Implementasi Teori Prodigy Dengan Pendekatan Pembelajaran Berbasis Manajemen Kelas Untuk Meningkatkan Potensi Diri Dalam Belajar

Abstract

Penelitian ini bertujuan untuk menguji tingkat keefektifan teori prodigy melalui pendekatan pembelajaran berbasis manajemen kelas untuk meningkatkan potensi diri siswa dalam pembelajaran, dengan menggunakan metode penelitian deskriptif kuantitatif berupa eksperimen dengan Non-Equivalent Group Pretest-Postest Control Group desain penelitian. Dengan jumlah subjek penelitian, 48 siswa dibagi menjadi kelompok eksperimen dan kontrol. Hasil uji Paired Samples T-test menunjukkan bahwa nilai pretest dan posttest kelompok eksperimen dan kelompok kontrol dengan taraf signifikansi p<0,01, maka Ha diterima dan Ho ditolak, sedangkan hasil uji satu arah Uji ANOVA menunjukkan nilai F=5033,639; dengan tingkat signifikansi p<0,01. Sedangkan hasil post hoc test menjelaskan bahwa kelompok eksperimen dan kelompok kontrol memiliki perbedaan rata-rata yang signifikan dengan tingkat signifikansi 0,647>0,50, menunjukkan peningkatan rata-rata yang signifikan antara kelompok eksperimen dan kelompok kontrol. Sehingga dapat disimpulkan bahwa penerapan teori prodigy melalui pendekatan pembelajaran berbasis manajemen kelas efektif dalam meningkatkan potensi diri siswa dalam pembelajaran. Hasil penelitian ini diharapkan dapat menjadi acuan agar dapat dilaksanakan dan dilanjutkan dalam lingkup yang lebih luas.
 Abstract
 This study aims to test the level of effectiveness of prodigy theory through a classroom management-based learning approach to increase students' self-potential in learning, using descriptive quantitative research methods in the form of experiments with Non-Equivalent Group Pretest-Postest Control Group research designs. With the number of research subjects, 48 students were divided into experimental and control groups. The results of the Paired Samples T-test showed that the pretest and posttest scores of the experimental group and the control group with a significance level of p<0.01, then Ha was accepted and Ho was rejected, while the results of the one-way ANOVA test showed a value of F=5033,639; with a significance level of p<0.01. While the results of the post hoc test explained that the experimental group and the control group had a significant average difference with a significance level of 0.647>0.50, indicating a significant increase in the average between the experimental group and the control group. So it can be concluded that the application of prodigy theory through a classroom management-based learning approach is effective in increasing students' self-potential in learning. The results of this study are expected to be a reference so that it can be carried out and continued in a wider scope.

Pengaruh Manajemen Kelas Make Every Minute Count Terhadap Keaktifan Belajar Siswa Kelas Iv Di Mi Taufiqurrahman 2 Kukusan

“…Many studies offer a variety of effective classroom management alternatives such as through the implementation of prodigy theory with a classroom management-based learning approach (Basri et al, 2021), Islamic personal mentoring programs in the implementation of classroom management (Febrian & Yozi, 2022), Classroom facilities as a determinant factor of the effectiveness of class management (Anggraini & Imaniyati, 2018), learning aqidah akhlak based on classroom management (Sufiani, 2017), the application of the PjBL model in offline classroom management (Mikidori, 2022). Although there are many alternative classroom management patterns that can be chosen in its implementation at MI Taufiqurrahman 2 Kukusan as from various recommendations from previous research, further research at MI Taufiqurrahman 2 Kukusan focused on the application of effective class management-based MEMC patterns.…”