ABSTRAK

Chasanah. 2019. Efektivitas Model Cooperative Problem Based Learning Pendekatan Literasi Kritis dan Diskusi Grup dengan Bahan Ajar LKPD Ekonomi Insert Syariah terhadap Hasil Belajar Ekonomi Kelas XI MA Negeri Kota Magelang. Tesis, Program Studi Pendidikan Ekonomi, Pascasarjana Universitas Negeri Surabaya. Pembimbing: (I) Dr. Luqman Hakim, S.Pd., M.SA., dan (II) Dr. Tri Sudarwanto, S.Pd., M.SM.

Kata-kata kunci: Cooperative Problem Based Learning, Literasi Kritis, Diskusi Grup, LKPD Ekonomi Insert Syariah, Hasil Belajar Ekonomi.

Penelitian ini bertujuan untuk: (1) Menganalisis sejauh mana efektivitas keterlaksanaan model Cooperative Problem-Based Learning pendekatan literasi kritis dengan bahan ajar LKPD Ekonomi Insert Syariah terhadap hasil belajar ekonomi kelas XI MAN Kota Magelang, (2) Menganalisis sejauh mana efektivitas keterlaksanaan model Cooperative Problem-Based Learning diskusi grup dengan bahan ajar LKPD Ekonomi Insert Syariah terhadap hasil belajar ekonomi kelas XI MAN Kota Magelang, (3) Menganalisis ada tidaknya perbedaan yang signifikan antara hasil belajar ekonomi  model CPBL pendekatan literasi kritis dan hasil belajar ekonomi model CPBL metode diskusi dengan bahan ajar LKPD Ekonomi Insert Syariah pada peserta didik kelas XI MAN Kota Magelang.

Penelitian ini berjenis quasi experimental dengan populasi 135 peserta didik MAN Kota Magelang. Sampel sebanyak 68 dengan teknik non probability sampling yang terbagi ke dalam 2 kelas, eksperimen dan kontrol. Efektivitas model pembelajaran diukur dengan 3 pengujian, yakni; validasi ahli, validasi pengguna, dan validasi audience. Uji hipotesis menggunakan uji statistik non parametrik Mann Whitney U.

Hasil penelitian menunjukkan; (1) Model CPBL pendekatan literasi kritis memiliki validitas ahli atas perangkat pembelajaran berkategori sangat valid, validitas pengguna atas keterlaksanaan model berkategori sangat valid, validitas audience atas pencapaian ketuntasan hasil belajar berkategori tidak efektif; (2) Model CPBL diskusi grup memiliki validitas ahli atas perangkat pembelajaran berkategori sangat valid, validitas pengguna atas keterlaksanaan model berkategori sangat valid, validitas audience atas pencapaian ketuntasan hasil belajar berkategori efektif; (3) Tidak ada perbedaan signifikan pada hasil belajar ekonomi antara model CPBL pendekatan literasi kritis dan CPBL diskusi grup. Hal ini ditunjukkan dengan hasil uji beda Mann Whitney U dengan nilai Z negatif dan nilai signifikansi >0,05 yang berarti kedua model tidak memiliki perbedaan signifikan pada hasil belajar peserta didik.

ABSTRACT

Chasanah. 2019. Effectiveness of Cooperative Problem Based Learning Model Critical Literacy Approaches and Group Discussion with LKPD Insert Sharia Economiy on Economic Study Result Grade XI MAN Kota Magelang. Thesis, Department of Economics, Graduate Programe of Universitas Negeri Surabaya. Supervisor: (I) Dr. Luqman Hakim, S.Pd., M.SA., and (II) Dr. Tri Sudarwanto, S.Pd., M.SM.

Key words: Cooperative Problem Based Learning, Critical Literacy Approach, Group Discussion, LKPD Insert Sharia Economy, Economic Study Results.

This study aims to: (1)Analyze the extent to which the effectiveness of adherence to the model Cooperative Problem-Based Learning critical literacy approach to teaching materials LKPD Economic Insert Sharia on learning outcomes of economy Grade XI MAN Kota Magelang, (2) Analyze the extent to which the effectiveness of adherence to the model Cooperative Problem-Based Learning group discussion with teaching materials LKPD Economic Insert Sharia on learning outcomes of economy Garde XI MAN Kota Magelang, (3) To analyze a significant difference between the learning outcomes of economic models CPBL critical literacy approach and learning outcomes of economic models CPBL group discussion with teaching materials LKPD Economic Insert Sharia.

This research was quasi-experimental with a population of 135 learners MAN Kota Magelang. A sample of 68 with non-probability sampling techniques are divided into two classes, experimental and control. The effectiveness of the learning model is measured by three tests, namely; expert validation, user validation, and audience validation. Test the hypothesis using non-parametric statistical test Mann Whitney U.

The results showed; (1) Model CPBL critical literacy approach has validity expert on learning device category is very valid, the validity of enforceability of the user on the model category is very valid, the validity of the audience on the achievement of learning outcomes categorized completeness is not effective; (2) Model CPBL group discussion has validity expert on the learning device category is very valid, the validity of enforceability of the user on the model category is very valid, the validity of the audience on the achievement of learning outcomes categorized completeness effective; (3) No significant difference in the results on studying economics between models CPBL critical literacy approach and CPBL group discussion. This is indicated by the results of Mann Whitney U test with negative Z value and the significance value > 0,05.