The purpose of Geography education in schools
in general is that students are expected to be able to understand concepts
about the symptoms of nature and life on earth as well as interactions between
humans and their environment that are closely related to the aspects of space
and time. To understand the concepts of the symptoms of nature and life on
earth is not easy for students, considering the vast scope of Geography
material includes; physical and social aspects, so more comprehensive material
mastery is needed for students. In accordance with the purpose of geography
education, in learning it requires a high enough understanding to master the
concepts, theories and terms that are very dense contained in the learning of
geography, so that students can achieve success in learning in accordance with
the predetermined achievements. The success of the learning process is
influenced by two factors, namely teachers and students (De Porter & Hernacki, 2000).
For a teacher in addition to mastering the
lesson material is also required to master the strategy and learning methods in
delivering the material. The way teachers create a classroom atmosphere will
have a big impact on students' responses in the learning process. If the teacher
succeeds in creating a learning atmosphere that can lead to activities, and
student motivation, it will allow for improvement of learning outcomes (Munajat, 2014).
The fact that teachers do not always use
various methods. Whereas the use of appropriate learning methods can foster
student participation in the teaching and learning process in the classroom,
thus it can foster the interest, motivation, and creativity of students'
learning in geography learning (Nomor, 81AD). In the
process of learning Geography should also be followed by the efforts of the
students themselves to learn to the maximum, such as; want to answer questions
asked by teachers, willing to respond and willing to pay serious attention, and
have the desire to interact with friends and teachers (Rahmat Hidayat, 2009). Actively
engage students to better understand what they are doing so as to provide a
better experience. Active learning cannot happen without student participation (Melvin, Bruce, & Yoshito, 2005) (). There
are various ways to make students active, among others by using the Everyone Is
A Teacher Here method.
There is no denying that in the teaching and learning
process sometimes students and even teachers experience saturation, this is
certainly a problem for the achievement of learning objectives. Student
saturation can be observed during the learning process such as in not caring,
drowsiness, chatting with friends or to the restroom just to avoid boredom. To
overcome the saturation it is necessary to create
varied teaching and learning conditions, including the use of varied teaching
methods, one of the methods that can involve the activeness of all is metode Everyone Is A Teacher Here.
As one of the main subjects in the department
of Social Sciences (IPS), the results of Geography learning obtained by
students meet the Minimum Completion Criteria (KKM) set. Learning is said to be
successful if the learning results are achieved with the criteria that have
been set and in accordance with the goals that have been formulated. In
accordance with the elements contained in the teaching materials Geography
Minimum Completion Criteria (KKM) obtained is 78, and a class is declared
complete learning if there have been 75% of students have achieved classical
completion (Pupuh, 2007).
Reality shows that the learning outcomes
obtained by students of grade XI IPS 1 SMA Negeri 1 Rengat Barat do not reach 75% classical completion,
especially the concern is in the teaching materials related to the social
aspect. Logically students who sit in the class of Social Science Program
should be faster to understand the teaching materials containing social
elements in the study, the fact in the field obtained that the results of
learning materials containing social aspects did not achieve the expected
completion (Hakim., n.d.).
The average grade of semester II of the
2018/2019 school year obtained by students has not met the classical completion
of 75% , as stated in the following table:
Table 1
Average Grade Evaluation
Test of Geography Subjects Class XI IPS1 Lesson Year 2018/2019
|
Class
|
Average
Value of Semester I Evaluation Test
|
|
XI IPS 1
XI IPS 2
XI IPS 3
|
73
75
76
|
source : teacher grade list of subjects
From the
observation of researchers as geography teachers in grade xi ips 1, the cause of the difficulty of students obtaining
learning results according to the standards set because almost all students
experience saturation in learning, it is certainly a problem in learning.
Students' saturation can be observed during the learning process such as in not
caring, drowsiness, chatting with friends and pretending to the restroom just
to avoid boredom. to overcome the saturation needs to be created varied
teaching and learning conditions, one of the methods that can involve all
students is the method everyone is a teacher here.
From the
description above, it can be known that the problem of geography learning is
the lack of active students in teaching and learning activities because during
this time in the presentation of lesson materials, especially for biosphere
materials the author uses more lecture methods. teachers should be required to
be able to manage the teaching and learning process that provides stimulation
to students so that they want to learn because students are the main subjects
in learning. students as subject matter must have an active, impassive role
that only listens to lectures from the teacher or simply moves notes from the
board into their respective books. students should be encouraged to actively
play a role in the learning process, students have the right to express
opinions therefore educators or teachers are required to master teaching
methods that can be applied in learning activities, especially those that
undermine the creativity of students or students. therefore the
author is interested in using the everyone is a teacher here method in the
presentation of biosphere learning materials so that students have more
participation in learning activities and are more active. the author chose
class xi ips 1 because this class is a class that is
less excited in participating in learning activities.
METODE
The research
on the application of Everyone Is A Teacher Here Method in Geography learning
in class XI IPS 1 SMAN 1 Rengat Barat is classroom
action research, which is a study conducted by the teacher himself to improve
the learning process that is his responsibility. Class action research is a
survey of learning activities in the form of an act that is deliberately raised
and occurs in a class simultaneously. The action is given by the teacher or by
direction from the teacher performed by the student (Sugiyono, 2017).
A core
feature of action research methods is to try new ideas in practice as
improvement tools and knowledge-enhancing tools on curriculum, teaching and
learning. This research is classified as a type of practical research where the
main focus is to develop practices that have been running (Arikunto, 2010) .
RESULTS
AND DISCUSSIONS
A. Research
Results
1. Initial Data Description
The classroom
atmosphere is less conducive, students are less active, less enthusiastic, less
motivated to follow the learning process. Most students have difficulty in
answering or responding to each teacher's questions, students prefer to be
quiet rather than answer the teacher's questions even if they are just trying.
This results in students' learning outcomes not meeting the standard of
completion of learning.
Data acquisition as an
initial description of the results of interviews with students is obtained an
idea that students want interesting learning, stimulates them to achieve better
achievements, makes students more proactive in digging into information about
learning materials and makes students more attentive to learning. The learning
results obtained from the daily re-evaluation test can be seen in the following
table:
Table 1
Preliminary data of study results test in
2018/2019
|
No.
|
Test Results
|
Achievement
|
|
1.
2.
3.
4.
5.
6.
|
Highest
score
Lowest
value
Average
value
Number of
completed students
Number of
students in grade XI IPS 1
Percentage
of classical learning completion
|
85
40
62,8
15
32
46,88%
|
Source: teacher grade
list subjects.
2.
Description of learning improvement research results
Learning
by applying everyone is a teacher here method in the subjects of geography
class xi ips1 sman 1 rengat
barat, consisting of two cycles namely cycle i and
cycle ii. in cycle i of the first meeting 31 and the second meeting of students
who attended as many as 30 people in all students attended. whereas in the
second cycle, both the first and second meetings of 33 students of grade xi ips 1 were all present.
After
the learning is carried out in cycles i and ii, then conducted tests for each -
each cycle, where on the test cycle i and test cycle ii all students of grade
xi ips 1 sman 1 rengat west present all. and during the learning process
the observer will observe the student's activities and the teacher's activities.
for more details the following will be described student learning outcomes and
student activities as well as teacher activities.
1) Learning Outcomes
After
the test of learning cycle i and cycle ii, then conducted an analysis whose
results are presented in table 2 follows:
Table 2
Grade xi ips grade 1 students 1 sman 1 rengat western geography subjects
|
No
|
Time Span
|
Category
|
Frequency
|
Description
|
|
Siklus I
|
Siklus II
|
|
|
1.
2.
3.
4.
5.
6.
7.
|
90
–100
81 – 90
71 – 80
61 – 70
51 – 60
41 – 50
≤ 40
|
Exceptional
Excellent
Good
Enough
Less
Very
lacking
Less
sekali
|
-
-
9 (45 %)
3 (15%)
4 (20%)
4 (20 %)
–
|
1 (5 %)
2 (10 %)
11 (55%)
6 (30%)
-
–
–
|
Tuntas
Completed
Completed
Completed
B.
Complete
B.
Complete–
|
When
viewed from the completion of learning grade xi ips 1
students in geography subjects by applying the method everyone is a teacher
here can be seen in table 3 below:
Table 3
Completion of learning students grade xi ips 1 sman 1 rengat
west geography subjects
|
No
|
Cycle
|
Completion
|
Number of Students
|
Percentage
|
Ket
|
|
1
|
I
|
Incomplete
|
8
|
40%
|
|
|
Completed
|
12
|
60%
|
|
|
2
|
II
|
Incomplete
|
0
|
0%
|
|
|
Completed
|
20
|
100%
|
|
For
more details, the grade xi ips 1 sman
1 western grade students in geography subjects by applying everyone is a
teacher here method, which is found in table 6 and table 7, then presented in
the form of the following graph:
Graph 1
Graph of Student Grades
in Geography Subjects
2)
Student Activities
The
activities of grade xi ips 1 sman
1 western students in geography subjects by applying everyone is a teacher here
method, in cycle i and cycle ii are presented in table 4 below:
Table 4
Student activity in
geography subjects through everyone is a teacher here
|
No
|
Student Activities
Observed
|
Cycle I
|
Average
|
cycle I
|
Average
|
|
Pert
1
(Jlh/%)
|
Pert
2
(Jlh/%)
|
|
Pert
1
(Jlh/%)
|
Pert
2
(Jlh/%)
|
|
|
1.
|
Take
your attention seriously
|
10
(50%)
|
14
(70%)
|
60%
|
17
(85%)
|
20
(100%)
|
92,5%
|
|
2.
|
Argue
|
7
(35%)
|
12
(60%)
|
47,5%
|
14
(70%)
|
16
(80%)
|
75%
|
|
3.
|
Persevere in teaching and learning activities
|
13
(65%)
|
15
(75%)
|
70%
|
17
(85%)
|
20
(100%)
|
92,5%
|
|
4.
|
Asking difficulties
|
11
(55%)
|
13
(65%)
|
60%
|
15
(75%)
|
16
(80%)
|
77,5%
|
|
5.
|
Learn Happily
|
9
(45%)
|
12
(60%)
|
52,5%
|
16
(80%)
|
20
(100%)
|
90%
|
|
6.
|
Not afraid of teachers
|
13
(65%)
|
17
(85%)
|
75%
|
20
(100%)
|
20
(100%)
|
100%
|
|
Average
|
52,5%
|
69,17%
|
60,83%
|
82,5%
|
93,3%
|
87,91%
|
|
Category
|
Kurang
|
Cukup
|
Cukup
|
Baik Sekali
|
Baik Sekali
|
Baik Sekali
|
|
Number of Students
|
20
|
20
|
|
20
|
20
|
|
Based on the
table above it appears that, the learning activities of grade xi ips 1 students in geography subjects by applying the
everyone is a teachere here method, there was an
increase from meeting 1 cycle i to meeting 2 cycle i, both in terms of
percentage numbers and from the category. Increase occurs in each student's
activity compound. While at the meeting 1 cycle ii to the meeting 2 cycle ii
there was also an increase in activity in geography learning by everyone is a teachere here method. Where at meeting 1 cycle ii the
average student activity was 82.5% and the average activity of students meeting
2 cycle ii was 93.3%, resulting in an increase of 10.8%. When viewed from the
average activity of students cycle i to the average activity of students to the
second cycle there is also a significant increase. Where in cycle i by 60.83%
with enough categories, and in the second cycle the average activity of
students is 87.91% with a very good category, resulting in an increase of
27.08%.
The
application of everyone is a teachere here method,
against students of grade xi ips 1 sman 1 rengat barat,
at meeting 1 or cycle i student participation in geography learning, still
shows the laziness of students especially answering questions posed by teachers
both oral and written. In the second cycle teachers have changed the way
learning is reproduced to ask questions related to the delivery of material
from each student who performs, so that students do not have time to play and
force students to keep in mind the material being carried out. Thus students
will always be ready to ask questions around the ongoing material with
satisfactory results (Aditya & Fitri Qomariyah, 2020).
For more
details, the following is presented a bar chart of the percentage of completion
of student learning outcomes.
Figure 2
Student Learning
Outcomes Percentage Bar Chart
On the other
hand, the activity of grade xi ips 1 sman 1 western students in geography learning showed a
significant increase in activity, both at meetings 1 and 2 for each cycle, as
well as from cycle i to cycle ii. Although at the first meeting of the first
cycle of activity students are still in the lesser category, this is because
students are still affected by previous learning, which is always dominated by
conventional learning patterns. While the teacher's activity in presenting
geography learning materials, with this method everyone is a teacher here, has
increased from cycle i to cycle ii. So that at the second meeting of the second
cycle of activity teachers have fulfilled the learning steps using the method
everyone is a teacher here, which is in the category of excellent.
CONCLUSION
Based on the
results of research on improving learning by applying learning using everyone
is a Teacher Here method, it can be concluded as follows: 1) The use of
learning using everyone is a Teacher Here method can improve students' learning
outcomes in Geography learning in Grade XI IPS 1 SMAN 1 Rengat
Barat. The improvement in learning outcomes can be seen from the test results
of meeting 1 and 2 cycle I as well as the test results at meetings 1 and 2
cycle II, seen in meeting 1 cycle 2 the average student activity is 82.5% and
the average activity of meeting students 2 cycle 2 is 93.3%, resulting in an
increase of 10.8%. When viewed from the average activity of students cycle 1 to
the average activity of students to cycle 2 there is also a significant
increase. Where in cycle 1 it is 60.83% with enough categories, and in cycle 2
the average student activity is 87.91% with a very good category, resulting in
an increase of 27.08%. 2) This improvement in learning outcomes is due to
students feeling responsible for their own learning as well as the learning of
others. 3) The use of everyone is a Teacher Here method learning can improve
students' learning outcomes in Geography learning in Grade XI IPS 1 SMAN 1 Rengat Barat, also make the teacher's activity in
delivering student center-oriented materials significantly improved.
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USE OF METHODS EVERYONE IS A TEACHER HERE TO IMPROVE GEOGRAPHY LEARNING OUTCOMES 