Peningkatan Hasil Belajar Menerapkan Pengetikan (Keyboarding) Pada Mata Pelajaran Teknologi Perkantoran Melalui Strategi Peer Lessons Siswa Kelas X OTKP 2 SMK Negeri 1 Ponorogo

Abstract

Concept understanding is another term for achievement, namely mastery of knowledge or skills developed by subjects, usually indicated by test scores or scores given by the teacher. Based on the data obtained by the researcher from the score list, it is known that the understanding of students' concepts in the subject of office technology, especially in the basic competence of applying 10finger keyboarding, speed of 200 EPM, and accuracy of 99% is very low, namely only 18 students out of 35 students who have completed learning and the average value achieved are only 55.71. On this occasion, the researcher offers a Peer Lessons strategy. If the teacher applies the Peer Lessons learning model, it is expected that at least 75% of the students are skilled in Applying 10 finger typing with a speed of 200 EPM and an accuracy of 99%. This research is a classroom action research conducted in 3 cycles, consisting of 6 meetings. Each cycle includes planning, implementation, observation and Jurnal Dimensi Pendidikan dan Pembelajaran, Vol. 11 No. 1 : Januari 2023 , pp.1–18. ISSN 2303-3800 (Online), ISSN 2527-7049 (Print) Sri Agustiani | 2 reflection. Data were taken using test instruments, interviews, questionnaires and journals. The purpose of this study was to find out the improvement in understanding the concept of applying 10 finger keyboarding, speed of 200 EPM and 99% accuracy through Peer Lessons in Class X OTKP 2 SMK Negeri 1 Ponorogo Academic Year 2018/2019. The role of the Peer Lessons Strategy in improving the understanding of the concept of Office Technology subjects teaching materials Applying 10 Finger Keyboarding Speed 200 EPM and 99% Accuracy is marked by an increase in the average value (Mean Score), namely: in the first cycle 72.14; cycle II 75.57; and cycle III 80.29. In addition, it was also marked by an increase in the percentage of mastery learning, namely in the first cycle it was only 65.715, the second cycle increased to 80.00%, in the third cycle there was an increase of up to 100%.. © 2023 Universitas Muhammadiyah Ponorogo This is an open-access article under the CC–BY license