPIB sebagai kelas kontrol (36 siswa). Data dikumpulkan melalui angket persepsi siswa dan tes hasil belajar (posttest). Hasil penelitian menunjukkan bahwa: (1) Metode Tutor Sebaya efektif digunakan dengan persentase capaian 85,32% berdasarkan persepsi siswa; (2) Terdapat pengaruh positif dan signifikan secara simultan dan parsial dari minat belajar, keaktifan, dan durasi belajar terhadap kemudahan pemahaman siswa; (3) Terdapat perbedaan signifikan hasil belajar antara kelas eksperimen (rata-rata 87,63) dan kelas kontrol (rata-rata 74,02). Dengan demikian metode Tutor Sebaya efektif dalam meningkatkan efektivitas pembelajaran dan hasil belajar siswa pada Elemen Estimasi Biaya Konstruksi. Disarankan agar guru dapat menerapkan metode ini sebagai alternatif strategi pembelajaran dan penelitian selanjutnya dapat mengembangkan penilaian pada ranah afektif dan psikomotorik. 

Learning the Construction Cost Estimation element in vocational high schools (SMK) is often considered difficult by students, and the conventional methods used tend to lack student engagement. This studyaims to analyze the effectiveness of applying the Peer Tutoring method in learning the construction cost estimation element, specifically onstudents' learning interest, activeness, learning duration, and ease of understanding. The research used a quantitative approach with a Quasi-Experimental Posttest-Only Control Group Design. The sample consisted of 72 students, with grade XI TKP as the experimental class (36 students) and grade XI DPIB as the control class (36 students). Data were collected through student perception questionnaires and a learning outcome test (posttest).The results showed that: (1) The Peer Tutoring method was effective with an achievement percentage of 85.32% based on student perceptions; (2) There was a positive and significant simultaneous and partial influence of learning interest, activeness, and learning duration on students' ease of understanding; (3) There was a significant difference in learning outcomes between the experimental class (average 87.63) and the control class (average 74.02). Therefore, the Peer Tutoring method is effective in increasing learning effectiveness and student learning outcomes in the Construction Cost Estimation element. It is suggested that teachers can apply this method as an alternative learning strategy and that further research can develop assessments in the affective and psychomotor domains.