Praise and thankful to the Almighty God who has giving strength, faith, health, and hopes for writer to finish this thesis. This thesis is organized to obtain the Bachelor of Elementary Education in S1 Elementary Teacher Education Program of Education Faculty of Universitas Kristen Satya Wacana. The author is aware in the preparation of this thesis is still a lot of experience difficulty, but thanks to the help and motivation that has been given from various ultimately the author can complete this thesis according to the time already set. The author expresses the deepest gratitude and respect to all parties who have helped in completing the thesis, especially to:
1,99), It concluded there was no significant difference between the results oflearning students experiments class with control class. After study completion given obtained average value of experimental class posttest is 76,53 with standard deviation 9.60 and average value of control class is 70,48 posttest with standard deviation 10,77. Both of these data have a normal distribution. Results of hypothesis testing obtained t count > t table atau 2,61 > 1,66 so the conclusion is that
middle of Bandung which filled with pollution should be a cause for school to create green school yard. Thus, students will feel beautiful, pleasing, and clean school atmosphere which definitely will help students in their learning process. School yard that has been asphalted seems to be an obstacle in creating a green school yard. School party has tried to create a vertical garden to actualize green, fresh, and pleasing school. However, the vertical garden is misused by students by putting trash into pots made out of plastic bottles. According to the predicament that has been observed in SMP 2 Pasundan Bandung especially in class VII-B regarding the lack of students’ ecological literacy , researcher expects to improve students’ ecological literacy in using school field through aquaponic project model in social study learning. Project Based Learning model requires students to create a product or project which can be assessed directly by the teacher.
Study the researchers did was an effort to improve student learning outcomes by using cooperativelearningtype Student Teams Achievement Divisions (STAD) that Classroom Action Research (CAR). This study aims to improving student learning outcomes after the use oflearning model STAD. The subjects in this study were students of class VIII-H SMPN 1 Cianjur, which amounts to 46 people with a minimum completeness criteria of 70.00. Increased student learning outcomes are good, the first cycle of the average of 75.54 formative test increased to 76.09 in the second cycle, and than increased again in the third cycle becomes 79.46. While the formative test average of 77.03 for the third cycle and this can be seen also increase with the average cumulative test reached 80.54. The level of mastery learning students on the subject of geometry and geometrical measurements, the first cycles from 41 people increased to 43 people in the second cycle, and continued to increase in the third cycle to 46 people. So clasical increased absorption of the first cycles 59 % to 71.85 % in the second cycle, and became 78.91 % at the end of the third cycle or cycles obtained. The result show that CooperativeLearningtypeSTAD, can be made as one solution to fix the future mathematics learning and improve student learning outcomes.
The aim of this study was to determine the effectiveness ofcooperativelearning model oftypeSTAD and TPS to solve student learning outcomes in the matter of the reproductive system, the effectiveness of both models can be seen from the results of student learning, teachers' ability to manage teaching and student activities. Design research using pretest- posttest -Control-Group - design, with research subjects high school students at Madura. The result of the study indicates that: (1) the result from both try-outs shows the significant differences from the result of student’s learning using STAD and TPS strategies with the significant level 5%, but all of students complete the subject of reproduction system well. (2) The teacher’s ability in manage teaching learning process using STAD and TPS strategies is categorized into a good category with the average score to 3.5. (3) The dominant activity of the student in STAD and TPS strategies is doing the student’s activity sheets LKS in a group. Based on the result of the study, it can be concluded that both cooperativelearning model typeSTAD and TPS are effective in teaching the subject of reproductive system.
This study investigates the effect of the cooperativelearning model Student-Team-Achievement-Division (STAD) on students’ attitude towards mathematics. This quasi-experimental study used a questionnaire and interview as a research instrument. Participants consisted of 82 year 5 students from two classes in a school in Kedah. 42 students were involved the experimental group (the cooperativelearning group) and another 40 students were in the controlled group who was taught using the conventional method. Results of the t-test indicated a significant difference on attitude towards mathematics between the experimental and controlled group. Difference existed in the category of ‘fun in learning mathematics’ and ‘social activities in mathematics’. There was no significant difference in ‘values in mathematics’. Overall, 90.5% of students showed positive perception towards cooperativelearning with STAD model. Thus, teachers must be knowledgeable and skillful in order to continuously implement this typeoflearning with full of confidence and systematically.
Greatfull thanks to Allah S.W.T. because gives me best parent, H. Mansyur and Hj. N. Rangkuti, who caring, raising and educating me with love and affection. Thanks for the prayer, motivation and sacrifice of my parent so I can complete Sarjana Pendidikan (S.Pd) from State University of Medan. Thanks also for my beloved sisters and brother, Rina Nurmaningsih, A.Md, Sri Rahayu, A.Md, Juli Meliza, S.Pd., M.Si and M. Raja Mulia, S.H, who give me support and motivation until the completion of this thesis. The authors also express thanks to best friends, Ilmi Fadhilah Rizki, Shofiyah, Rudi Purwanto, and my thesis team, Fenny Rizky Amelia and Ervi Luthfi Sheila Wani Lubis and also big family of CESP 2010, thanks for your support, help, motivation and friendship. Thanks also gives to Reza Adriansyah, who always gives help, motivation and support to the author in completing the thesis. Thanks for people who involved in the process of writing until completion of this thesis.
Khanafi, Nur. 2012. Upaya Meningkatkan Hasil Belajar Matematika Materi Sistem Persamaan Linear Dua Variabel Melalui Model CooperativeLearningType Student Teams Achievement Division (STAD) Siswa Kelas VIII SMP Negeri Satu Atap Kulon Blitar Tahun Ajaran 2011/2012. Tulungagung: Skripsi tidak diterbitkan.
On this occasion the authors like to thank Mr Prof. Dr. Mara Bangun Harahap, M.S as Thesis Advisor who has provided guidance and suggestions to the author since the beginning of the study until the completion of this thesis writing. Thanks also to Dr. Ridwan Abdul Sani, M.Si., Drs. Eidi Sihombing, MS., and Drs. Abd Hakim S, M.Si., Dr. Derlina, M.Si., who have provided input and suggestions from the research plan to complete the preparation of this thesis. Thanks also presented to Prof. Drs. Motlan Sirait, M.Sc, Ph.D., as the Academic Supervisor. Thanks also for all Mr. and Mrs. lecturer and staff employee of Physics FMIPA State University of Medan who have encourage the writer during the lecture. Appreciation were also presented to Headmaster and all teacher in SMA Negeri 1 Perbaungan who have helped during this research Mr. Drs. Suhairi, M.Pd, Mr. J. Simbolon, S.Pd and also to Physics teacher Mrs. Jumiati, S.Pd and Mrs. Zulni, S.Pd.
The results of the study have been described above, supported by a theoretical review of relevant studies such as Hendriana, Hidayat & Ristiana (2018), but as mentioned earlier, some limitations that hindered this research were still found. Considering these weaknesses, some suggestions were offerred: this research is only limited to eight meetings to make it easy for assessing the competency standard achievement, mathematical communication ability and mathematical thinking. Besides, it takes a considerable time to be able to find out how well the three aspects develop. The researcher selected only materials about cube and rectangular prism on flat sides in this research, which limits generalization in relation to the research results.
This study entitled "The Influence ofCooperativeLearning Method in Typeof Student Teams Achievement Division by Aid of Finding My Secret Word Game toward the Motivation and Mathematics Learning Outcomes of Students at X th Grade of Mechanical Machining in Vocational High School Sore Tulungagung", was written by GANIGGIA, Students Registered Number. 2814133074, Mathematics Education, IAIN Tulungagung. Advisor: Miswanto, M.Pd
Peneliti yang berperan sebagai guru bersama dua orang observer memasuki ruang kelas XI AK 4 pukul 09.15. Guru mengkondisikan kelas agar tenang dan kondusif, kemudian membuka kelas dengan salam dan dilanjutkan dengan berdoa. Selanjutnya guru mempresensi siswa, semua siswa hadir pada siklus II ini. Setelah itu guru menyampaikan tujuan pembelajaran yaitu pembelajaran dengan menggunakan model CooperativeLearning Tipe STAD berbantu mind map. Selain menyampaikan tujuan pembelajaran guru juga mengulas sedikit materi pembelajaran pada minggu lalu yaitu mengenai utang obligasi. Setelah tujuan pembelajaran disampaikan, guru dibantu oleh dua orang observer membagikan nomer kepada siswa. Masing-masing siswa mendapat dua buah nomer yang merupakan nomer presensi mereka, siswa harus memasang nomer tersebut dibagian depan dan belakang agar memudahkan observer dalam mengamati aktivitas belajar siswa. Guru membacakan daftar kelompok, jumlah kelompok ada 8 kelompok yang diberi nama kelompok A, B, C, D, E, F, G, dan H, satu kelompok terdiri dari 4 siswa. Pembagian kelompok berdasarkan nilai UAS mata pelajaran Akuntansi Keuangan pada semester Ganjil. Siswa duduk bersama teman satu kelompoknya agar tujuan pembelajaran dengan model CooperativeLearning Tipe STAD ini tercapai.
Guna meningkatkan kemandirian belajar anak, maka perlu dilakukan inovasi dalam proses pembelajaran, salah satunya dengan menggunakan model-model pembelajaran yang inovatif. Berbagai inovasi dalam pendidikan IPA telah dilakukan dalam kurun waktu terakhir ini. Hal ini merupakan upaya untuk membelajarkan siswa sehingga mereka dapat belajar secara optimal. Salah satu model pembelajaran yang bisa digunakan untuk meningkatkan kemandirian belajar, membuat pembelajaran menjadi menyenangkan, dan mengembangkan sikap bekerja sama adalah model pembelajaran kooperatif. Dalam pembelajaran kooperatif siswa belajar bersama sebagai suatu tim dalam menyelesaikan tugas-tugas kelompok untuk mencapai tujuan bersama, sehingga setiap anggota kelompok memiliki tanggung jawab yang sama untuk keberhasilan kelompoknya. Ada beberapa variasi dalam model pembelajaran kooperatif, yakni Contextual Teaching and Learning dan Think Pare Share (TPS).
The purpose of this research was to understand the difference of Send A Problem and Think Pair Share typeofcooperative science learning on student cognitive result and cooperative skill. This research was a quasy experiment. The research subject was student class VIII at SMP N 1 Sewon of even semester year academic of 2014/2015. Sampling technic was done by cluster random sampling method. Learning instruments that was used in this research were implementation planning (RPP) and student worksheet (LKPD). The data collection instruments were observation sheet ofcooperative skill and pretest – posttest. Data collection technic that was used were observation and written test. The matter validity test was done by ITEMAN. The data analysis technic was done by using homogenization test, normality test, paired t-test for cognitive result hypothesis, independent t-test for cooperative skill hypothesis with program SPSS 16.
This research aims to describe the implementation oflearning mathematics by implementing cooperativelearning model Teams Games Tournament (TGT). Implementation oflearning views in student activities, teacher activities and learning result. The research subjects were students in 8.7 th grades of Junior High School (SMP N) 12 Palembang which class consisting of 40 students. Data collection was done by observation and tests. Observation conducted to obtain data on the activities of students and teachers during the course oflearning. Tests conducted to determine the completeness of student learning outcomes after using TGT. The results of student activity observations obtained average is 83.17 and the teachers activity is 82.57 both are means good categorized, and also the average of student learning outcomes is 87.17 completed categorized.. It is shows that the implementation oflearning TGT performing well.
Instrument used to collect the data of research is students’ mathematics learning outcomes (posttest), student’s worksheet, observation sheet (teacher and students observation sheet). This research consist of two steps, both class VII Pythagoras as class experiment I with 28 students and VII John Locke as class experiment II with 28 students was divided the student into small groups for each class, then doing a treatment (CooperativeLearning Model Of GI and STAD) and in the last meeting was given a posttest which had been calculate the validity test and the reliability is 0.71 after tried is aimed to measure the students’ mathematics learning outcomes. All data of research is statistically analyzed.
The purpose of this research is to increase creativity, emotional, activity and achievement of K3LH through the application of group investigation typecooperativelearning. The research was carried out on student of mechanical engineering department at SMK Muhammadiyah 3 Yogyakarta. in two cycles, using Kemmis and Taggart procedure. Data collected by observation sheets and written test. Analysis technique was descriptive- quantitative. The results of the research show that creativity, emotional, activity and achievement can be increased by this learning model. The score for Creativity, Emotional and Activity are 74%, 80% and 79% respectively. Meanwhile, student learning achievement during the first cycle and second cycle produced good improvement. Average scores on first cycle and second cycle were 70,66 and 82,26 respectively. It means increase of 11,6 or 30%. Creativity, emotional, active and learning achievement can be increased by conducting discussions in groups to plan an idea that will be realized to the other groups by combining knowledge, research and action.
Kim, K., Sharma, P., Land, S. M., & Furlong, K. P. (2013). Effects of Active Learning on Enhancing Student Critical Thinking in an Undergraduate General Science Course. Innovative Higher Education, 38(3), 223 – 235. http://doi.org/10.1007/s10755-012-9236-x
Puji syukur penulis panjatkan ke hadirat Allah SWT atas segala kemurahan-Nya, sehingga dengan kerja keras dan kesungguhan, penulis dapat menyelesaikan laporan penelitian ini tanpa halangan yang berarti. Penelitian tindakan kelas dengan judul Peningkatan Keterampilan Membaca Pemahaman melalui CooperativeLearning Model: STAD ini disusun dalam rangka menyemarakkan dan memberikan motivasi kepada para guru untuk melakukan penelitian tindakan kelas. Oleh karena dengan cara inilah, salah satu cara yang dapat ditempuh untuk meningkatkan kualitas profesi guru, yang muaranya meningkatkan kualitas pembelajaran. Di samping itu, juga untuk meningkatkan keterampilan membaca pemahaman bagi para siswa sekolah dasar, sehingga mereka akan mudah menguasai dunia informasi melalui bacaan.
Kurnianingtyas WK. Q100130016. Eksperimen Pembelajaran Contextual Teaching And Learning Dan CooperativeLearningType Think Pair Share Terhadap Kemandirian Belajar Siswa Ditinjau Dari Motivasi Belajar Pada Siswa Kelas IV SD Negeri Tempel Surakarta. Tesis. Administrasi Pendidikan. Sekolah Pascasarjana. Universitas Muhammadiyah Surakarta. 2015.