Pengaruh Model Discovery Learning Berbasis Concept Mapping Terhadap Hasil Belajar Sejarah Peserta Didik XI MIPA 5 di SMA Negeri 18 Surabaya 

The Effect of Concept Mapping-Based Discovery Learning Model on History Learning Outcomes of XI MIPA 5 Students at SMA Negeri 18 Surabaya

Pelajaran sejarah memiliki tiga elemen penting: manusia, ruang, dan waktu. Pelajaran sejarah fokus pada ingatan tokoh, waktu, peristiwa dan tempat, tersebut memicu timbulnya persepsi peserta didik bahwa belajar sejarah sangat membosankan. Pembelajaran berkutat pada teks daripada konteksnya, mengulang materi atau pengetahuan yang tertera dimodul pembelajaran dan diketahui oleh peserta didik. Kecenderungan peserta didik menerima materi secara instan dari guru, menjadikan rendahnya rasa ingin tau, sehingga saat dilakukan evaluasi hasil belajar masih kurang optimal. Penerapan Discovery Learning berbasis Concept Mapping dalam hal ini dimaksudkan agar peserta didik memiliki kesempatan untuk terlibat secara aktif dalam pembelajaran sehingga mampu menemukan pola dalam situasi konkret maupun abstrak, juga peserta didik banyak meramalkan informasi tambahan yang diberikan dan peserta didik diberi wadah untuk melatih keterampilan dengan menuangkan ide dan gagasannya melalui peta konsep tentang topik sejarah yang akan dikembangkan. Penelitian ini bertujuan untuk mengetahui apakah ada pengaruh model Discovery Learning berbasis Concept Mapping terhadap hasil belajar peserta didik dan seberapa besar pengaruhnya. Jenis penelitian ini menggunakan pendekatan pre experimental design dengan bentuk One –Shot Case Study dengan sampel XI MIPA 5 SMAN 18 Surabaya. Teknik pengumpulan data menggunakan metode observasi, pemberian posttest dan angket respon peserta didik terhadap model pembelajaran Discovery Learning berbasis Concept Mapping. Pengolahan data menggunakan uji normalitas, uji homogenitas dan uji t one sample test. Hasil penelitian ditunjukkan sebagai berikut: (1) keterlaksanaan model pembelajaran Discovery Learning berbasis Concept Mapping sebesar 95% dengan kriteria sangat baik. (2) Hasil belajar peserta didik menyatakan mencapai ketuntasan AKM 74 yaitu dengan perolehan rata-rata hasil posttest sebesar 82,9 dengan presentase 75% ketuntasan AKM. (3) Respon peserta didik terhadap hasil belajar menunjukkan 83,7% dengan kategori sangat baik.

           History lessons have three important elements: people, space, and time. History lessons focus on the memory of characters, times, events and places, it triggers the perception of students that learning history is very boring. Learning revolves around the text rather than the context, repeating the material or knowledge listed in the learning module and known by students. The tendency of students to receive material instantly from the teacher, makes their curiosity low, so that when an evaluation of learning outcomes is carried out they are still not optimal. The application of Concept Mapping- based Discovery Learning in this case is intended so that students have the opportunity to be actively involved in learning so that they are able to find patterns in concrete and abstract situations, also students predict a lot of additional information provided and students are given a place to practice skills by pouring ideas and ideas through concept maps on historical topics that will be developed. This study aims to determine whether there is an effect of the Concept Mapping-based Discovery Learning model on student learning outcomes and how much influence it has. This type of research uses a pre experimental design approach in the form of a One-Shot Case Study with a sample of XI MIPA 5 SMAN 18 Surabaya. The data collection technique used the method of observation, giving posttests and student response questionnaires to the Concept Mapping-based Discovery Learning learning model. Data processing used normality test, homogeneity test and t one sample test. The results of the study are shown as follows: (1) the implementation of the Discovery Learning learning model based on Concept Mapping is 95% with very good criteria. (2) The learning outcomes of students stated that they achieved AKM 74 completeness, namely by obtaining an average posttest result of 82.9 with a percentage of 75% AKM completeness. (3) The response of students to learning outcomes showed 83.7% in the very good category.