ANALISIS PERTANYAAN GURU DALAM PROSES PEMBELAJARAN BAHASA INDONESIA PADA SISWA KELAS V SEKOLAH DASAR NEGERI 3 SELONG LOMBOK TIMUR NUSA TENGGARA BARAT TAHUN PEMBELAJARAN 2012/2013
Abstract
Penelitian ini dilakukan untuk meneliti: jenis pertanyaan guru Bahasa Indonesia dalam interaksi belajar mengajar, tingkat kognitif pertanyaan guru, dan fungsi pertanyaan guru. Untuk mencapai tujuan penelitian rancangan penelitian deskriptif digunakan. Sampelnya adalah seorang guru yang mengajar Bahasa Indonesia di kelas V, SD 3 Selong, Lombok Timur. Data dikumpulkan dengan menggunakan metode observasi yang dibantu dengan perekaman proses pembelajaran dan interview. Analisis data dilakukan dengan rangkaian langkah yaitu: reduksi data, penyajian, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa pertanyaan-pertanyaan guru selama interaksi kegiatan belajar mengajar berkisar pada pertanyaan menyempit sejumlah 62 pertanyaan atau 62.62% dan pertanyaan meluas sebanyak 37 pertanyaan atau 37.37%. Terkait dengan tingkat pertanyaan guru, hasil penelitian adalah sebagai berikut: pertanyaan pengetahuan sebanyak 40 pertanyaan atau 43.01 %, pertanyaan pemahaman sebanyak 42 pertanyaan atau 45.61%, pertanyaan aplikasi sebanyak 4 pertanyaan atau 4.30% dan pertanyaan evaluasi sebanyak 4 pertanyaan atau 4.30%. Secara umum pertanyaan itu berfungsi sebagai strategi dalam interaksi belajar mengajar.
Kata Kunci : Pertanyaan guru, jenis pertanyaan guru dalam interaksi belajar, tingkat kognitif pertanyaan, dan fungsi pertanyaan
Abstract
This reasearch was conducted to examine : the types of teacher’s questions in teaching learning interaction of Indonesian language, the cognitive level of teacher’s questions in teaching learning interaction of Indonesian language, and function of teacher’s questions teacher’s questions in teaching learning interaction of Indonesian language. To achieve the research objectives descriptive research design was employed. One teacher was chosen as the subject of the study, this teacher taught Bahasa Indonesia to the fifth grade students of state elementary school 3 Selong, East Lombok. The data was collected using observation method assisted by the recording of teaching learning process and interview. The data analysis was carried out in a series of processes: data reduction, data presentation and conclusion. The result of the present study showed that the teacher asked 62 narrow questions or 62.62 % and 37 broad questions or 37.37 %. From cognitive level of questions, questions of knowledge were 40 questions or 43.01 %, comprehension questions were 42 questions or 45.61 % , application questions were 2 questions or 2.15%, analysis questions were 1 question or 1.07%, synthesis questions were 4 questions or 4.30%, and evaluation questions were 4 questions or 4.30%. The questions mainly function as a strategy for teaching and learning interaction.
keyword : Teacher’s question, Teaching and learning Interaction types of question, Cognitive level of questions, and function of questions.
Kata Kunci : Pertanyaan guru, jenis pertanyaan guru dalam interaksi belajar, tingkat kognitif pertanyaan, dan fungsi pertanyaan
Abstract
This reasearch was conducted to examine : the types of teacher’s questions in teaching learning interaction of Indonesian language, the cognitive level of teacher’s questions in teaching learning interaction of Indonesian language, and function of teacher’s questions teacher’s questions in teaching learning interaction of Indonesian language. To achieve the research objectives descriptive research design was employed. One teacher was chosen as the subject of the study, this teacher taught Bahasa Indonesia to the fifth grade students of state elementary school 3 Selong, East Lombok. The data was collected using observation method assisted by the recording of teaching learning process and interview. The data analysis was carried out in a series of processes: data reduction, data presentation and conclusion. The result of the present study showed that the teacher asked 62 narrow questions or 62.62 % and 37 broad questions or 37.37 %. From cognitive level of questions, questions of knowledge were 40 questions or 43.01 %, comprehension questions were 42 questions or 45.61 % , application questions were 2 questions or 2.15%, analysis questions were 1 question or 1.07%, synthesis questions were 4 questions or 4.30%, and evaluation questions were 4 questions or 4.30%. The questions mainly function as a strategy for teaching and learning interaction.
keyword : Teacher’s question, Teaching and learning Interaction types of question, Cognitive level of questions, and function of questions.
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