Optimization of Building Statics Learning Outcomes Through the Peer Teaching Models

Abstract

Education plays a fundamental role in developing intelligent, competent, and characterful human resources. Efforts to improve the quality of learning are essential, particularly at the vocational high school level, which prepares students to face global competition. Observations at Vocational School 1 Percut Sei Tuan revealed that students' understanding of building statics calculations remains low. This problem is partly due to the lack of optimal interaction between teachers and students during the learning process. Therefore, innovative and participatory learning strategies are needed to improve the quality of learning outcomes. This study aims to improve student learning outcomes through the implementation of the Peer Teaching learning models. The method used is Classroom Action Research (CAR) which is implemented in two cycles. The research subjects were 30 students in the Building Statics Calculation subject. Each cycle consists of planning, action implementation, observation, and reflection. Data were collected through learning outcome tests and student activity observation sheets, then analyzed using quantitative and qualitative descriptive techniques. The results of the study showed a significant increase in learning outcomes. In cycle I, the average student score was 75.67 with a completion rate of 73.33%. In cycle II, the average score increased to 83.34%, with a completion rate of 83.33%. Thus, the Peer Teaching Models is suitable as an alternative learning strategy for material that requires conceptual understanding.