Penerapan Metode Pembelajaran Visual untuk Meningkatkan Hasil Belajar Materi Huruf Hijaiyah Siswa Sekolah Dasar

Epi Sopiati; Mursalim; Khulashah; M. Amin

doi:10.35719/jptpd.v1i2.32

Authors

Epi Sopiati UIN Kiai Haji Achmad Siddiq Jember
Mursalim UIN Kiai Haji Achmad Siddiq Jember
Khulashah SMP Negeri 11 Jember
M. Amin Universitas Sunan Giri Surabaya

DOI:

https://doi.org/10.35719/jptpd.v1i2.32

Keywords:

Hasil Belajar, Huruf Hijaiyah, Metode Pembelajaran Visual, TK Islam Terpadu Insan Kamil Purwakarta

Abstract

Penelitian ini bertujuan meningkatkan hasil belajar siswa kelas 1 SDN 1 Cikopo dalam mengenal huruf Hijaiyah melalui metode pembelajaran visual. Permasalahan muncul dari rendahnya hasil belajar siswa pada materi ini karena metode konvensional yang kurang efektif. Metode visual dipilih untuk meningkatkan keterlibatan siswa dengan media seperti kartu huruf, gambar, dan video. Penelitian menggunakan pendekatan Penelitian Tindakan Kelas (PTK) yang dilaksanakan dalam dua siklus, dengan tahap perencanaan, tindakan, observasi, dan refleksi pada tiap siklus. Subjek penelitian adalah 20 siswa kelas 1. Data dikumpulkan melalui tes, observasi, wawancara, dan dokumentasi. Hasil analisis menunjukkan peningkatan signifikan dalam mengenal huruf Hijaiyah, dengan rata-rata nilai akhir mencapai 83,33, dan nilai tertinggi 95 pada siklus kedua. Metode pembelajaran visual terbukti efektif dalam meningkatkan pemahaman dan motivasi siswa. Diharapkan metode ini dapat diterapkan lebih luas untuk meningkatkan kualitas pembelajaran huruf Hijaiyah di sekolah dasar.

This study aims to improve learning outcomes of first-grade students at SDN 1 Cikopo in recognizing Hijaiyah letters through the application of visual learning methods. The problem addressed is low student performance due to conventional and less effective teaching methods. Visual methods were chosen to engage students using media such as letter cards, images, and videos. This study follows a Classroom Action Research (CAR) approach conducted over two cycles, each including planning, action, observation, and reflection stages. The subjects are 20 first-grade students, with data collected through tests, observation, interviews, and documentation. Analysis results show a significant improvement in recognizing Hijaiyah letters, with an average score of 83.33 and a highest score of 95 by the end of the second cycle. Visual learning methods effectively enhance students' understanding and motivation. It is hoped that this method can be applied more broadly to improve Hijaiyah letter learning quality in elementary education.

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