Penggunaan Metode Tutorial Teman Sebaya untuk Menigkatkan Kemampuan Belajar Menggambar Denah Interior Kamar Mandi dengan Program 3D Pada Mata Pelajaran Konstruksi dan Utilitas Gedung di Kelas XII DPIB SMK Negeri 2 Karang Baru

Abstract

The reality in the field is that there are still many students who do not like learning physical education because there is no comprehensive socialization in education, so that the competency standards of physical education learning can be implemented in accordance with the guidelines, aims and objectives as contained in the curriculum. One of them is trough peer tutorial method. This classroom action research aims to improve learning outcomes of building construction and utilities for class XII DPIB student at SMK Negeri 2 Karang Baru and carried out for three monts. This study uses a classroom action research method which is carried out in 2 cycles for 1 meeting in each cycle. The subjects in this study were student of class XII DPIB SMK Negeri 2 Karang Baru, totaling 20 students, colaborators, observers, and score documents. Data were collected by using the technique of carrying out tests at the end of each lesson and the results of observations made while the data collection tools were test questions, observation sheets. Data from student test result and observation result were validated by entering student score in the score list quantitatively and describing qualitatively the results of observer observations. The data that has been validated is analyzed by looking at students completeness in reaching the KKM and looking at the value of student learning outcomes, both the average value, the highest score, and the lowest score. As an indicator of success in this study is the increase to reach 100. This research was conducted in 2 cycles and each cycles was carried out in 4 stages. The results of this classroom action reaseach from one lesson learned to another increased. Mastery students in initial conditions 18.18% while learning outcomes in the first cycles of student mastery increased by 72.27% in cycles 2 learning outcomes increased to 100%.