Abstract
Limitations in the time allocation for chemistry lessons for class XII in the sixth semester which resulted in non-optimal processes and learning outcomes encouraged researchers to innovate learning through classroom action research. This study aims to describe the application of a structured assignment strategy based on group investigation to improve students' chemistry learning outcomes at SMAN 1 Kedungwaru which is carried out in two cycles. The subjects of this study were 36 students of class XII MIPA 6 who had heterogeneous abilities. Data collection techniques were carried out through observing teacher and student activities as well as learning achievement tests. The results of the study show that the application of a structured assignment strategy based on group investigation can be a solution to the limited allocation of learning time in the classroom which provides opportunities for students to engage in active learning individually and develop cooperation in their groups. Through this strategy students not only learn the basic concepts but also the application and development of material that has an impact on the quality of the process and the achievement of learning outcomes. Observation data from cycle I and cycle II showed that the quality of teacher activities increased from 85.43% to 91.94% with very good criteria and student activities increased from 82.99% to 89.93% with very good criteria. The results of the mastery of learning chemistry cycle I and cycle II also showed an increase in learning completeness in the skill aspect from 88.89% to 100% and the knowledge aspect from 86.1% to 97.22% exceeding the minimum requirement of 80%. What the teacher needs to pay attention to in implementing this strategy is to check the correctness of the concept of student independent learning outcomes and the division of student roles in groups according to learning styles.
ABSTRAKKeterbatasan alokasi waktu pembelajaran kimia kelas XII semester enam yang menyebabkan tidak optimalnya proses dan hasil belajar mendorong peneliti melakukan inovasi pembelajaran melalui penelitian tindakan kelas. Penelitian ini bertujuan mendeskripsikan penerapan strategi penugasan terstruktur berbasis group investigation untuk meningkatkan hasil belajar kimia siswa SMAN 1 Kedungwaru yang dilaksanakan dalam dua siklus. Subjek penelitian ini adalah 36 siswa kelas XII MIPA 6 yang memiliki kemampuan heterogen. Teknik pengumpulan data dilakukan melalui observasi kegiatan guru dan siswa serta tes hasil belajar. Hasil penelitian menunjukkan penerapan strategi penugasan terstruktur berbasis group investigation dapat menjadi solusi keterbatasan alokasi waktu pembelajaran di kelas yang memberikan kesempatan siswa terlibat belajar aktif secara individu dan mengembangkan kerjasama dalam kelompoknya. Melalui strategi ini siswa tidak hanya belajar konsep dasar saja namun juga aplikasi dan pengembangan materi yang berdampak pada kualitas proses dan pencapaian hasil belajar. Data hasil observasi siklus I dan siklus II menunjukkan kualitas kegiatan guru meningkat dari 85,43% menjadi 91,94% dengan kriteria sangat baik dan kegiatan siswa meningkat dari 82,99% menjadi 89,93% dengan kriteria sangat baik. Hasil ketuntasan belajar kimia siklus I dan siklus II juga menunjukkan meningkatnya ketuntasan belajar pada aspek keterampilan dari 88,89% menjadi 100% dan aspek pengetahuan dari 86,1% menjadi 97,22% melebihi dari yang dipersyaratkan minimal 80%. Yang perlu diperhatikan guru dalam penerapan strategi ini adalah memeriksa kebenaran konsep hasil belajar mandiri siswa dan pembagian peran siswa dalam kelompok sesuai gaya belajar.