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ABSTRACT
Indriana Dina, 2007, The Implementation Of
Cooperative Learning to Contruct Reading Skill
In Arabic Teaching In Junior High School
Tarbiyatul Mu'alimin Wa Mu'alimat Metro
Lampung. Postgraduade Program UIN Malang.
Consultan Dr. Nurul Murtadho, M.Pd.
Reading is a skill. Everybody has different
anilities in reading. There are four kinds of reading
skill, namely: (1) literal reading (2) critical reading (3)
interpretative reading (4) creative reading. The
purpose of the the reaserch is to implement or
applying cooperative learning and to look pratical
implication from implementing cooperative learning to
increase the student's ability in critical Arabic reading.
Wishfully, this research could be used as a guidance
for the teacher, educational manager, curriculum
development to make a better effort of Arabic
Language teaching in Schools.
By using experimental research, method used in
this research are statical descriptive analysis and one
way of cooperative learning in the field.
١١
The result shown that: (1) the comparation
between student tought by cooperative learning a
student tought by traditional approach didn't give
significant result, nevertheless, there are some
advantages concerning with the result that student
taught by cooperative learning which is learning result
in mean score at experimental class is 32.56, higer
than the result in control class that have score 60.48. It
means that experimental class student result is better
than student in control class, (2) the teacher ability to
manage learning and doing learning is similar with
learning guidance, but they are still lack of abilities to
make a good skill in cooperative learning.
Based on the result of the research, it is suggested
that: (1) teacher using cooperative learning should be
qualified in skills of learning, preparing the work sheet
as well as possible, that can lead students framework
to understand directly the concept tought by the
teacher. (2) other researcher that have similar student,
because cooperative learning can't be done in class
which has lot of students.
١٢
ABSTRAK
Indriana Dina, 2007, Implementasi Belajar Kooperatif
dalam Pengajaran Keterampilan Membaca Krtitis
Pelajaran Bahasa Arab Di Sekolah Menengah
Pertama Tarbiyatul Mu'alimn wa Mu'alimat (SMP
TMI) Raudhatul Qur'an, Metro Lampung, Tesis,
Program pascasarjana UIN Malang.
Pembimbing. Dr. Nurul Murtadho, M.Pd.
Membaca merupakan salah satu keterampilan
berbahasa, dan keterampilan setiap orang berbeda.
Meskipun demikian setiap orang harus selalu berusaha
meningkatkan kemahiran membacanya. Membaca
dibagi menjadi empat macam yaitu: membaca literal,
membaca kritis, membaca interpretatif dan membaca
kreatif.
Penelitian ini bertujuan untuk menerapkan
pembelajaran kooperatif, dan untuk melihat implikasi
praktis dalam penerapan pengajaran bahasa Arab
untuk meningkatkan kemampuan siswa membaca
kritis teks bahasa Arab. Diharapkan penelitian ini
dapat digunakan sebagai acuan bagi guru, pengelola
pendidikan dan pengembang kurikulum dalam upaya
perbaikan pengajaran bahasa Arab di sekolah.
١٣
Jenis penelitian yang digunakan adalah penelitian
eksperimen. Tehnik analisis data yang digunakan
adalah analisis statistik deskriptif dan analisis varians
satu jalur. Di samping itu peneliti juga
mengembangkan model pembelajaraan kooperatif di
sekolah.
Hasil penelitian menunjukkan (1) hasil belajar
siswa kelas eksperimen dengan siswa kelas kontrol
tidak memberikan perbedaan hasil yang signifikan.
Tetapi masih ada beberapa kelebihan berkaitan dengan
hasil belajar siswa kelas eksperimen, yaitu skor rata-
rata (mean) hasil belajar siswa kelas eksperimen 62.56
dan siswa kelas kontrol 60.48, sehingga hasil belajar
siswa kelas eksperimen lebih baik dari pada kelas
kontrol. (2) kemampuan guru mengelola pembelajaran
dan melaksanakan pembelajaran sesuai dengan
rencana pembelajaran, tetapi masih kurang dalam hal
menguasai keterampilan dalam pembelajaran
kooperatif.
Berdasarkan temuan di lapangan disarankan, (1)
guru yang akan menggunakan belajar kooperatif,
hendaknya menguasai keterampilan dalam
pembelajaran, mempersiapkan lembar kerja siswa. (2)
peneliti lain yang tertarik kajian yang sama,
diharapkan agar memperhitungkan kapasitas ruangan
dengan banyaknya siswa.
١٤
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1 Goodman, K. the Reading Process. Dalam Carell, P: Devine, J. & Eskey, D. (eds). Interactive
Approaches to Second Language Cambridge : Cabridge University Press, 1988, hal 2-3. 2 Tomkins, G.E. K, Language Arts Contents and Teaching Strategies. New York Macmillan
College Publisihng Company, 1991, hal.267 3 Nur Hadi, Bagaimana meningkatkan kemampuan membaca?, (Bandung: Sinar Baru Algesindo,
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C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey, 1996, 255. 8 Burns , Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
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9 Burns , Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
1996, 278.
10 Burns, Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
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11 Hariyanto, Upaya Membantu Mengatasi Kesulitan Menyelesaikan Soal Matematika Bentuk
Cerita Dengan Strategi Pembelajaran Kooperatif, (Bandung: Program Pascasarjana Jurusan
Matematika Universitas Pendidikan Indonesia, 2002) hal. 3-4. 12 Slavin, Cooperative Learning. Theory, Research and Practic. Needham Heights, Inc, 1995,
.hal.990. 13 Lie, A., Mempraktekkan Cooperative Learning di ruang ruang Kelas, Jakarta, Gramedia, 2002,
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15 Hariyanto, Upaya Membantu Mengatasi Kesulitan Menyelesaikan Soal Matematika Bentuk
Cerita Dengan Strategi Pembelajaran Kooperatif, (Bandung: Program Pascarasjana Matematika
Universitas Pendidikan Indonesia, 2002) hal.3. 16 Slavin, Cooperative Learning. Theory, Research and Practic. Needham Heights, Inc, 1995 .hal.
995.
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�.!;�. 19 Sidikwantjana. Benarkah Sekolah Sebagai Pusat Pengembangan Minat dan Kegemaran
Membaca? Buletin Pusat Pebukuan, (2): 1997, hal.8-12.
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22 Burns , Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
1996:208 23 Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey, 1996 Paul
C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey, 1996, 255.
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24 Burns , Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
1996, 262 25 Burns , Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
1996, 278
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26 Burns, Paul C.,Roe,B.D & Ross,E.P. , Teaching Reading in Elementery Schools. New Jersey,
1996 , 293.
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27 Nurhadi, Bagaimana Meningkatkan Kemampuan Membaca?, (Malang: Sinar Baru Algesindo,
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32 Hariyanto, Upaya Membantu Mengatasi Kesulitan Menyelesaikan Soal Matematika Bentuk
Cerita Dengan Strategi Pembelajaran Kooperatif, (Bandung: Program Pascarasjana Matematika
Universitas Pendidikan Indonesia, 2002) hal.3. 33 Slavin, Cooperative Learning. Theory, Research and Practic. Needham Heights, Inc, 1995,
hal.995. 34 Jacob, Evelen, Cooperative Learning In Contenxt, New York: State Unibersity Of New York
Press, 1999 hal.147
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&WJ� , ZT F� ��-+V , ���C¼ ��-C�T . Rm �-F�m �� � P ZT F�T \��C' RJL Jz , {%m[k �} �� $T%? P W� CU �/�� ��.� W+
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R�2%�&� �E �y l� ��' . � _V� ����� ET)Lie ( �T mF� �-F� ZV �%�&' $�` ��.� td�T $�e��� �x� �� ��T �� [�� ZuE �×CJ� .
�-F�m� ZV �m¬ )[� ��O �e��E C�/ �T F� o &� P =�-� XY ,-�T 5FE �e5FE �-F�T.
35 Slavin, Cooperative Learning. Theory, Research and Practic. Needham Heights, Inc, 1995,
hal.51.
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�-F� ZV ��+%E� >�5�T �m�C�6 �x� = �V �c%k Á��� �T F� ���G- �p� e� , �m� k� ��m&�6 � (� P ��ek& ��FC� \� e� �c z
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d%~�m]T l C[�m]D �m�}x S ��-F' ,-� �J² ZV � ( �2 = �V���' X*2T ���C¼ d 5�V �x( _� $� F' .
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36 Ibrahim, Muslimin, Fida Rachmadiarti, Moh.Nur, dan Ismono, Pembelajaran Kooperatif
(Surabaya: Universitas Negeri Surabaya, 2000). Hal.16.
٥٠
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37 Suparno, Membangun Kompetensi Belajar ( Jakarta, Depdikbud), 2000, hal.2. 38 Muhammad Nur, Pengajaran Berpusat Pada Siswa dan Pendekatan Konstructivis Dalam
Pengajaran Matematika dan IPA Sekolah, Universitas Negeri Surabaya, tt.
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41 Lie, Cooperative Learning (Jakarta: Grasindo, 2002, 101
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sGoodman, K. the Reading Process. Dalam Carell, P: Devine, J. & Eskey, D.
(eds). Interactive Approaches to Second Language Cambridge : Cabridge
University Press, 1988.
Hasbullah, Sejarah Pendidikan Islam di Indonesia-Lintas Sejarah Pertubuhan
Dan perkembangan , Jakarta, PT. Raja Grafindo Persada, 1995
Hariyanto, Upaya Membantu Mengatasi Kesulitan Menyelesaikan Soal
Matematika Bentuk Cerita Dengan Strategi Pembelajaran Kooperatif, Bandung: Program Pascasarjana Jurusan Matematika Universitas
Pendidikan Indonesia, 2002
Kaseng, Syahluddin, Linguistik Terapan, Pengantar menuju Pengajaran Bahasa
Yang Sukses, Jakarta: P2LPTK, 1989.
Kessler, C., Cooperative Language Leraning. A. Teacher's Resource Book. San
Antonio: Prentice-Hall Regent Englewood Ciliffs. 1992
١٠٥
Larsen, Preeman, Diane, Teachniques and Principle In Language Teaching: USA
Oxford University Press.
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ruang Kelas, Jakart, Gramedia, 2002
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Algesindo, 2004
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Lampiran 1.a
KISI – KISI SOAL TES KEMAMPUAN AWAL SISWA
NO Tujuan Pembelajaran Khusus No. Soal Tingkatan
1 Menjawab pertanyaan kapan, siapa,
dimana.
A-1
A-2
A-3
A-4
A-5
B-1
Mudah
Mudah
Mudah
Mudah
Mudah
Mudah
2 Membuat prediksi berdasarkan isi bacaan
B-4
B-1
A-6
A-7
A-8
A-9
Sedang
Mudah
Sedang
Sedang
Sedang
Sedang
١٠٦
A-10 Sedang
3 Menentukan tujuan pengarang menulis
bacaan
B-2 Sulit
4 Memberikan tanggapan atau kesan tentang
karakter tokoh dalam bacaan
B-5 Sulit
5 Membuat simpulan B-3 Sedang
Keterangan:
A : Soal pilihan ganda
B : Soal Esay/uraian
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Kisi – Kisi Soal Tes Hasil Belajar Siswa
NO Tujuan Pembelajaran Khusus No. Soal Tingkatan
1 Membuat Prediksiberdasarkan isi bacaan B-1 Sedang
2 Mengungkapkan ide pokok paragraf
B-3 Sedang
3 Menafsirkan gagasan utama paragraph dengan
tepat
B-2 Sulit
4 Memberi tanggapan atau kesan tentang
karakter tokoh
B-4 Sedang
5 Membuat kesimpulan
B-5 Sulit
Keterangan:
A : Soal pilihan ganda
B : Soal Esay/uraian
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١١٨
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Lampiran 1.e
LEMBAR PENGAMAT AKTIVITAS GURU
Petunjuk:
Amati aktivitas guru selama kegiatan pembelajaran berlangsung
Isilah lmebar pengamat dengan prosedur sebagai berikut
1. Pengamat dalam melaksanakan pengamatan berada ditempat strategis
yang berdekatan dengan siswa sampel (karena pengamatan aktivitas siswa
dan guru dilaksanakan secara bersamaan)
2. Setiap 40 detik pengamat melakukan pengamatan aktifitas guru yang
dominan, dan 20 detik berikutnya pengamat menuliskan kode katagori
pengamatan.
3. Kode-kode katagori dituliskan secara berurutan sesuai dengan kejadian
pada baris dan kolom yang tersedia.
4. Pengamatan terhadap guru dimulai sejak kegiatan pembelajaran.
Katagori pengamatan:
1. Menyampaikan pendahuluan
2. mengatur kelompok
3. Menjelaskan materi pelajaran
4. Menanggapi pertanyaan siswa
5. Menutup pelajaran
6. Mengajukan permasalahan belajar kooperatif
7. Meminta siswa mengerjakan soal secara mandiri
8. Meminta siswa diskusi kelompok
9. Membimbing siswa dalam diskusi kelas
10. Memberi kesempatan kepada siswa lain untuk memberi tanggapan
١١٩
11. Mengamati kegiatan siswa
12. Membantu siswa membuat rangkuman diskusi
c ?_"1�.C
Lembar Pengamatan Pembelajaran Kooperatif
�]��' : ��]��' �]��' "Z�%. ��T�"
\� ' :��E%F �G-
Petunjuk:
1. Daftar pengelolaan pembelajaran berikut ini berdasarkan prinsip pembelajaran kooperatif
yang dilakukan guru di kelas. Berikut penilaian dengan memberikan tanda cek (V) pada
kolom yang tersedia.
2. Untuk kegiatan melatih keterampilan pembelajaran dengan belajar kooperatif berikut tanda
tally untuk setiap tingkah laku guru dalam melatihkan keterampilan pembelajaran dengan
belajar kooperatif tersebut yang muncul:
No Aspek yang diamati Penilaian
1 2 3 4 5
1 Pendahuluan
A Menyampaikan tujuan pembelajaran dan aturan main
belajar kooperatif
B Memotivasi atau membangkitkan minat siswa
C Menghubungkan pelajaran sekarang dengan pelajaran
terdahulu
D Menyediakan sarana dan prasarana (LKS, Lembar hasil
diskusi, dll)
2 Kegiatan inti atau pelaksanaan
A Meminta siswa memahami atau mengkaji materi di
Lembar Kerja Siswa
B Meminta siswa berdiskusi di kelompoknya masing-
masing
C Mengendalikan diskusi
D Mengajukan pertanyaan membimbing
E Membimbing siswa diskusi kelompok
F Menanggapi gagasan siswa
G Membimbing siswa diskusi kelas
H Mengekspresikan ide guru sendiri
I Mendorong keterlibatan dan keikutsertaan siswa
(memotivasi siswa untuk aktif)
3 Penutup
A Mengikhtisarkan hasil diskusi
B Meminta siswa mempresentasikan hasil diskusi
4 Pengelolaan waktu
5 Pengamatan suasana kelas
١٢٠
A Siswa antusias
B Guru antusias
C Siswa mendengarkan pertanyaan atau pendapat orang lain
D Siswa membaca
E Siswa melakukan diskusi kelompok
F Siswa berada dalam tugas
Keterangan:
1. Sangat kurang baik
2. Kurang baik
3. Cukup baik
4. Baik
5. Baik sekalis
Lampiran 1.g
No Pernyataan SS S TS STS Ket
1 Belajar dengan pembelajaran seperti ini menyenangkan,
karena setiap siswa harus aktif sehingga tidak
membosankan seperti yang dilakukan guru selama ini.
2 Sebelum memulai pembelajaran sebaiknya guru terlebih
dulu menyampaikan tujuan dan manfaat mempelajari
materi tersebut
3 Pembelajaran bahasa Arab dengan pendekatan kooperatif
menyenangkan karena untuk melatih siswa bernalar dan
beragumen antar sesama siswa secara logis.
4 Belajar kooperatif menyenangkan, karena guru hanya
bertindak sebagai fasilitator dan mediator sehingga materi
sulit dimengerti
5 Belajar kooperatif menyenangkan, karena siswa sendiri
yang mengkonstruk pengetahuannya sehingga materi
dapat dimengerti secara bermakna.
ANGKET RESPON SISWA
Petunjuk: 1. Bacalah pertanyaan-pertanyaan dibawah ini dengan teliti, bila ada yang kurang jelas
atau tidak dimengerti tanyakan pada guru.
2. Tulis pendapat anda pada kolom yang tersedia dengan memberi tanda (√ ) pada
pilihan:
SS : Sangat setuju
S : Setuju
TS : Tidak setuju
STS : Sangat tidak setuju
.
١٢١
6 Bekerja dalam kelompok menyenangkan, karena kita
merasa bagian dari kelompok yang mempunyai andil
terhadap sukses dan tidaknya kelompok.
7 Bekerja sama dalam kelompok menyenangkan, karena
dapat mengembangkan sikap kepemimpinan.
8 Bekerja sama dalam kelompok menyenangkan, karena
akan memupuk sikap rasa saling membutuhkan satu sama
lain.
9 Berinteraksi dalam kelompok menyenangkan, karena
akan terbiasa untuk menyampaikan ide dlam berdiskusi.
10 Belajar kooperatif menyenangkan karena guru hanya
bertindak sebagai fasilitator, pengorganisasian materi,
dan mengkondisikan agar siswa dapat mengembangkan
pengetahuannya dengan berinteraksi dengan sesame.
11 Belajar kooperatif kurang menyenangkan,
karena siswa yang berkemampuan rendah akan
sulit memahami materi
12 Belajar kooperatif menyenangkan, karena setiap
siswa dibiasakan menjadi team ahli dalam
bidang tertentu sehingga siswa akan merasakan
dirinya dapat juga mempunyai kelebihan dan
keahlian tidak kalah dengan teman yang lain.
13 Desain pembelajaran ini bagus, karena
mengharuskan setiap siswa mempunyai giliran
menjadi team ahli dalam bidang tertentu
sehingga siswa bertanggung jawab terhadap
materi yang harus dikuasainya untuk kemudian
diajarkan kepada teman lain dalam kelompok
asalnya.
?_"1�n.c
�$I/�� 3'j� Gk�@1� ��@/p�� �k�/� ����� F Xi D f.d xi-x F(xi-x)^2
�!£@� " ��,� � � £",@� ! ",<� @!£<� � @�,� !� !"� �,8� "��,�" <!£:� ; <�,� ;� !�� !�,8@ !!<, 8 :!£ � � :�,� 8� !;� ;�,8� ;�<�,;� !£!�� ! �,� "� "� 8�,8� !;" ,�" ;" "�� !;�@ ,<<
= X TK,NL
١٢٢
S =NT,ML
V�J !��$% #����@��chi-kuadrat �4%/ �J/ Batas
Nyata
Z-Score Batas
Luas
Daerah
Luas
Daerah
fh fo (fo-
fh)^2/fh
�!£@� ��,� £�,�< �,;!�< �,;�<< :, 8 " �,���� @!£<� @�,� �,�; �,��: �,;;!! ,�! � ;,!;8� <!£:� <�,� �,@! �,;; ! �,!��: @,<� ; �,"8!! :!£ � :�,� !,;� �,8:" �,�<: 8,8 � �,!�:< !£!�� �,� !,<� �,"@8: �,�;<� !,!: ! �,�;:; ;,8: �," !8 :,;; 8
= X ^² :,;; 8
?_"1� :n.Z
١٢٣
}%�H�� 3'j� Gk�@1� ��@/p�� �k�/�
I�/� F Xi D f.d xi-x F(xi-x)^²
�!£@� : ��,� � � £<,:@ " 8,:: @!£<� � @�,� !� !�� ;,!" "�, ; <!£:� < <�,� ;� ;�� !;,!" !"<"," :!£ � " :�,� 8� !;� ;;,!" ! @!,;; !£!�� ! �,� "� "� 8;,!" !�88,!@
;� 88� �<,!" =X TS,ST
S =NL,ST
!��$% #����@�� chi-kuadrat
�4%/ �J/ Batas
Nyata
Z-Score Batas
Luas
Daerah
Luas Daerah fh fo (fo-
fh)^2/fh
�!£@� ��,� £�,:" �,; @ �,;;"; ,"; : �,;!8! @!£<� @�,� £�,! �,�<�" �,!��" ","8 !� �,<�!@ <!£:� <�,� �,"< �,!:�: �,!:<: <,: !� �,�@�< :!£ � :�,� !,!; �,8@:@ �,� 8 8, ! " �,��;8 !£!�� �,� !,<< �,"@!@ �,�8�@ !,;@ ! �,�@88 ;,"; �," ;; :�;8;
=X ^²:�;8;
��-' :;.M
�$I/�� 3'j� Gk�@1� ��@/p�� �k�/� ����� F Xi D f.d xi-x F(xi-x)^2
�!£@� " ��,� � � £",@� ! ",<�
١٢٤
@!£<� � @�,� !� !"� �,8� "��,�" <!£:� ; <�,� ;� !�� !�,8@ !!<, 8 :!£ � � :�,� 8� !;� ;�,8� ;�<�,;� !£!�� ! �,� "� "� 8�,8� !;" ,�" ;" "�� !;�@ ,<<
= X TK,NL
S =NT,ML
� Gk�@1� ��@/p�� �k�/�}%�H�� 3'j I�/� F Xi D f.d xi-x F(xi-x)^²
�!£@� : ��,� � � £<,:@ " 8,:: @!£<� � @�,� !� !�� ;,!" "�, ; <!£:� < <�,� ;� ;�� !;,!" !"<"," :!£ � " :�,� 8� !;� ;;,!" ! @!,;; !£!�� ! �,� "� "� 8;,!" !�88,!@
;� 88� �<,!" =X TS,ST
S =NL,ST
Uji Bartlet
(dk) Log si^² Log si^² si^² 1/dk DK Sampel
!�8,;�" ;,"�:" ;:<,8: �,�;8: "; ! :,�"�! �,8 !; ;"@,!@ �,�;"" "! ; ;�!,; �� �,�":! << �-�
Variansi gabungan dari dua sampel adalah:
si^² = (42.287.38+41.246.16)/(42=41)=267.02
sehingga log si^² = 2.4265
dan B = (log si^²) E (ni-1) = 201.4028
akhirnya digunakan statistik chi-kuadrat.
x^²= 1n 10 {B-E(ni-1)log s i^²}
x^²= (2.3026)(201.4028-201.2950)= 0.24816861
��-';.� d Jr =���] E �E 5 T %�� �Jk W-�� � ��z �E%ÓF
١٢٥
���ا*��( � ��% y^² ����� ا,�(+ ����� �J/ y^² �E 5 �J/ �" ٩٠ أ14 أ�32ا ٩٧ 12ر ا/.-� ١ :;:! @ 8> "">> ٨٥ 6.-�ن ٨٨ ا�*/��� ٢ @ 8> @�> ٧٠ أ: ه�ى ٨٧ ا38� ٣ @ 8> ";> ٨٠ زه�ة ٨٢ أ2>;� �����4ري ٤ !@�@ !@�@ ٨٠ أ�� آ.;1م ٧٢ ?�� 4;�ا ٥ ; � !";@ ٧٠ د�34ا ٧٩ و>�ة ٦٧ �3;Cا �D<٨٥ (>�3 ٧٤ ه @;"! � ; ٨ EFG ٧٠ �2�<H.� ٨٢ � ; �<<@ �;@� @>>� ٧٥ H2>*� ٧٠ أ2;*>� ٩١٠ E<6�ا�I? ٧٠ �4�-/>.� 12ر ا٧٧ �"<@ �"<@ ١١ J�2 ٦٩ �KH81� ٧٠ " �� �8; � " ٦٩ 2>.� ا;��L ٦٧ 12را;���4 ١٢� �8; ١٣ �-<KHه�12�4ر ٦٥ 12را�٦٠ ا " �� �!:" ":!� !@>" ٧٠ أ�>N ٦٤ أدي 1�14ف ١٤١٥ �*<G12 ا ٦٢�O1H� �P<G ٨٥ "": �!:" ١٦ �-P6 8" ٦٥ (1دي ٦٢�@ " �� � " �;;" ٦٥ د�4ن ٦٢ هQ<3 �;�ورة ١٧� �" ٦٠ ا4;� أ�R2ري ٦٢ �32ا ���O1Gا ١٨ @ "@;" @�8" "":8 ٧٠ �1ج� ٦١ دوي ج�34*� ١٩ @�8" "":8 ٦٥ ?�-� ٦٠ رت13ا ٢٠٢١ �P4�2٥٩ 14آ� أ �P�<G ٥٠ 8:"" 8 @ "":8<;! 8 ٥٠ �C4 ٥٥ G12>*� ��ري ٢٢ "":8 !;>8 ٦٠ ه>-�رو ٥٤ ���3 ٢٣٢٤ �H48 ٦٠ أ2>;� ٥٣ د@�� 8:"" "":8 !:"8 ٦٠ أدي ���O1Gا �;
���� @�""8! ;�88! 8�>! ""@! ا�> �,:@ م��ار,!; RY 8;� @,"; AY ;;8,:� �-CUY^² 8"@�""
DY ;�8;8,<8 f kt jk dk Sumber Variasi
٤٢٣٥&٣٢٥٩٩٦ 8;� @,"; ١ Rata-rata
٨٤٨٨٩٥٨&٢٢٣ ٩١&٠ ;;8,:� ١ Antar kelompok
٢٤ ٧٣&٢٠٣٢٣ ٨٦٤١٨٧٦&٢٤٤ Dalam Kelompok
٢٦ ٣٤٦٥٤٤ Total
١٢٦
UC.-٢ا.�
� X���0�$I/�� 3'j� ]��%��@/p� I�/
����� F Xi D f.d xi-x F(xi-x)^2
"!£�� ; "�,� £!� £�� £!","; !�8 ,": �!£@� < ��,� � � £","; ;�8,:! @!£<� @ @�,� !� !"� �,�: "8@,!8 <!£:� " <�,� ;� @� !�,�: <;:,8" :!£ � � :�,� 8� � ;�,�: ! @8,;;
;" ! � :@@�,"< X =LM,nT
S =NO,ST
V�J !��$% #����@��chi-kuadrat �4%/ �J/ Batas
Nyata
Z-Score Batas
Luas
Daerah
Luas
Daerah
fh fo (fo-
fh)^2/fh
;!£8� ;�,� £;,<� �," < �,�!@< �,<; ! �,!!�< 8!£"� 8�,� £;,�� �,":�8 �,�@": ;,< 8 �,�!@" "!£�� "�,� £!,8� �,"!�� �,!<�! <,8! � �,<8;8 �!£@� ��,� £�,@@ �,;"�" �,;; " ,:@ !8 �, @ @!£<� @�,� �,�" �,�!@ �,;�"" !�, " !" �,:�@" <!£:� <�,� �,<" �,;<�" �,!�8; @,�@ 8 !, �8: :!£ � :�,� !,"8 �,";8@ �,�� : ;,�< 8 �,�<!" !£!�� �,� ;,!8 �,":8" �,�!"8 �,@! ! �,;"!;
;,:8 �," << ", < � x^² =",; < �
��-';.T
}%�H�� 3'j� Gk� ��� ��@/p�� �k�/�
����� F Xi D f.d xi-x F(xi-x)^2
�!£@� !� ��,� � � £8,!� �,:� @!£<� : @�,� !� � @, � "; ,�:
١٢٧
<!£:� � <�,� ;� !"� !@, � ;���,"� :!£ � ; :�,� 8� @� ;@, � !""<,<8 !£!�� � �,� "� "� 8@, � !8@!, @
;� !�@ <,@; x =LU,T
S=NL,MT
�� V�J !��$% #����@chi-kuadrat �4%/ �J/ Batas
Nyata
Z-Score Batas Luas
Daerah
Luas Daerah fh fo (fo-fh)^2/fh
�!£@� ��,� £�,�! �,! � �,!"<; @,!: !� ;,8�<8 @!£<� @�,� �,!; �,�"<: �,;;�@ ,": �,�;8: <!£:� <�,� �,<� �,;<8" �,!"!8 �, 8 < �,! !8 :!£ � :�,� !,8< �,"!"< �,�@;� ;,@8 ; �,!":: !£!�� �,� ;,�� �,"<<; �,�!:� �,<: ! �,�@"�
!��,� ;,@8 �," �< <,"8"@
x^² =<,"8"@ ��-';.}
Gk� ��� ��@/p�� �k�/��$I/�� 3'j� ����� F Xi D f.d xi-x F(xi-x)^2
"!£�� ; "�,� £!� £�� £!","; !�8 ,": �!£@� < ��,� � � £","; ;�8,:! @!£<� @ @�,� !� !"� �,�: "8@,!8 <!£:� " <�,� ;� @� !�,�: <;:,8" :!£ � � :�,� 8� � ;�,�: ! @8,;;
;" ! � :@@�,"<
= X LM,Mn
S =NO,ST
}%�H�� 3'j� Gk� ��� ��@/p�� �k�/�
����� F Xi D f.d xi-x F(xi-x)^2
�!£@� !� ��,� � � £8,!� �,:� @!£<� : @�,� !� � @, � "; ,�: <!£:� � <�,� ;� !"� !@, � ;���,"�
١٢٨
:!£ � ; :�,� 8� @� ;@, � !""<,<8 !£!�� � �,� "� "� 8@, � !8@!, @
;� !�@ <,@; =X LU,T
S =NT,KN
Uji Bartlet
(dk) Log si^² Log si^² si^² 1/dk DK Sampel
<,;��8 ;,8!"8 ;,8!"8 ;�@,;� "; ! :,<@ @ ;,"� � ;,"� � ;�@,"@ "! ; ! �, @ : �,�":! << :8 �-�
Variansi gabungan dari dua sampel adalah:
si^² = (42.206.20+41.256.46)/(42=41)=231.03
sehingga log si^² = 2.3637
dan B = (log si^²) E (ni-1) = 16.1839
akhirnya digunakan statistik chi-kuadrat.
x^²= 1n 10 {B-E(ni-1)log s i^²}
x^²= (2.3026)(195.9698-196.1839)= 0.49292068
?_"1�n.l
S ����' ��-� lT�4 d Jr =���] E �E 5 T %�� �Jk F ����% y^² ����� ا,�(+ ����� ا*��(� � �J/ y^² �E 5 �J/ �!: ٩٠ أ14 أ�32ا ٩٠ 12ر ا/.-� ١� :!��
��:> ٧٥ 6.-�ن ٨٥ ا�*/��� ٢ �@;�
� " ٨٥ أ: ه�ى ٧٠ ا38� ٣� <;;�
�" ٧٠ زه�ة ٨٠ أ2>;� �����4ري ٤� �@;�
� " ٦٠ أ�� آ.;1م ٨٠ ?�� 4;�ا ٥� " ��
� " ٦٠ د�34ا ٧٠ و>�ة ٦� ";;�
١٢٩
٧ �D<�3ه;C٦٥ (>�3 ٨٥ ا " �� ��
٨ EFG ٨٢ �2�<H.� ٦٥ ";;� 8@��
�@8 �;;> ٦٠ H2>*� ٧٥ أ2;*>� ٩�
١٠ E<6�ا�I? ٧٧ �4�-/>.� 12ر ا8 ٧٠ @�� ";;�
١١ J�2 ٧٠ �KH81� ٧٠ ";;� ";;�
�@8 ��;" ٧٧ 2>.� ا;��L ٦٩ 12را;���4 ١٢�
١٣ �-<KHه��4 ٦٠ 12را�8 ٦٠ 12ر ا@�� 8@��
�;@� �;;" ٦٠ أ�>N ٧٠ أدي 1�14ف ١٤
١٥ �*<G12 ا ٨٥�O1H� �P<G ٦٠ 8�;� ;�;�
١٦ �-P6 ٥٦ (1دي ٦٥ ";;� �@;�
�@8 ٨٠ د�4ن ٦٥ هQ<3 �;�ورة ١٧� 8@��
�@8 ٧٥ ا4;� أ�R2ري ٦٠ �32ا ���O1Gا ١٨� ;���
�@8 �;;> ٧٤ �1ج� ٧٠ دوي ج�34*� ١٩�
� " �;;" ٥٦ ?�-� ٦٥ رت13ا ٢٠�
٢١ �P4�2٥٠ 14آ� أ �P�<G ٥٥ @"�� @"��
�@8 ٦٥ �C4 ٥٠ G12>*� ��ري ٢٢� ";;�
� " ٦٨ ه>-�رو ٦٠ ���3 ٢٣� 8�;�
٢٤ �H4٦٩ أ2>;� ٦٠ د ";;� @"��
��; ٥٥ أدي ���O1Gا �;�
�����88!;! ١٩٨٠ 8 @! ا !� ::�
٦٧�٠٠ ٧٠�٥٤ م��ارRY 8;!< :,:; AY ;,!� �-CUY^² 8"!;��
DY ! 8� ,�:
F KT jk dk
٨٢٣٥&٣٢١٧٩٨ 8;!< :,:; ١ Rata-rata
٠٩٥٦٢٨٩٥&٩٢ ٤٠&٠ ;,!� ١ Antar kelompok
٢٤ ٠٨&١٩٣٠٩ ٦٣٩٥٢٨٢&٢٣٢ Dalam Kelompok
٢٦ ٣٤١٢٠٠ Total
١٣٠
?_"1�S.c
......>���/�� ="�/�� - ="�1� A��c
��V d . P �-F' ��&�V �!
! ; 8 " � @ < : !� !! !;
�-�
P-1(i)
8 � " " @ ! � !� 8 88 ; �
P-1(i)
8 � ; " !� ! � !� 8 88 � �
Yi 8 � 8 " : ! � !� 8 88 ! �
Gi (%)
8,88 �,�@ !� 8,88 ","" :,: !,!! �,�@ !@,@< 8,88 8@,< !�!! !��
��V d . P �-F' ��&�V �;
! ; 8 " � @ < : !� !! !;
�-�
P-1(i)
8 ; " < " ; " � !" ; 8< 8 �
P-1(i)
8 � ; < " 8 ; � !" ; 8: 8 �
Yi 8 @ 8 < " ;,� 8 � !" ; 8<,� 8 �
Gi (%)
8,88 @,@< 8,88 <,<: ","" ;,<: 8,88 �,�@ !�,�@ ;,;; "!,@< 8,88 !��
١٣١
���V d . P �-F' ��&�V8
! ; 8 " � @ < : !� !! !;
�-�
P-1(i)
; " � : ! " � � !8 !: 88 ; �
P-1(i)
� @ � : ! 8 � 8 !8 ! 8� ; �
Yi ! � � : ! 8,� � " !8 !:,� 8" ; �
Gi (%)
!,!! �,�@ �,�� :,: !,!! 8,�� � ","" !","" ;�,�@ 8<,<: ;,;; !��
���V d . P �-F' ��&�V"
! ; 8 " � @ < : !� !! !;
�-�
P-1(i) ! � ; 8 ! ; ; ! ;< !" 8� ; �
P-1(i) � @ ; 8 ! ; ! ! ;< !" 8! ; �
Yi �,� �,� ; 8 ! ; !,� ! ;< !" 8�,� ; �
Gi (%)
�,�@ @,!! ;,;; 8,88 !,!! ;,;; !,@< !,!! 8�,�� !�,�@ 88,: ;,;; !��
Keterangan : P-1 (i) : Jumlah frekuensi aktivitas guru pengamat Qomaruddin, S.Pd.I
P-2 (i) : Jumlah frekuensi aktivitas guru pengamat Laila Risma Diati,
S.Pd.I
Yi : Frekuensi aktivitas guru hasil dua orang pengamat
Gi (%) : persentasi frekuensi aktivitas guru
١٣٢
?_"1�S.Z
���� d . P �-F' ��&�V ���V!
!! !� أ���� % ! ; 8 " � @ > : )! ٢٤ )١،٢،٣،٤،٥،٦،٧ �٠ ٥ ; 8 ٠ ; ٤ ; ٠ p-1(i)
٠ ٢ ٢ ٣ ٠ ٣ ٠ ٥ ٤ ٣ ٢ ٢٤ ٣٨�٦١ p-2(i)
٠ ٢ ٢ ٢ ٠ ٠ ٠ ٤ ٦ ٥ ٣ ٢٤ p-1(i)
p-2(i) ٠ ٠ ٣ ٢ ٠ ٣ ٠ ٤ ٣ ٥ ٤ ٢٤ أ���� %
)٨،٩،١٠،١١( ٠ ٠ ١ ٢ ٢ ٢ ٠ ٣ ٨ ٤ ٢ ٢٤ p-1(i)
٠ ٠ ١ ٥ ٠ ٢ ٠ ٤ ٦ ٣ ٤ ٢٤ ٦١�٣٩ p-2(i)
٠ ٠ ٤ ٤ ٠ ٢ ٠ ٤ ٥ ٣ ٥ ٢٤ p-1(i)
٠ ٠ ٢ ٢ ٠ ٣ ٠ ٥ ٦ ٣ ٣ ٢٤ p-2(i)
٠ ٦ ١١ ١٠ ٢ ١٠ ٠ ١٦ ٣١ ١٧ ١١
٠ ٢ ٨ ١٢ ٠ ١٢ ٠ ١٨ ١٨ ١٤ ١٣
٠ ٤ ٥&٩ ١١ ١ ١١ ٠ ١٧ ٥&٢٤ ٥&١٥ ١٢
٠ ٢�٢٢ ٥٦&٠ ٠ ١٠٠
���� d . P �-F' ��&�V ���V;
!! !� : < @ � " 8 ; !
٢٤ أ���� %" " � ٣ � ; ٣ ٠ ٠ � ٣
p-1(i)
)١،٢،٣،٤،٥،٦،٧( ٠ ٥ ٤ ٥ ٥ ٢٤ � ٥ ٠ ٠ ٠ ٠ p-2(i)
٤ ٠ ٣ ٠ ٠ ٠ ٠ ٤ ٥ ٤ ٤ ٢٤ ٥٢�٢٢ p-1(i)
٤ ٠ ٣ ٢ ٠ ٠ ٠ ٢ ٦ ٥ ٤ ٢٤ p-2(i)
p-1(i) ٥ ٠ ٠ ٠ ١ ٠ ٠ ٣ ٤ ٤ ٥ ٢٤ أ���� %
)٨،٩،١٠،١١( ٤ ٠ ٢ ٠ ١ ٠ ٠ ٣ ٥ ٤ ٥ ٢٤ p-2(i)
٥ ٠ ٢ ٠ ٢ ١ ٠ ٢ ٤ ٢ ٢ ٢٤ ٤٧�٧٨ p-1(i)
٤ ٠ ٢ ٠ ١ ٢ ٠ ٢ ٤ ٤ ٤ ٢٤ p-2(i)
١٧ ٠ ٨ ٠ ٣ ١ ٠ ١٢ ١٨ ١٤ ١٥ p
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Keterangan :
P-1 (i) : Jumlah Frekwensi Aktivitas siswa butur ke-I hasil pengamat 1 (Qomaruddin,
S.Pd.I)
P-2 (i) : Jumlah Frekwensi Aktivitas siswa butur ke-I hasil pengamat 1 (Laila Risma
Diati, S.Pd.I)
Xi : Frekuensi aktivitas siswa butir ke-I hasil pengamatan dua orang pengamat.
Ti (%) : Persentase frekuensi aktivitas guru butir ke-i
?_"1�S.g
No Pertemuan 1
Pertemuan 2
Pertemuan 3
Pertemuan 4
P-1 P-2 x A D
P-1
P-2 x A D P-1 P-2 x A D P-1 P-2
1
a 2 2 2 1 0 3 4 3.5 1 0 2 2 2 1 0 3 3
b 3 2 2.5 0 1 4 3 3.5 1 0 3 4 3.5 1 0 4 4
c 3 3 3 1 0 3 2 2.5 0 1 2 3 2.5 0 1 3 2
d 3 3 3 1 0 3 3 3 1 0 3 3 3 1 0 3 4
2
a 3 2 2.5 0 1 3 3 3 1 0 3 3 3 1 0 3 3
b 3 3 3 1 0 4 3 3.5 1 0 3 3 3 1 0 3 3
c 2 2 2 1 0 3 3 3 1 0 3 3 3 1 0 4 3
d 3 3 3 1 0 3 2 2.5 0 1 3 3 3 1 0 3 3
١٣٥
e 3 3 3 1 0 3 3 3 1 0 3 2 2.5 0 1 4 3
f 3 2 2.5 0 1 3 4 3.5 1 0 3 3 3 1 0 3 3
g 3 2 2.5 0 1 3 3 3 1 0 3 3 3 1 0 3 3
h 3 4 3.5 1 0 3 3 3 1 0 3 3 3 1 0 4 3
3
a 2 1 1.5 1 0 2 2 2 1 0 2 1 1.5 1 0 2 3
b 2 2 2 1 0 3 3 3 1 0 3 2 2.5 0 1 3 2
4 2 1 1.5 1 0 3 2 2.5 0 1 2 1 1.5 1 0 2 3
5
a 3 3 3 1 0 3 3 3 1 0 4 3 3.5 1 0 3 3
b 2 3 2.5 0 1 3 3 3 1 0 3 2 2.5 0 1 3 3
c 2 2 2 1 0 2 3 2.5 0 1 4 3 3.5 1 0 3 3
d 3 3 3 1 0 3 4 3.5 1 0 3 3 3 1 0 3 3
e 3 2 2.5 0 1 3 2 2.5 0 1 3 3 3 1 0 3 3
f 3 2 2.5 0 1 3 2 0 1 3 2 2.5 0 1 4 3 Jmlh 14 7 15 6 16 5
Reliabel 66.67 71.43 76.19
Rata-rata
reliable 73.81
Keterangan : Keterangan:
1. Kurang 1&1 = A
2&2 = A 3&3 = A 4&4 = A
2. Sedang 1&2 = A
2&3 = D 3&4 = A
3. Baik 1&3 = D
2&4 = D
4. Sangat baik 1&4 = D
P-1 : Pengamat 1
P-2 : pengamat 2
X : rata-rata penilaian P-1 dan P-2
r : Sangat reliabelitas
A : Agrement
D : Disagrement
?_"1�S.2
r = A X 100 %
A+D
١٣٦
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No Nama Siswa Nomor Urut 1 2 3 4 5 6 7 8 9 10 11 12 13
1 Anisa 4 4 5 4 4 4 4 4 4 5 4 4 5
2 Istiqomah 4 4 5 4 4 4 4 4 4 5 4 4 5
3 Itsna 5 4 5 4 4 5 2 4 4 5 5 4 5
4 Hikmah 4 5 5 4 4 4 2 4 4 4 4 4 4
5 Devi 4 4 4 4 4 5 5 5 5 4 4 4 4
6 Fahmi 4 5 4 4 5 5 4 5 4 5 1 5 5
7 Nurul S 4 4 2 2 4 4 4 4 4 2 2 4 4
8 Hanik M 4 5 4 4 4 5 5 5 5 4 4 4 4
9 Dwi J 4 4 4 2 2 4 4 4 4 2 2 4 4
10 Novia S 4 5 4 5 4 5 5 5 5 4 2 4 5
11 Retno 2 4 2 2 2 2 2 2 4 2 2 2 2
12 Nala 4 4 5 4 4 4 5 4 4 4 2 5 4
13 Haiatul H 4 5 4 4 4 4 5 5 5 4 5 4 4
14 Senja 5 4 4 4 2 5 2 4 5 2 2 4 5
15 Adi Yusuf 4 5 4 2 4 4 5 4 2 4 2 4 4
16 Abdurohim 4 4 4 4 4 4 4 4 4 4 4 4 4
17 Ali Y 4 4 4 2 4 4 2 4 4 2 2 4 4
18 Nanda S 4 5 4 2 4 5 5 4 4 5 4 4 4
19 Yoga 5 5 5 2 5 5 4 5 5 5 4 5 5
20 Wulida 4 4 4 2 2 5 5 5 5 4 1 5 4
21 Yulia 4 2 5 4 5 4 4 4 5 4 4 5 5
22 Nurul K 4 5 5 2 4 5 4 5 4 2 4 5 5
23 Nuruk F 5 4 5 4 4 5 5 5 5 5 1 5 5
24 ANistiya 4 5 5 4 4 4 2 4 2 4 1 2 4
Rata - rata 4.08 4.33 4.25 3.26 5.66 4.37 3.9 4.3 4.2 3.8 2.91 4.12 4.33
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