Examples of Classroom Action Research Proposal PTK
Sample Proposal PTK (CLASS ACTION RESEARCH) - The research was conducted in the classroom by ptk to improve learning in the classroom. and improve the learning process of students in the class . However, not all the classes in which you want to do TOD, as well as the class was only a certain class, eg class that is considered problematic, or poses class teaching is not optimal or the other
In the Classroom Action Research there are some ontained therein which are characterized by

TOD is carried by teacher educators / teachers, what if there is a problem in the classroom
TOD (Classroom Action Research) do indeed true that the problems faced by the teacher in the classroom
TOD must  because many learning processes that must be maximized by educators / teachers.

Improving Motivation and Learning Achievement IPA with Discovery Learning Method In Class V students at SDN 04 Pagak Pagak Malang District of Academic Year 2007/2008
A. Background
The education system in Indonesia is already experiencing many changes. The changes that occur as it has done in education reform efforts. Due to the influence of the more educational progress.
In line with this progress, then this adult education in schools has shown a very rapid development. Perl ~ was due to the renewal driven, so in the teachers always want to discover new methods and tools that can give you the spirit of learning for all students. Even as a whole it can be said that the right of renewal in the edu system that includes all components. Development education then d is meaningless if the pcan be utilized in accordance with the needs of the people and nation of Indonesia is building.
In essence beiajar teaching activities is a process of interaction or reciprocal relationship between teachers and students in the learning unit. Teacher as one component in the learning process a very important role holder. The teacher is not just a matter transmitter of course, but more than that can be considered as a central teacher learning.
As regulators and perpetrators in the learning process,  which directs how the learning process is carried out. Therefore, teachers should be able to make an effective teaching lebeh also be interesting so that learning materials submitted will make the students feel excited and feel the need to learn the lesson material.
Teachers carry out arduous tasks for the achievement of national education goals of improving the quality of Indonesian human, fully human that faith and piety towards God Almighty, noble character, personality, disciplined, hard-working, tough, responsible, independent, intelligent and skilled and physically and mentally healthy, must also be able to nurture and deepen the love of the homeland, strengthen the national spirit and a sense of social solidarity. In line with the national education will be able to realize the development of human beings and  himself and was responsible for development of the nation. Department of Education (1999).
The success of the learning objectives are determined by many factors among which are the factors teachers in implementing the learning process
teaching, since the teacher can directly influence, foster and improve the intelligence and skills of students. To overcome the above problems and to achieve educational goals  the teacher's role is very important and teachers are expected to have a way / model of good teaching and learning model is able to choose appropriate and in accordance with the concepts of the subjects that will be delivered.
It required an effort in order to improve the quality of education and teaching one is to choose the strategy or the way in delivering course material in order to obtain an increase in student achievement, especially science lessons. For example, by  students to jointly engage actively in the learning process and is able to help students develop in accordance with the intellectual level will further strengthen students' understanding of concepts being taught. This understanding requires the interest and motivation. In the absence of interest indicates that students do not have the motivation to learn. To that end, the teacher must give injections in the form of motivation so that with the help of students can get out of trouble learning. So that the average value of teaching science that is expected by the teacher is 90.00. Sample Proposal PTK
Based on the author's experience in the field, failure in learning faced by the average number of students who do not have the drive to learn. So that the average value of teaching science is very low, reaching 50.00. This is because the teacher in the learning process only uses the lecture method, without the use of props, and the subject matter is not presented in chronological order.
That requires an activity undertaken by teachers to raise students' motivation efforts, for example by guiding students to engage in activities that involve la.ngsung students and teachers who serve as mentors to discover science concepts.
The motivation was not only to make students engage in academic activities, motivation is also important in determining how much students would learn from a learning activity or how far to absorb the information presented to them. Students are motivated to learn something is to use higher cognitive processes in learning the material, so that students will absorb and precipitate it with better material. Important task of the teacher is to plan how teachers support student motivation (Nur, 2001: 3). For that as a teacher in addition to mastering the material, is also expected to establish and implement an appropriate presentation of the material capability and readiness of the child, resulting in the optimal control of materials for students.
Based on the above description the author tries to apply one method of learning, the learning method of the invention (discovery) to reveal whether the model of the invention (discovery) can enhance learning motivation and learning achievement IPA. The author chose this an methods used to condition students to discover, explore, discusses something related to teaching. (Siadari, 2001: 4). In discovery learning methods (discovery) Iebih students active in solving to find being a teacher acts as a mentor or provide instructions on how to solve that problem.
From the above background, the authors in this study took the title "Enhancing Motivation and Learning Achievement IPA with Discovery Learning Method In Class V students at SDN 04 Pagak Pagak Malang District of Academic Year 2007/2008".
B. Problem Formulation
Based on the above background , then the problem can be formulated as follows:

How does discovery learning methods to motivate students to learn science subjects at the fifth grade students at SDN 04 in District Pagak Pagak Malang school year 2007/2008?
How does an increase in student achievement with the implementation of teaching science discovery learning in the fifth grade students at SDN 04 in District Pagak Pagak Malang school year 2007/2008?

C. Sample Research Proposal Purpose of PTK
In accordance with the above problems, this study aims to:

Want to know the effect of students' motivation after discovery learning applied science subjects at the fifth grade students at SDN 04 Pagak Malang District of Pagak school year 2007/2008.
Want to know the improvement of student achievement after the implementation of teaching science discovery learning in the fifth grade students at SDN 04 Pagak Malang District of Pagak school year 2007/2008.
D. Benefits of Research Author mergharapkan with the results of this study can be useful for: 1. Teacher Provide information about the teaching methods appropriate to the material science. 2. Student Increase motivation and achievement in the eyes of science lessons 3. School Provide input to the school as a guideline for policy at the school.
E. HipotesisHypothesis action in action research are as follows:

Disvovery application of learning can improve learning motivation teaching science in fifth grade students at SDN 04 in District Pagak Pagak Malang school year 2007/2008.
The application of discovery learning can improve student achievement in science subjects in the fifth grade students of SDN 04 in District Pagak Pagak Malang school year 2007/2008

F. Scope of Research The scope of research in this class action are as follows:

Problems in the study of this class action is a matter of increased motivation and student achievement.
This classroom action research subject in class V
Classroom action research was conducted at the District 04 Pagak SDN Pagak Malang.
In this study conducted in the first semester of academic year 2007/2008.
This class action is limited research on the basic competence to conclude an investigation of changes in the nature of things, either temporary or permanent.

G. Operational Definitions Variables To avoid any perception of the title of this study, it is necessary to be defined as the following things: 1. Discovery learning methods (discovery) is: A way of teaching that engages students in the process of mental activity through brainstorming, discussion, seminars, reading alone and try it yourself. So that children can own 2. Motivation to learn is: A process to encourage motives into action or behavior to meet the needs and achieve the goals, or the state of readiness within the individual and that drive behavior. behavior to do something to achieve certain goals. 3. Learning achievements are: Learning outcomes are expressed in terms of value or in the form of scores, as students follow lessons.
H. Library Studies
a. Discovery Learning Method (Discovery) Sample Proposal PTK
Discovery technique is the translation of discovery. According to Sund discovery is a mental process in which students are able to assimilate something concepts or principles. What is meant by mental processes, among others are: observe, digest, understand, classify,  allegations, explain, quantify and make inferences  A concept for example: triangle, pans, democracy and so forth, are being referred to prisnsip among others are: metal expands when heated. In this technique allowed students find themselves or experiencing a mental process itself, only a guide and teacher instruction.
Dr.. J. Richard and his assistant try self-learning students (self study) was, thus shifting the learning situation of teacher learning situation into a situation dominated student learning. By using the discovery learning, is of a ~ teaching how to involve students in the process of mental activity through brainstorming, discussion, seminars, reading alone and try it yourself. So that children can learn on their own.
Use of this discovery techniques teachers try to increase the activity of students in the learning process. So this technique has the following advantages:

This technique is able to help students to develop, reproduce readiness, as well as mastery of skills in the process of cognitive / student recognition.
Students acquire knowledge that is very private individual so as to solid / deep left in the student life. Can arouse learning enthusiasm of the students.
This technique is able to provide opportunities for students to develop and progress in accordance  respectively.
Capable of directing the way students learn, so much to have a strong motivation to study harder.
Helping students to strengthen and increase the confidence in yourself to the process of discovery itself.
The strategy is centered on the student not the teacher. Teachers learn just as friends only, to help when needed.
 this technique so well yet still some weaknesses that need to be considered are:

At the student must be a readiness and mental maturity to learn this way. Students must have the courage and desire to know the circumstances surrounding the well.
If the class is too large use of this technique will be less successful.
For teachers and students who are familiar with the planning and traditional teaching may be very disappointed if replaced with the invention of the technique.
With this technique argue that there is a mental process which argues that mental process is too concerned with the process of understanding only, less attention to the development / formation of attitudes and skills for students.
This technique may not provide an opportunity to think creatively.
b Sample Proposal PTK Learning Motivation Understanding Motivation Motivation is the power  person who encouraged him to do something, or the state of a person or organism that causes-readiness readiness to start a series of behaviors or actions. While motivation is a process to encourage motives into action or behavior to meet the needs and achieve the goals, or the state of readiness within the individual and the push to do something about his behavior in achieving certain goals (Usman, 2000: 28).
Meanwhile, according Djamarah (2002: 114) motivation is a driving force in a person rnengubah energy in the form of real activity to achieve certain goals. : In the process of learning, motivation is very necessary because a person who does not have the motivation to learn will not be possible in learning activities. This is consistent with that expressed by Nur (2001: 3) that students are motivated to learn something to use higher cognitive processes in learning the material, so that students will absorb and precipitate it with better material.
So motivation is a condition that drives a person to do something to achieve certain goals. Kinds of Motivation By type of motivation can be divided into two, namely: 1. Intrinsic Motivation
This kind of motivation arises as a result of the individual, whether because of the invitation, errand, or coercion of another person with such conditions so that eventually he wants to do something or learn (Usman, 2000: 29).
Meanwhile, according Djamarah (2002: 115), intrinsic motivation is the motives that become active or function they do not need to be stimulated from the outside, because inside every individual had no urge to do something.
According Winata (in Erriniati, 1994:] 05) there are several strategies to build motivation in intrins.k. The strategy is as follows:

Linking with the goal of student learning objectives.
Giving freedom in expanding the extent that the principal subject matter.
Provide plenty of extra time for students to work on assignments and utilize slearn in school.
Every now and then give awards to students for their work.
Asking students to results of his work.
From the description above it can be concluded that intrinsic motivation is the motivation arising from the functioning of the individual that does not need to be stimulated from outside. Someone who intrinsic motivation to be aware of it then do an activity that does not require external motivation itself. 2. Extrinsic Motivation
This kind of motivation arises as a result of the influence of outside individuals, whether because of the invitation, errand, or coercion of another person with such conditions so that eventually he wants to do something or learn. For example, a person willing to learn because he was told by his parents that ranked first in his class (Usman, 2000: 29).
Meanwhile, according Djamarah (2002: 117), extrinsic motivation is the opposite of intrinsic motivation. Extrinsic motivation is active motifs and function due to external stimuli.
Some extrinsic motivational way in another  intrinsic motivation:

Competition (competition): teachers try to create competition among the students to improve academic achievement, trying to fix the results of previous achievements and overcome the achievements of others.
Making Pace (create temporary destinations near atu): At the beginning of learning activities teachers should first convey to students TPK to be achieved so students strive to achieve the TPK.
The goal is clear: Motif encourage individuals to achieve goals. The more clearly the purpose, the greater ni] ai destination for the individuals concerned and the greater the motivation to act  something.
Perfection for success: Success can lead to a feeling of satisfaction, pleasure and confidence in yourself, while failure would bring the opposite effect. Thus, many teachers should provide opportunities for children to achieve success with independent business, of course with the guidance of a teacher.
Great interest: Motif will arise if the individual has a substantial interest.
Conducted an assessment or test. In general, all students want to learn in order to obtain a good value. This is evident in the fact that students do not bring a lot to learn if there is no repetition. However, when the teacher said that the day after tomorrow will be held oral repetition, then the enterprising students learn by rote so that he gets a good value. Thus, the number or value that is a strong motivation for students.

From the above description is known that  extrinsic motivation arising from the functioning of the individual outside due to external stimuli, such as the presence of competition, to achieve high scores, and so forth.
c. Achievement Learning IPA
Learning can bring a change in the individuals studied. This change of behavior is an experience that is not good for the better. Learning experience in a destination experience on the results to be achieved by students in the learning process in schools. According Poerwodarminto (1991: 768), academic achievement is the outcome (done,), in this case learning achievement is the result of the work, the result of creation by a person who obtained the precision work that requires thought and struggle. Sample Proposal PTK
Based on the description above, it can be said that the achievement of learning achieved by students by involving all its potential after the student's learning activities. The achievement of these learning outcomes can be determined by conducting tests of learning outcomes assessment. Assessment held for the extent to which the student has successfully completed the lessons given by the teacher. In addition, teachers can know the extent of the teacher in teaching and learning in schools.
Along with learning achievement, it means that the achievement of learning science is value students after direct engagement / active throughout their potential both cognitive (knowledge), affective (attitude) and psychomotor (skills) in teaching and learning science.
d. Relations Motivation and Learning Achievement Learning Method Against Discovery (Discovery)
Motivation is a condition that drives a person to do something to achieve the goal  Students are motivated to learn something is to use higher cognitive processes in learning the material, so that students will absorb and precipitate it with better material (Nur, 2001: 3). While learning achievements are the results achieved by the students by involving all its after the student's learning activities.
While the discovery learning method (discovery) is a learning method  provide opportunities and requires students to be actively involved in achieving the learning objectives also write brief information (Siadari, 2001: 7). The knowledge gained by studying the invention (discovery) will last a long time, have the effect of better transfer and increase student and the ability to think freely. In general, learning discovery (discovery) of this train cognitive skills to find and solve problems without the help of others. In addition, students learn intriguing discovery, giving motivation to work to find an answer (Syafi'udin, 2002: 19).
From the above description it can be concluded that the presence of motivation in learning model of discovery (discovery) that the study results will be optimal. The more appropriate given the motivation, the more successful the lesson anyway. With high motivation students learn the intensity of the effort will be higher as well. So motivation will always determine the intensity of the students' learning efforts. These results will be able to improve student achievement.
I. Research Methods
a. Type Research This research is classroom action research (CAR), which is reflective, participatory, collaborative, and spiral, aiming to make improvements to the systems, mechanisms, processes, content, and competencies or learning situation. TOD is a credible form an id eke experimented in practice or the real situation in the hope that activities capable of improving and enhancing the quality of teaching and learning (Riyanto, 2001)
b. Researchers presence
In this study, the researcher as a teacher and plan the following activities:

Draw up a questionnaire for learning and plan learning programs
Collect data by observing and interviewing learning activities to determine the learning process yangdilakukan by classroom teachers
Implement plan learning programs that have been created
Reported the results of research
c. Research Sites The experiment was conducted in ....... d. Data and sources

The data in this study is the ability to think students are obtained by observing the emergence of questions and answers that emerged during the discussion and classified into C1 - C 6. The data for the study presented the results obtained by daily test values ​​(test).
The data sources were students in the class ....... As an object of research
e. Data collection procedures Collecting data in this study is done by using the following techniques: 1. Interview Initial interview conducted on teachers and students to determine the action. Interviews were conducted to determine the initial conditions of students 2. Questionnaire Questionnaire is supporting data that is used to collect information related to the students' responses or responses to the implementation of cooperative learning 3. Observation Observations carried out to obtain data on student thinking ability that consists of several descriptors that exist during the learning takes place. These observations were performed using the observation sheet has been prepared. Observation made by 3 observers. 4. Test Test carried out each end of the cycle, it is intended to measure students' results obtained after administration of the action. Test the form of multiple choise so much material covered 5. Field Notes Field notes are used as a complement to the research data so expect all the data that are not included in the observation can be collected in this study f. Analysis of data 1. Thinking Ability The quality of student questions and answers were analyzed with the rubric. Then to determine the increase in scores ability to think, question and  that have been assessed by the rubric in the first cycle compared with the questions and answers that have been assessed with a rubric on the second cycle. The classical formula to find the ability to ask the student scores

Real Score X 4 Scores max Description: Real Score: total score obtained by students Maximum score: total score obtained by the students who should 4: Maximum Score of each answer (see attached scoring guidelines)
2. Learning Outcomes The results of the study on aspects kognetif test results were analyzed by analysis techniques of evaluation to determine students' mastery learning.
The trick is to analyze the formative test results using criteria of mastery learning. Secam Aswirara individuals, students have learned thoroughly considered if the absorption rate reached 65%, In group  complete if it has learned when reaching 85% of the number of students who achieve a minimum of 65% absorption (Dedikbud 2000 in Aswirda 2007)
g. Examples of research stages Proposal PTK
Based on preliminary observations made their lessons are cooperative learning model ......... This study will be conducted in two cycles. Each cycle consists of planning, action, implementing the action, observation, reflection. Cycle I 1. Plan Before implementing the measures necessary preparatory actions. Activities in this phase are:

Preparation of lesson plans with planned learning model in the TOD.
Formulation of the problem sheet / worksheet students according to the learning indicators to be achieved
Creating test questions that will be held to determine the outcome students.
Form a heterogeneous group in terms of academic ability, gender, or ethnicity.
Provide students with the technical explanations on the implementation model of learning that will be implemented
Examples of Classroom Action Research Proposal PTK
2. Implementation of Measures

Carry out activities in accordance with lesson plans that have been made. In conducting research for the teacher becomes a facilitator of learning, students are guided to learn science in a cooperative learning model ...... The steps - the steps are (adjust the learning scenario)
Activities cover
At the end of the implementation of learning at each cycle, the teacher gives a written test to mengevalausi student learning outcomes during the learning process takes place. 3. Observation Observations made during the learning process should be ongoing and analysts to collaborate in its implementation. 4. Reflection At this stage of data analysis have been obtained. The results of the analysis of the existing data used to evaluate the process and results to be achieved.
reflection in an attempt to assess what has or has not occurred, what is produced, why it happened and what needs to be done next. Results reflection used to define the next steps in the effort  lead to improvements in the second cycle Silus II Activity in cycle two basically the same as in the first cycle only planning activities based on the results of a reflection on the first cycle so it leads to improvement in execution cycle I.
REFERENCES Sample Proposal PTK
Ministry of Education and Culture. , 1990. Big Indonesian Dictionary.
Jakarta: Balai Pustaka
Dimyati and Mujiono. , 2002. Teaching and Learning. Jakarta: Rineka Reserved
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