CHAPTER
I
PRELIMINARY
A.
Background
Education
plays a very important role in improving the quality of human resources in a
country. Education is an absolute must be fulfilled in an effort to improve the
standard of living of the Indonesian people not to be left behind with other
nations. Therefore, the national education system should be able to ensure
equal distribution of educational opportunities, quality improvement and
relevance and efficiency of education management to face challenges in
accordance with the changing demands of local, national, and global life so
that educational reforms are needed in a planned, directed and sustainable
manner.
According
to Law no. 20 Year 2003 on National Education System article 1 paragraph 1
(2003: 3), regarding the definition of education as follows:
Education
is a conscious and well-planned effort to create an atmosphere of learning and
learning process so that learners actively develop their potential to have
religious spiritual power, self-control, personality, intelligence, noble
character, as well as skills needed by him / her, society, nation and state.
From
that understanding we understand that education in Indonesia is expected to
lead learners to be able to develop their potential. The potential is measured
by the ability of learners to have spiritual strength in their religious life,
self-control in social life, strong personality, intelligence intelligence,
noble character, and life skill that can provide benefits for himself and the
surrounding community or in this case learners must able to have the ability of
a professional according to the field of science he studied.
When talking about the problems of education in Indonesia, it is definitely faced with the various problems of education. The problem of education in Indonesia comes from various segments, ranging from policymakers at the top level, to the problem of grass-roots ie learners as learners. However, when viewed in a micro-issue of education that occurs today rooted in the problem in the level of the smallest unit of education that is school. School has not been able to optimally perform its duties. Therefore, the teacher as the most important element in a school institution must perform its functions and roles maximally. The quality of education today uses the learning achievement of learners as a measure to determine its success rate. It shows the success or failure of the education process can be observed based on the high low student achievement. According to Hendari Nawawi in Indra M. Ghazali (2007: 25), explaining about the achievement of learning are: 'The level of success of students in learning the subject matter in school is expressed in the form of a score, obtained from test results, on Lesson material that has been presented. In line with that stated E. Mulyasa (2007: 258), "Assessment of learning achievement can be done with the assessment of the class that is the assessment with daily test, general test, and final examination."
Based on the phenomenon that occurs in the process of IPS learning in SMPN 23 Bandung using the Curriculum Level of Education Unit (KTSP) appears in table 1.1. In fact, in SMPN 23 Bandung happened a phenomenon where the low score of students in the subjects of social studies in the class VIII. Low values occur in basic competencies. Historical study is one of the subjects of Social Studies that must be studied because it is closely related to the competence and expertise of students in the field of IPS is fostering nationalism, patriotism and instill love of the homeland. IPS subjects in junior high school according to Permen. 22 of 2006 on content standard aims to learners have the following capabilities: 1. Know the concepts related to the life of society and its environment 2. Have basic skills for logical and critical thinking, curiosity, inquiry, problem solving, and skills in social life 3. Have a commitment and awareness of social values and humanity 4. Have the ability to communicate, work together and compete in a pluralistic society, locally, nationally, and globally. The scope of Social Studies subjects include the following aspects: 1. Man, Place, and Environment 2. Time, Sustainability, and Change 3. Social and Cultural System 4. Economic Behavior and Welfare.
Table 1.1
Historical Daily Value Recapitulation
Student class VIII SMPN 23 Bandung
|
Nilai
|
Smt 1
|
Persentase (%)
|
Smt 2
|
Persentase (%)
|
|
91-100
|
0
|
0
|
0
|
0
|
|
81-90
|
2
|
4,8
|
1
|
2,5
|
|
71-80
|
5
|
11,9
|
7
|
17,5
|
|
61-70
|
13
|
30,9
|
18
|
45
|
|
51-60
|
20
|
47,4
|
14
|
50
|
|
41-50
|
2
|
4,8
|
0
|
0
|
|
31-40
|
0
|
0
|
0
|
0
|
|
21-30
|
0
|
0
|
0
|
0
|
|
11-20
|
0
|
0
|
0
|
0
|
|
1-10
|
0
|
0
|
0
|
0
|
|
Jumlah
|
42
|
100
|
40
|
100
|
(Source: Recapitulation Book
Formative Test Semester 1 year Lesson 2008/2009)
Daily repetition given to learners for basic competencies "events around the proclamation and the process of formation of the unitary state of the Republic of Indonesia" are essays. Minimum Completeness (KKM) for IPS competency standard is 60, so that every basic competency that belongs to IPS competency standard also has KKM 60 also. When viewed from the distribution of values in the table above, for class VIII only about 17.5% of students who score above 70. Education Unit Level Curriculum (KTSP) adopts a system of mastery learning or learning, according to the definition of MONE (2007: 6) "Complete learning is when learners are not allowed to do the next job, before able to complete the work with the correct procedures, and good results. "Thus class VIII SMPN 23 Bandung experience problems in learning achievement because more than 80% of learners are not allowed to continue on the next basic competence.
The phenomenon that occurs due to teachers who provide value to the learning process of the monotonous nature, passive learners with learning, and the facilities and infrastructure available are still limited. According to Wahab in Syaiful Muttaqin (2008: 1) one of the factors affecting learning achievement is "learning method", so the learning climate developed by teachers has a very big influence on the success and excitement of learning, as well as the quality and success of learning is strongly influenced by ability and accuracy of teachers in choosing and using learning methods. According to the Ministry of Education in his book entitled Collection of Learning Methods / Assistance (2005: 126) "Learning model is a blue print teaching engineered in such a way as to achieve certain learning objectives". The blueprint (blue print) is usually used as a guide for planning and implementation of teaching and learning evaluation. Roestiyansyah in Syaiful Basri Djamarah (2006: 74), 'Learning method is a learning strategy as a tool to achieve the expected goal'. Furthermore Syaiful Basri Djamarah (2006: 72) "The position of learning methods is as a tool of extrinsic motivation, as a learning strategy and as a tool to achieve goals." From some understanding above that the learning method is the implementation of learning strategies, or can be regarded as a technical translation of learning strategies through a series of activities in teaching and learning activities.
According to Hamid Hasan (2002) Learning in junior high school is a vocational skill, so in learning IPS is learning that many train students to be skilled, thorough and meticulous in calculating the numbers associated with IPS. IPS learning process starts from the understanding of IPS, then dilajutkan with practice. So IPS learning is a process of learning by students to obtain some knowledge about IPS Lesson through memorization, exercises and practice directly because the expected output is the real skill needed for the community. These skills are referred to as social skills. Based on the above description the author tries to choose one of the methods that if appropriate on the subject of IPS, the method of simulation learning. The reasons for choosing a simulation method are as follows: 1) In the method of simulation learning, the preferred domain is the domain of skills in practicing the learned theory, so that in accordance with the learning objectives of social studies is not only limited in the ability to understand the concept, so that in the learning process of junior high school students should be accustomed to face the conditions to be faced in the real world namely the community. The method that is able to create real conditions into non-actual conditions is the simulation method. With this method students are expected to live up to the values of the nation's struggle. 2) IPS teachers in general often use the lecture method combined with the assignment, is expected to use this method variations occur in the given learning method.
From the description of the above problems the authors are interested to conduct research with the title "The Influence of Learning Method Simulation Against Learning Achievement on IPS Subject (An Experimental Study of IPS history in Class VIII SMPN 23 Bandung)"
B. Problem Formulation
1. What is the picture of student achievement in Social Science subject in class VIII?
2. How is the picture of student achievement by using simulation learning method on IPS subject in class VIII?
3. Is there a difference in the use of conventional methods with simulation methods on social studies subjects in class VIII?
C. Research Objectives
The purpose of this research is as follows:
1. To know the description of student achievement on social studies subjects in class VIII.
2. To know the description of simulation learning method on IPS subject in class VIII.
3. To know the difference of conventional method with simulation method on IPS subject in class VIII.
D. Research Benefits D.1. Theoretical benefits Research is expected to increase the knowledge and experience as well as a comparison material between theories in the lecture and give contribution of thought or study material to the application of simulation learning method in improving learning achievement especially in Social Studies Lesson. 2. Practical Benefits a) For School The results of this study are expected to be useful as an information material as well as input in terms of evaluation and improvement for schools, especially in creating a fun learning atmosphere and development of varied learning methods in the learning process. b) To Master This research can be used as reference material to conduct further research and can be a thought contribution to the advancement of education.
E. Framework for Thinking
Nasrun Harahap in Syaiful Bahri Djamarah (1994: 21), that "the achievement of learning is the value of education about the progress and progress of students with respect to the content of the lesson material presented to them and the values contained in the curriculum". Hendari Nawawi in Indra M. Ghazali (2007: 25), explains about the achievement of learning, namely: The success rate of students in learning the subject matter in school expressed in the form of a score, obtained from test results, about the subject matter that has been presented.
Referring to the above two opinions, it can be concluded that the achievement of learning is an assessment conducted by the teacher on the progress and progress of students in cognitive, affective and psychomotor aspects after students successfully complete the lesson material provided by teachers contained in the curriculum. Student achievement not only serves as a tool to find out the extent to which the cognitive, affective and psychomotor development of students after learning activities, but other functions that are more important than student achievement is as an effort made by teachers to motivate students to improve their willingness learn.
In carrying out these teaching and learning activities always not always succeeded in accordance with the goals set, but often have constraints and obstacles that can disrupt the progress of student learning. Constraints that affect student achievement is not independent of the factors that affect learning itself.
Learning achievement is influenced by two factors, internal and external, the main cause of learning disabilities that is the possibility of physiological dysfunction, while the main cause of learning problem (learning problems) is external factor, that is, among others in the form of wrong learning strategy, which does not generate children's learning motivation, and reinforces inappropriate reinforcement (Mulyono Abdurahman, 2003: 13)
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