MENINGKATKAN AKTIVITAS BELAJAR DAN HASIL BELAJAR IPS MELALUI PENERAPAN MODEL PEMBELAJARAN AUDITORY INTELLECTUALY REPETITION (AIR) PADA SISWA KELAS VIII SMP NEGERI 2 KAMBOWA KABUPATEN BUTON UTARA

Abstract

Formulations of the problems in this research were: 1) whether the application of auditory intellectually repetition (AIR) can improve learning activity of grade VIII students of SMP Negeri 2 kambowa north buton regerency: 2) whether the application of auditory intellectually repetion (AIR) can improve learning outcome of grade VIII SMP Negeri 2
Kambowa north Buton regerency. This research aimed to improve students learning activity and learning outcome through the application of auditory intellectually repetition (AIR) on grade VIII of SMP Negeri 2 Kambowa north Buton regerency. Type of this research was classroom action research, subject in this research was teacher of IPS subject of grade VIII SMP Negeri 2 Kambowa north Buton regerency and object
in this research was grade VIII students of SMP Negeri 2 Kambowa north buton regerency with total 20 students. Data collection techniques in this research were observation, giving test and documentation. Based on the research outcome on each cycle obtained that learning with using
auditory intellectually repetition (AIR) learning model can imrove IPS learning activity outcome of grade VIII students of SMP Negeri 2 Kambowa north Buton regerency. It can be can seen from the results of observation sheet of students’ activity at cycle I the total completeness score (63.39%), incompleteness (36.61%). While, at cycle II with total completeness score (83.75%) and incompleteness (16.25%). bservation sheet of teacher activity at cycle I with total completeness score (71.42%), incompleteness (28.58%). While, at cycle II with total
completeness score (89.28%), incompleteness (10.72%). Learning with using auditory intellectually repetition (AIR) learning model can improve students learning outcome, it can be seen at students’ initial test with learning completeness percentage was 40% and at cycle I the percentage was 55% and at cycle II increased with learning completeness percentage was 85%. It showed that there was an improvement at students learning activity and learning outcome with
the criteria of minimum completeness was 75%.