Abstract
This classroom action research is aimed at improving activities and students' understanding of biological concepts by applying the strategies SQ3R. SQ3R strategies make it possible for students to learn systematically, effectively and efficiently in the face of various teaching materials. The research was done at SMA Negeri 5 Kendari, in academic year 2013/2014. The subject of the research were 42 student that registered in the second semester of the school year 2013/2014. The data collecting method were done by using interview and observation. Source data from this study was the measurement of student learning activities using observation sheet comprehension test and measurement concept that refers to indicators of understanding of the concept according to Anderson and Krathwoll in the first cycle, second cycle and third cycle. The data analysis was done by descriptive statistics. The research concludes that: 1) The percentage score activitiies students in first cycle is 77,08, second cycle is 82,14%, and the three cycle is 86,31%. 2) ) The percentage score understanding of the concept in first cycle is 72,62%, second cycle is 90,18%, and the three cycle is 92,62%.
Highlights
This classroom action research is aimed at improving learning activities and students
The research was done at SMA Negeri 5 Kendari
42 student that registered in the second semester of the school year 2013/2014
Summary
Berdasarkan Tabel 1. rerata skor aktivitas belajar siswa selama proses pembelajaran pada siklus I sebesar 3,08 dengan persentase mencapai 77,08%. Sebelum melaksanakan pembelajaran sebaiknya guru harus lebih memotivasi siswa agar terlibat aktif dalam proses membaca, serta mengemukakan pendapat sehingga mudah bagi siswa untuk memahami materi yang dipelajari. Selama proses pembelajaran pada siklus I, masih terdapat kekurangan yang perlu ditingkatkan, diantaranya: 1) alokasi waktu yang digunakan tidak sesuai dengan indikator dan tujuan pembelajaran, sehingga berdampak pada aktivitas belajar siswa dalam pembelajaran, 2) kesediaan siswa untuk membaca bacaan yang diberikan masih kurang, siswa masih bertanya kepada kelompok lain tentang konsep penting bacaan 3) siswa masih kesulitan dalam membuat pertanyaan (question), membaca teliti untuk menjawab pertanyaan (read), dan membuat rangkuman (review) dari bacaan, 4) motivasi siswa masih kurang, ada sebagian siswa malu dan canggung dalam mengemukakan gagasan atau pendapatnya. Hasil analisis aktivitas belajar siswa dalam proses pembelajaran siklus II disajikan pada Tabel 3
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