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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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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

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1996:208 7 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. 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,

1996 , 293.

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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,

hal.31.

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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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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+

���C¼ �z� R���T �C�� . ���� �T F� o &� ��4T ��À ZV )[�T DT �%�&' $�` R�/ �4�� ZV �C� P %~2V TV Z J�Q �%�&� � mC��

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.

٤٩

�-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

��]�� ��' � F��]T �e/ _���� ��C�6 �À �%�&'8@ . *+ Z^ XYT S ��-F' ���C¼ �z� �x� l� ��� ZuE ��ÂT �CJ� WC-F� = ³�

��� C�4 \��JE �e~r A� �e��E C�/ ���%k ���¤�' � ( �2 �C² ZVT F� ���.�� ZV ,-� . �x� S ��E� ���%� X*E �T F� �-F� «��� T

e����� A/�T � [/V �2 %���6 lxz )� ��%[k , �-F�m %�+ ³6 \%Q ��Tn%� �[E , �.��� \��JE Sx[&' l�-r 3�F6T.

� MY�g Z 2 ��C�T n m�k�D E >J�� {* d 5�^ �E �� k �-F�m P S} ¡y ��.� �4V )� �x�- ��T%� \%Q �'T , Rm�/ Z^

S &� �' %z^ �r )� �x� Ê� ��] , S m��-F' Z�� ���T ,d�^T , �e��E C�/ S��.T , 5FE �e5FE �] ²T . � C��D ��FQ \u&� S�VT C�/   �y l� ��' ��.�� =�F \�rTT ��F' ��FQ ��C�6 �� d 5�^ �E �-F� P n �� . \3/� �c%k Á��� �T F� �-F� = ³� Z^ XY °�²T

d%~�m]T l C[�m]D �m�}x S ��-F' ,-� �J² ZV � ( �2 = �V���' X*2T ���C¼ d 5�V �x( _� $� F' .

�T F� �-F� �4 PT C�/ ��� ��'T �¤Q � ��F' ��FQ R��² {* \��JE ��C�-F� \� ' �ek�T ���� ZV � ( �[ )[� ���C¼ d 5�V �E

��4 %~2V . ��|% {Y �x� �� �� ��J�& �¤&�� )� MY�C� *+T TY �xm� �+»�m»� »� ��r ��|� %~2 \��JE �C-F�� ZV ,-� �k�F5

��|% t�m]�� �� � F� �.��� ZV ,-� \��U \��.T �� F , {%m��/ ��m. �x� Hk� P X*2  %�6T D F/ %~2V �4 P X*E �-F� ��-C�

36 Ibrahim, Muslimin, Fida Rachmadiarti, Moh.Nur, dan Ismono, Pembelajaran Kooperatif

(Surabaya: Universitas Negeri Surabaya, 2000). Hal.16.

٥٠

ZT F� ��� �~� �-� k ,)� 5�T , �.~ l� �6T , *mz^ ,m-� ��|%Td �FT ,�e���C­ )� TV �e�k�V )� 0� 2 d�] ��T��' �¯T .

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�m»]»�»��� P 5FE �e5FE � ���T S �4� } ¡� ,-� �e��E C�/ ZT F�T�e�-� �k-[' ��'.

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٥١

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%zj ,-� � ��� �-F6 ��� .�C� ��4 Ce/ W2*.

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d m5�V ��à TV �FE�uE \3GJ S ��C¼ ZT F6 �c%/ �x�- . �m[ �xm� ZT mF�� �m��C¼ X*2T �%k n ¡ �4V )� ����� � (

)�rV lT �� �]T��' \� � P �p �4T d�V P ZT�� ��T\��.. �mE {T m��� � F�ED e�� \3~2 �Fk�� �T F� �-F�- ZV �%�} l�.�

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n .>���/�� ="�/�� t��c

��L &�y ��%³� ,-� �T F� �-F� � ]V )Constuctivi ( ZV 0 � s ���/ � ��%³�T ��ek�T \�� � Z�-�.� D �x� . �v +YV P Z�¤&�� �E

P%mF' �m�2%� P �m�/%F' �e��[-� A� .E �� ��&� ZT�e� ´ ��-] �-E � � ZT�%�� TV ZT����T�FE8< .

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��� �cxz A�c P �e( &� ���F� �Fk8:. �mJ� >m�2 �m+T SxJ� H� �CF Z�C�e� Z��L &�y Z 2

� �� H�T �E 4y �� I�& d%m4� �-F�m ZV ����J �E 4y ,-�

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.

٥٣

�� R�^ =}D %�V �x� ��� u�� ZV �F� d%4y *+ Wk/ Z F� R W-�~1T��.��' P nxcy.

S. >���/�� ="�/�� &k�'p

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�T F� �[& E T3�� ZV ,-� �p�� ��T �p �4T . = m� lT^ t�T� = �� PT ��m&�V \�� Rxz x� � ���C­ �2 ��� ��T� �[Q ,-� �%�� E ���'

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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.

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Pendidikan Indonesia, 2002

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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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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

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!! !� : < @ � " 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)

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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

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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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