PENGARUH PENERAPAN METODE TUTOR SEBAYA TERHADAP HASIL BELAJAR PESERTA DIDIK KELAS 2 PEMBELAJARAN MATEMATIKA DI SEKOLAH DASAR INKLUSI

THE INFLUENCE OF APPLICATION OF THE PEER-TUTOR METHOD ON THE LEARNING OUTCOMES OF CLASS 2 STUDENTS LEARNING MATHEMATICS IN INCLUSION ELEMENTARY SCHOOLS

Pendidikan merupakan hak setiap warga, terutama bagi peserta didik inklusi. Peserta didik inklusi berhak mengikuti proses pembelajaran bersama dengan peserta didik lainnya di dalam kelas yang sama. Namun, proses pembelajaran bagi peserta didik inklusi akan sedikit berbeda dan pendidik harus menemukan atau menerapkan metode yang sesuai, salah satunya dengan metode tutor sebaya. Metode tutor sebaya dapat mmebantu dalam proses pembelajaran yang sulit, yakni matematika.

Penelitian ini bertujuan dalam mendeskripsikan pengaruh positif dan efektif dalam meningkatkan hasil belajar peserta didik. Hasil penelitian yang dilakukan, ditemukan bahwa terdapat pengaruh positif dan efektivitas metode tutor sebaya melalui pengujian t-test kelompok kontrol nilai rerata pre-test 33,5714 dan post – test 59,2857 dengan nilai N-Gain sebesar 34.8880 atau 34.8 termasuk dalam kategori tidak efektif. Pada kelompok eksperimen, nilai rerata pre-test 33,5714 dan post – test 59,2857 dengan nilai N-Gain sebesar 96,6270 atau 96,6 termasuk dalam kategori efektif.

Kata Kunci: Pendidikan inklusi, metode tutor sebaya, matematika 

Education is the right of every citizen, especially for inclusive students. Inclusive students have the right to participate in the learning process together with other students in the same class. However, the learning process for inclusive students will be slightly different and educators must find or apply appropriate methods, one of which is the peer tutoring method. The peer tutoring method can help in a difficult learning process, namely mathematics.

This study aims to describe the positive and effective influence in improving student learning outcomes. The results of the research conducted, it was found that there was a positive influence and effectiveness of the peer tutoring method through the t-test of the control group, the pre-test mean value was 33.5714 and the post-test was 59.2857 with an N-Gain value of 34.8880 or 34.8 included in the no category. effective. In the experimental group, the mean pre-test value was 33.5714 and post-test 59.2857 with an N-Gain value of 96.6270 or 96.6 included in the effective category.

Keywords: Inclusive education, peer tutoring method, mathematics