D. Rivaldi, T. Megayanti, T. Aryanti
The learning process is one of determinant of the quality of student learning outcomes. One of the problems that often occurs in the learning process is inadequate teacher's teaching strategies, particularly in Engineering Drawing subjects. The teacher tends to be less creative, less variative and trapped in a rigid learning process. These conditions make them less active and feel bored during the learning process. This research aims to know whether there are any differences between the aspects of activeness and psychomotor learning outcomes of the students through the implementation of Peer Tutoring and Learning Together learning methods in the Engineering Drawing subject. The population of this research is the students of class X DPIB in SMKN 5 Bandung while the samples consist of two classes that are selected using purposive sampling technique. The research instruments are observation sheet of student activeness and drawing skills assessment. After implementing Peer Tutoring learning method in class X DPIB 1, the students get 86.81 as the average score in drawing result and they are more active in some indicators such as Drawing activities, Motor activities, Mental activities, and Emotional activities. Meanwhile after implementing Learning Together learning method in class X DPIB 4, the students get 74.23 as the average score in drawing result and they are more active in some indicators such as Visual activities, Oral activities, listening activities, and Writing activities. This research data is analyzed by statistics Independent T-test. The analysis results show that there are differences between the aspects of activeness and psychomotor learning outcomes of the students who use Peer Tutoring learning method and the students who use Learning Together learning method in the Engineering Drawing subjects. © Published under licence by IOP Publishing Ltd.
Department of Architecture Engineering Education, Universitas Pendidikan Indonesia, Bandung, Indonesia
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