Abstract
<p><em>Learning process and student learning outcomes have a close relationship. A good learning process improves student learning outcomes. Improvement of student learning outcomes is determined by how the learning process is done by teachers. Talking about the learning process is the same as talking about learning and teaching methods. There are many methods of teaching and learning. The teachers and students live to have the method which is in accordance with the conditions of each class. This research tries one of interactive teaching and learning method, that is group discussion. With group discussions the students are invited to discuss lesson themes in social science subjects. To measure the increase of student learning outcomes with this group discussion method then conducted Pre Test about the students' knowledge before the learning process. After the group discussion intervention the teacher performed a Post Test. The result can be said that the teaching and learning methods with group discussion effectively to improve student learning outcomes.</em></p><p><em><br /> <strong>Keywords: </strong>Learning Method, Group Discussion, Pre Test, Post Test</em></p>
Highlights
Learning process and student learning outcomes have a close relationship
Improvement of student learning outcomes is determined by how the learning process is done by teachers
have the method which is in accordance with the conditions
Summary
Metode Pengajaran Sebaya Metode pengajaran sebaya (peer teaching method) adalah proses pembelajaran yang melibatkan sesama teman peserta didik, atau suatu metode mengajar kepada sesama siswa yang dibantu temannya sendiri. Karena itu metode diskusi kelompok termasuk dalam kategori pembelajaran kooperatif, yaitu peserta didik bekerja bersama-sama untuk mempelajari dan bertanggung jawab atas pelajaran mereka sendiri atau pembelajaran orang lain (Sharan, 2014). Tujuan Diskusi Kelompok Hyman, (dalam Dimyati & Muldjiono, 1994) sebagai berikut: (1) mengecek pemahaman siswa sebagai dasar perbaikan dalam proses belajar mengajar; (2) Membimbing usaha para siswa memperoleh keterampilan kognitif maupun sosial; (3) Memberi rasa aman pada peserta didik melalui pertanyaan kepada seorang peserta didik yang dipastikan bisa menjawab pertanyaan tersebut; (4) Mendorong peserta didik melakukan penemuan dalam rangka memperjelas suatu masalah; (5) Membimbing dan mengarahkan jalannya diskusi (Dimyati & Mudjiono, 1994). Keunggulan Diskusi Kelompok Metode diskusi kelompok memiliki keunggulan, antara lain: (1) Peserta didik aktif berpikir dan menyampaikan pendapatnya melalui jawaban-jawaban atas pertanyaan guru sehingga suasana kelas menjadi hidup; (2) Peserta didik terlatih mengemukakan pendapat secara lisan dan teratur; (3) terkondisi situasi di mana peserta didik berbeda pendapat sehingga suasana kelas hidup karena adanya perdebatan; (4) Peserta didik menjadi lebih berhati-hati dan secara sungguh-sungguh mengikuti pelajaran
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