The Influence of the Use of Cooperative Learning Models, Individual and Learning Motivation in Improving Student Learning Outcomes

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

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The Effect of Numbered Head Together (NHT ) Cooperative Learning Model and Learning Motivation on Social Studies Learning Outcomes for Grade VII Students of Smp 40 Padang

International Journal of Educational Dynamics ◽

10.24036/ijeds.v2i1.232 ◽

2020 ◽

Vol 2 (1) ◽

pp. 55-61

Author(s):

Fira Zarti ◽

Khairani Khairani

Keyword(s):

Cooperative Learning ◽

Social Studies ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

Learning Models ◽

High Motivation ◽

Conventional Methods

This study aims to implement the Numbered Head Togerher (NHT) type of cooperative learning model in social studies subjects for grade VII students of SMPN 40 Padang. This research is an experimental research. Research instruments in the form of tests and questionnaires. Data analysis techniques using ANOVA. The results showed (1) student learning outcomes applied to the NHT type cooperative model were higher than student learning outcomes with conventional methods at SMPN 40 Padang. (2) The learning outcomes of students who have high motivation to learn are higher using NHT type cooperative learning models than students who have low motivation with conventional methods. (3) The learning outcomes of students who have lower learning motivation are higher using conventional learning models higher than using NHT learning models. (4) there is an interaction between the use of the Numbered Head Together (NHT) type of cooperative learning model and motivation in influencing student learning outcomes in social studies subjects in class VII SMPN 40 Padang.

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THE INFLUENCE OF LEARNING MOTIVATION ON THE IMPROVEMENT OF LEARNING ENGLISH CLASS V STUDENTS OF SDN SUKAHARJA 1 TELUKJAMBE TIMUR KARAWANG

Jurnal Sekolah Dasar ◽

10.36805/jurnalsekolahdasar.v6i1.1379 ◽

2021 ◽

Vol 6 (1) ◽

pp. 36-49

Author(s):

Tarpan Suparman

Keyword(s):

Standard Deviation ◽

Learning Outcomes ◽

Learning Motivation ◽

Fifth Grade ◽

Average Score ◽

High Learning ◽

Significance Level ◽

High Motivation ◽

The Difference ◽

Low Motivation

The purpose of this study was to determine the difference in high learning outcomes between high and low learning motivation, and the difference in low learning outcomes between high and low learning motivation held in SD Negeri Sukaharja 1, Telukjambe Timur District, Karawang Regency. The method used in this research is the comparative method, which is to compare the learning motivation with the learning outcomes of the fifth grade elementary school students. With observation techniques, questionnaires, literature studies, and documentation studies. The results of testing the first hypothesis show that the average score of high learning outcomes with high motivation is 78.86 with a standard deviation of 6.87 higher than the average score of high learning outcomes with low motivation, namely 71.40 with a standard deviation of 2.51. The results of homogeneity testing of the variance of high learning outcomes between high motivation and low motivation. Fcount of 10.96 while Ftable at a significance level of 0.95 (α = 0.05) is 4.88 and a significance level of 0.99 (α = 0.01) is 10.45. This means that Fcount = 10.96> 4.88 = Ftable (0.95; 7; 5) and Fcount = 10.96> 10.45 = Fcount (0.99; 7; 5)., T-test calculation. with the results of t count of 3,971 greater than t table of 2,228 (α = 0.05) and 3,165 (α = 0.01). Then the test results prove that there are differences in high learning outcomes between high motivation and low motivation. So that one of the efforts to maintain the learning outcomes of the fifth grade students of SDN Sukaharja 1 is the high motivation given and the ability of IQ which is quite high and the willingness to learn independently. The second hypothesis testing shows that the average score of low learning outcomes with high motivation is 61.83 with a standard deviation of 2.86 higher than the average score of low learning outcomes with low motivation, which is 58.83 with a standard deviation of 2.40. The results of the homogeneity test of variance for low learning outcomes between high motivation and low motivation, Fcount of 1.42, while Ftable at a significance level of 0.95 (α = 0.05) is 4.48 and a significance level of 0.99 (α = 0.01) is 8.47. This means that Fcount = 1.42 <4.48 = Ftable (0.95; 6; 6) and Fcount = 1.42 <8.47 = Ftable (0.99; 6; 6). Then the test results prove that there is a difference in low learning outcomes between high motivation and low motivation. So that one of the efforts to improve the learning outcomes of the fifth grade students of SDN Sukaharja 1 is by providing intensive motivation and giving more homework.

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Perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif jigsaw

Jurnal MIPA dan Pembelajarannya ◽

10.17977/um067v1i10p756-763 ◽

2021 ◽

Vol 1 (10) ◽

pp. 756-763

Author(s):

Meitria Laily Azizah ◽

Hendro Permadi

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Quantitative Methods ◽

Student Learning Outcomes ◽

T Test ◽

Skills Assessment ◽

Learning Models ◽

Class 1 ◽

Post Test ◽

Improving Student Learning

Selection of learning models is important for improving student learning outcomes. This study aims to compare the results of trigonometric learning with conventional learning models and Jigsaw cooperative learning models and also want to know results of trigonometric learning with conventional learning and Jigsaw cooperativ learning. This type of research is experimental research with quantitative methods. The data collected in this study include: 1) the value of the pre test experimental class 1 (Jigsaw cooperative learning model) and the experimental class 2 (conventional learning models), 2) the value of the two post test classes, 3) the assessment of the skills of the two classes. The results of the analysis of the combined difference in the value of post test and skills assessment with the two pre test values of the two classes using the 2 Sample Independent t-test showed that the sig (2-tailed) value was 0.003 or less than the significant level of 0.05. So it can be concluded that there are differences in learning outcomes by applying conventional learning models and Jigsaw cooperative learning models on trigonometric comparison material on right triangles in Batu city MAN. It is evident from the combined value difference between post test and skills assessment with the experimental class 1 pre test score of 65.86 while the experimental class 2 is 52.96. Pemilihan model pembelajaran adalah hal yang penting untuk meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw serta ingin mengetahui hasil belajar trigonometri dengan diterapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw. Jenis penelitian ini adalah penelitian eksperimen dengan metode kuantitatif. Data yang dikumpulkan pada penelitian ini meliputi: 1) nilai pre test kelas eksperimen 1 (model pembelajaran kooperatif Jigsaw) dan kelas eksperimen 2 (model pembelajaran konvensional), 2) nilai post test kedua kelas, 3) penilaian keterampilan kedua kelas. Hasil analisis dari selisih gabungan nilai post test dan penilaian keterampilan dengan nilai pre test kedua kelas menggunakan uji 2 Sample Independent t-test menunjukkan bahwa nilai sig(2-tailed) sebesar 0,003 atau kurang dari taraf signifikan yaitu 0,05. Sehingga dapat disimpulkan bahwa ada perbedaan hasil belajar dengan menerapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw pada materi perbandingan trigonometri pada segitiga siku-siku di MAN kota Batu. Terbukti pada selisih nilai gabungan post test dan penilaian keterampilan dengan nilai pre test kelas eksperimen 1 sebesar 65,86 sedangkan kelas eksperimen 2 sebesar 52,96.

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PEMAHAMAN MEMBACA NASKAH BERITA DENGAN MENGGUNAKAN METODE KOOPERATIF STAAD PADA MATA PELAJARAN BAHASA INDONESIA

Jurnal Edukasi Khatulistiwa ◽

10.26418/ekha.v2i2.33028 ◽

2019 ◽

Vol 2 (2) ◽

pp. 43

Author(s):

Puji Astuti

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Method ◽

Learning Methods ◽

First Semester ◽

High Motivation ◽

Bahasa Indonesia

ABSTRACTThe choice of the problem of classroom action research is based on the fact that students' ability to read news texts is still very low. Whereas with the mastery of Indonesian language lessons in general students do not have difficulty learning other subjects. This research was conducted in July to November 2015, because in those months the students had completed the first semester of the general exam and were still at the beginning of the second semester so that the students' conditions could be observed from the beginning.Cooperative Method STAD is a learning method wherein the learning process teaches the teacher to invite students to work together in groups to complete assignments in the classroom and allow students to find information on information that can be traditionally told or disguised.From this writing it can be concluded that with the motivation in learning STAD cooperative learning methods the students' ability to read news scripts increases and learning outcomes will be optimal. The more precise the motivation given, the more successful the lesson will be. With high motivation, the intensity of student learning efforts will also be high. So motivation will always determine the intensity of student learning. This will improve student understanding.Keywords: Reading News Scripts, Cooperative STAD

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PENINGKATAN HASIL BELAJAR PESERTA DIDIK PADA MATERI OPERASI HITUNG BILANGAN PECAHAN DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DI KELAS VII SMP NEGERI 4 AMBON

JUPITEK Jurnal Pendidikan Matematika ◽

10.30598/jupitekvol2iss1pp11-16 ◽

2019 ◽

Vol 2 (1) ◽

pp. 11-16

Author(s):

Tressya Litaay

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Mathematics Learning ◽

Class Action ◽

Learning Models ◽

Research Subjects ◽

Effective Learning ◽

Fractional Counting ◽

School Year ◽

Improving Student Learning

Mathematics learning should involve the participation of students so they can be more active and easy to understand the topic they have been studied. Teachers must change the way of teaching and be able to mix interesting and effective learning, so it can encourage students to be active participants in the learning process. One of the choices of cooperative learning models that teachers can apply in the classroom is the Team Assisted Individualization. This research aims to improve the learning outcomes of students in fractional counting operations through cooperative learning models type Team Assisted Individualization in VII Class, SMP Negeri 4 Ambon. The research subjects were 30 students of VII1 grade students on the 2018/2019 school year. This research is a Class Action Research has succeeded to improving student learning outcomes in fractional counting operations in 2 cycles with a percentage of completeness in the first cycle is 41% and the percentage of completeness in the second cycle is 73%.

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Perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif jigsaw

Jurnal MIPA dan Pembelajarannya ◽

10.17977/um067v1i11p864-870 ◽

2021 ◽

Vol 1 (11) ◽

pp. 864-870

Author(s):

Meitria Laily Azizah ◽

Hendro Permadi

Keyword(s):

Cooperative Learning ◽

Learning Outcomes ◽

Quantitative Methods ◽

Student Learning Outcomes ◽

T Test ◽

Skills Assessment ◽

Learning Models ◽

Class 1 ◽

Post Test ◽

Improving Student Learning

Selection of learning models is important for improving student learning outcomes. This study aims to compare the results of trigonometric learning with conventional learning models and Jigsaw cooperative learning models and also want to know results of trigonometric learning with conventional learning and Jigsaw cooperativ learning. This type of research is experimental research with quantitative methods. The data collected in this study include: 1) the value of the pre test experimental class 1 (Jigsaw cooperative learning model) and the experimental class 2 (conventional learning models), 2) the value of the two post test classes, 3) the assessment of the skills of the two classes. The results of the analysis of the combined difference in the value of post test and skills assessment with the two pre test values of the two classes using the 2 Sample Independent t-test showed that the sig (2-tailed) value was 0.003 or less than the significant level of 0.05. So it can be concluded that there are differences in learning outcomes by applying conventional learning models and Jigsaw cooperative learning models on trigonometric comparison material on right triangles in Batu city MAN. It is evident from the combined value difference between post test and skills assessment with the experimental class 1 pre test score of 65.86 while the experimental class 2 is 52.96. Pemilihan model pembelajaran adalah hal yang penting untuk meningkatkan hasil belajar siswa. Penelitian ini bertujuan untuk mengetahui perbandingan hasil belajar trigonometri dengan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw serta ingin mengetahui hasil belajar trigonometri dengan diterapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw. Jenis penelitian ini adalah penelitian eksperimen dengan metode kuantitatif. Data yang dikumpulkan pada penelitian ini meliputi: 1) nilai pre test kelas eksperimen 1 (model pembelajaran kooperatif Jigsaw) dan kelas eksperimen 2 (model pembelajaran konvensional), 2) nilai post test kedua kelas, 3) penilaian keterampilan kedua kelas. Hasil analisis dari selisih gabungan nilai post test dan penilaian keterampilan dengan nilai pre test kedua kelas menggunakan uji 2 Sample Independent t-test menunjukkan bahwa nilai sig(2-tailed) sebesar 0,003 atau kurang dari taraf signifikan yaitu 0,05. Sehingga dapat disimpulkan bahwa ada perbedaan hasil belajar dengan menerapkan model pembelajaran konvensional dan model pembelajaran kooperatif Jigsaw pada materi perbandingan trigonometri pada segitiga siku-siku di MAN kota Batu. Terbukti pada selisih nilai gabungan post test dan penilaian keterampilan dengan nilai pre test kelas eksperimen 1 sebesar 65,86 sedangkan kelas eksperimen 2 sebesar 52,96.

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DESAIN KURIKULUM DAN MOTIVASI BELAJAR MAHASISWA

SIMAK ◽

10.35129/simak.v17i02.90 ◽

2019 ◽

Vol 17 (02) ◽

pp. 19-37

Author(s):

Kunradus Kampo

Keyword(s):

Learning Outcomes ◽

Research Method ◽

Private Universities ◽

Learning Motivation ◽

Accounting Students ◽

High Learning ◽

Learning Methods ◽

Study Program ◽

Descriptive Research ◽

The Relationship

This study aims to identify the concept of learning which will motivate the learning of accounting students based on the curriculum of the accounting study program in Makassar. The study sample was 87 students from several private universities in Makassar. The research method used was descriptive research that identified 5 learning motivation of accounting students, learning outcomes, lecturer learning methods, and lecturer ratings. The results showed that on average students had high learning motivation even though there were also some students who had low motivation. Students may have entrinsic motivation but they try to learn because they are motivated to get high scores. Accounting students understand the competencies to be obtained and are supported by varied learning methods from lecturers. These results may be explained by the results of a test of the relationship or association between learning motivation and GPA which indicates a relationship between the two. While learning motivation and duration of study, learning motivation and GPA, as well as GPA and duration of study there is no relationship or not associated with one another.

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Upaya Meningkatkan Aktivitas dan Hasil Belajar Matematika Pokok Bahasan Trigonometri dengan Menggunakan Model Pembelajaran Kooperatif Tipe NHT Siswa Kelas XII IPA 4 SMAN 3 Kotabumi Tahun Pelajaran 2018—2019

Eksponen ◽

10.47637/eksponen.v9i2.57 ◽

2019 ◽

Vol 9 (2) ◽

pp. 27-34

Author(s):

Ana Riyana

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Student Attitude ◽

Cognitive Tests ◽

Learning Models ◽

Learning Methods ◽

Student Activity ◽

Low Activity

The main problem faced at SMA Negeri 3 Kotabumi is the low activity and student learning outcomes due to less varied learning methods. Therefore, this study aims to improve the activities and learning outcomes of Mathematics using NHT type cooperative learning models on Trigonometry material for SMA Negeri 3 Kotabumi students. This research was conducted to 34 students of class XII Science 4, in this study tested the use of NHT type cooperative learning models on Trigonometry material to determine their effects on student learning outcomes. The study was divided into 3 cycles by collecting data using cognitive tests and student attitude questionnaires obtained from each cycle, the results were analyzed whether there was an increase in each cycle. The results of this study indicate that there is an increase in learning outcomes 20% from cycle I to cycle II and an increase of 27% from cycle II to cycle III, while student activity has increased from cycle I by 78, to 81 in cycle II and 83 in cycle III, activity asessment indicators in the form of discipline, cooperation, courtesy and tolerance in learning

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Pengaruh Model Pembelajaran Kooperatif Tipe Kancing Gemerincing dan Motivasi Belajar terhadap Hasil Belajar Mahasiswa pada Mata Kuliah Ekonomi Politik di Program Studi Pendidikan Ekonomi Fakultas Keguruan dan Ilmu Pendidikan Universitas Batanghari Jambi

Jurnal Ilmiah Universitas Batanghari Jambi ◽

10.33087/jiubj.v21i2.1535 ◽

2021 ◽

Vol 21 (2) ◽

pp. 697

Author(s):

Diliza Afrila

Keyword(s):

Political Economy ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Motivation ◽

The Political ◽

Learning Models ◽

Model Type

This study aims to determine (1) Student learning outcomes in the Political Economy course taught using cooperative learning model type Kancing Gemerincing are higher than students taught using conventional learning models in the Economic Education Study Program, (2) Student learning outcomes in the Political Economy course who has high learning motivation which is taught by using the cooperative learning model type Kancing Gemerincing is higher than students who have high learning motivation who are taught using conventional learning models in the Economic Education Study Program, (3) Student learning outcomes in the Political Economy courses who have low learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation who are taught using conventional learning models in the Education Study Program Economics, and (4) the interaction between cooperative learning model type Kancing Gemerincing and learning motivation towards student learning outcomes in the Political Economy course in the Economic Education Study Program. This type of research is a quasi experiment. The study population was 27 students of the Economic Education Study Program Semester VI / A1 and VI / A2 Academic Year 2019/2020. The sampling technique was purposive sampling (purposive sampling). The results showed that (1) Student learning outcomes in the Political Economy course taught by using the cooperative learning model type Kancing Gemerincing were higher than those taught using conventional learning models. This is indicated by the t value of 2.159 and the probability value of 0.041. So that the probability value of 0.041 < 0.05 then H0 is rejected, (2) Student learning outcomes in the Political Economy course who have high learning motivation who are taught using the cooperative learning model type Kancing Gemerincing are higher than students who have high learning motivation being taught with conventional learning models. This is indicated by the t value of 7.260 and the probability value of 0.001. Thus, the probability value of 0.001 < 0.05 then H0 is rejected, (3) The learning outcomes of students in the Political Economy course who have low learning motivation who are taught using cooperative learning model type Kancing Gemerincing are higher than students who have low learning motivation which taught by conventional learning models. This is indicated by the t value of 1.532 and the probability value of 0.006. Thus, the probability value of 0.006 < 0.05 then H0 is rejected, and (4) There is no interaction between the cooperative learning model type Kancing Gemerincing and learning motivation on student learning outcomes in the Political Economy course. This is indicated by the Sig level of 0.205. This means that the value of Sig is greater than the value of α = 0.05 (sig α), so the null hypothesis (Ho) is accepted.

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