Model Kooperatif Tipe Make A Match untuk Meningkatkan Hasil Belajar dan Aktivitas Siswa dalam Pendidikan Agama Kristen

Santrina Tualaka; Yusmina Eliseba Hauoni; Andri Oktovianus Pellondou

doi:10.59698/afeksi.v7i5.1068

Authors

Santrina Tualaka Institut Agama Kristen Negeri Kupang, Indonesia, Indonesia
Yusmina Eliseba Hauoni Institut Agama Kristen Negeri Kupang, Indonesia, Indonesia
Andri Oktovianus Pellondou Institut Agama Kristen Negeri Kupang, Indonesia, Indonesia

DOI:

https://doi.org/10.59698/afeksi.v7i5.1068

Keywords:

Make a Match, Pembelajaran Kooperatif, Hasil belajar, Aktivitas Siswa, Pendidikan Agama Kristen, Penelitian Tindakan Kelas

Abstract

Pembelajaran Pendidikan Agama Kristen (PAK) pada kelas rendah sekolah dasar memerlukan strategi yang tidak hanya menyampaikan materi, tetapi juga menjaga perhatian, memberi kesempatan interaksi, dan menyediakan umpan balik yang cepat. Penelitian ini bertujuan mendeskripsikan penerapan model pembelajaran kooperatif tipe Make a Match dan perubahan hasil belajar, aktivitas siswa, serta aktivitas guru selama tiga siklus tindakan di kelas III SDI Bertingkat Kelapa Lima 3 Kupang. Penelitian menggunakan Penelitian Tindakan Kelas yang terdiri atas perencanaan, pelaksanaan, observasi, dan refleksi pada setiap siklus. Subjek penelitian adalah 19 siswa, terdiri atas 7 laki-laki dan 12 perempuan. Data dikumpulkan melalui tes hasil belajar, lembar observasi aktivitas siswa, lembar observasi aktivitas guru, dan dokumentasi, kemudian dianalisis secara deskriptif menggunakan rata-rata, persentase ketuntasan, dan perbandingan antarsiklus. Pada kondisi awal, hanya 7 siswa (37%) mencapai KKM 75. Pada Siklus I, nilai rata-rata mencapai 72 dengan ketuntasan 68%, aktivitas siswa 53%, dan aktivitas guru 67,5%. Pada Siklus II, nilai rata-rata meningkat menjadi 82, ketuntasan 89%, aktivitas siswa 89%, dan aktivitas guru 80%. Pada Siklus III, nilai rata-rata mencapai 86, seluruh siswa (100%) mencapai KKM, aktivitas siswa 100%, dan aktivitas guru 87,5%. Ketuntasan klasikal meningkat 63 poin persentase dari kondisi awal hingga Siklus III. Temuan menunjukkan bahwa Make a Match, ketika disertai perbaikan instruksi, pengelolaan kelas, pembagian kelompok, waktu eksplorasi, dan LKPD berdasarkan refleksi siklus, mendukung peningkatan bertahap hasil belajar dan keterlibatan siswa dalam konteks kelas yang diteliti. Karena desain PTK tidak menggunakan kelompok pembanding, hasil ini dipahami sebagai bukti perbaikan praktik kelas, bukan estimasi efek kausal yang dapat digeneralisasikan.

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