Increasing Students' Interest in Learning through the "Make A Match Type" Learning Model in KKPI Subjects

Abstract


INTRODUCTION
Information and communication technology in the last ten years has developed very rapidly, this development has had a big influence on various aspects of life, even human behavior and activities depend a lot on information and communication technology.KKPI subjects in vocational schools are intended to prepare students to be able to anticipate these rapid developments by using computer technology in everyday life, and to be able to apply computers in accordance with competency standards in the world of work they will later enter.
One of the software that students in vocational schools must master is Microsoft Excel (spreadsheet/number processing).To be able to master this software well, students need to study it carefully and continuously both in theory and practice.Because by mastering Microsoft Excel software, students will be able to do work related to processing numbers such as making lists/tables, typing financial reports, addition, multiplication, division, as well as statistical functions and so on more effectively.easy and fast.
Based on the author's experience while teaching KKPI subjects, it turns out that students' ability to master computer skills varies from one student to another, especially for students who are just starting to learn to operate Microsoft Excel software, most of them have difficulty translating the meaning and function of menus.menus and symbols or toolbars are widely used in the software, so that when they are tested in writing, some of the students have difficulty answering them, they are not very enthusiastic or interested in knowing the functions of the toolbar, even though the toolbar is very useful and very helpful for students when they work using Microsoft Excel.In every evaluation carried out there are still students who do not achieve the score according to the minimum completeness criteria limit that has been set.The average number of students who do not complete each evaluation is between 10% -20% of the total number of students in the class, so they have to take remedial or relearning.
In each learning activity the teacher has tried to explain the material in detail, convey the work steps systematically, demonstrate the work steps with the help of an LCD projector, but the expected results are still not optimal.From several of the problems above, the author identifies that the low learning achievement of students is caused by their low interest in learning.Therefore, students' interest in learning must always be developed and improved.This is in accordance with what Slameto (2010) said: Interest can be grown and developed in a student.To increase students' interest in learning is of course the responsibility of a teacher.Teachers must look for factors that need to be considered so that students' interest in learning can be increased.Furthermore, Slameto said that in general there are two factors that influence student learning success, namely internal and external factors for the student concerned.Internal factors are factors that come from within the student, while external factors are from outside the student, such as the learning model applied, the teacher, the learning environment and so on.
In connection with the description above, the author views external factors, especially the learning model applied by the teacher, as a factor that greatly influences the increase in students' interest in learning.Therefore, the author will try to use a learning model that is expected to increase student interest and learning achievement.The author tries to apply a learning model that can stimulate memory, passion for learning, and student cooperation.One of them is the cooperative learning model, because this cooperative learning model can make students interact and share with each other so that learning activities take place in a pleasant atmosphere.
According to Eggen and Kauchak (1996), one cooperative learning model that might be able to improve mastery of concepts well is the "Make and match" type of cooperative learning developed by Lorna Curran (1994).Anita Lie (2008) states that the Make A Match type learning model or exchanging partners is a learning technique that gives students the opportunity to work together with other people.Meanwhile, Suyatno (2009) revealed that the make and match model is a learning model where the teacher prepares cards containing questions or problems and prepares answer cards then students look for pairs of cards.By using this learning model, it is hoped that students' interest or enthusiasm for learning will increase because the learning atmosphere feels fun for them.
The formulation of the problem proposed in this research is "Can the Make a match type learning model increase students' interest in learning?The objectives of this classroom action research are: 1) to improve students' ability to operate Microsoft Excel (number processing) software; 2) to increase students' interest in learning to operate Microsoft Excel (number processing); 3) to determine the effectiveness of using the make a match type learning model in increasing students' learning interest in operating Microsoft Excel (number processing) software.
The benefits of this research are: 1) Getting students used to studying together and interacting with fellow classmates; 2) Stimulate students to learn happily and enthusiastically so that it is not boring; 3) Motivate teachers to understand and use several variations of learning models to be applied in the classroom.

RESEARCH METHODS
This research is classroom action research (PTK) which was carried out through two cycles, namely cycle 1 and cycle 2.The place for carrying out this research was the Batanghari 1 State Vocational School (SMK) which is on Jalan Jend.Sudirman KM.4 Muara Bulian, Batanghari Regency, Jambi Province.The subjects in this research were 36 students of class X AP 1 SMK Negeri 1 Batanghari.
The data obtained during the research was obtained in the following way: 1) Observation is used to determine the stages of student activities in the teaching and learning process.It takes the form of a detailed observation sheet showing the aspects of the process that must be observed; 2) Formative tests, used to measure KKPI learning outcomes, both during action and at the end of the action cycle; 3) Documentation, in the form of recording activities during learning in the form of pictures.Data collected during each observation activity from the implementation of the research cycle is analyzed descriptively using percentage techniques to see trends that occur in learning activities.

RESULTS AND DISCUSSION
Based on the results of observations made in the learning process during cycle I and cycle II through the interest observation sheet, it can be seen in the table below

CONCLUSION
Based on the results of the research and discussion described above, the following conclusions can be drawn: The "Make a Match" learning model can increase students' interest in learning in KKPI subjects with learning material to operate Microsoft Excel software.This can be seen from the results of observations of student interest in learning in cycle I to cycle II which increased by 11%, in cycle I the average was 68% with a good predicate, in cycle II it increased to 79% with a good predicate, and there were no variables that received a good predicate, less predicate.The Make a match learning model can improve student learning outcomes.This can be seen from the level of classical learning completeness in the first cycle of 83%, there were 6 students (17%) who had not achieved the score according to the minimum completeness criteria, whereas in the second cycle classical learning completion increased to 97% and there was only 1 student (3%) who have not reached the value according to the determined minimum completeness criteria limit.