scholarly journals EFEKTIVITAS PENERAPAN METODE PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISIONS DAN TEAM ASSISTED INDIVIDUALIZATION PADA MATERI REGRESI LINIER

2016 ◽  
Vol 12 (1) ◽  
pp. 155
Author(s):  
Andhita Dessy Wulansari
Keyword(s):  
Data Analysis ◽  
Field Condition ◽  
Learning Method ◽  
Student Teams ◽  
Working Procedure ◽  
Conventional Study ◽  
Student Team ◽  
One Way Anova

Abstract; in general, learning statistics in class do not working at all, active lecturer predominate and student tend to passive as good hearer. Conventional study like this, make student only memorizing and working procedure without comprehend concept in fact. According to Hudojo, "With cooperative learn method give a chance to its student to develop themselves". Of course not all of cooperative learn method can be applied, should be selected as same as the field condition. This research, cooperative learn method of TAI (Team Assisted Individualization) and STAD (Student Teams Achievement Divisions) selected to be applied. Aim of this research is to compare applying effectiveness empirically of cooperative learn method between TAI, STAD and conventional through result statistics 2 of regression linear, grade 5th student of STAIN Ponorogo year of academic 2013 / 2014. According to data analysis using of One Way ANOVA statistics method, concluded that, there is difference result, learn statistics 2 of regression linear between class using learning method TAI, STAD and conventional. Where learning method TAI more effective than STAD and conventional; and STAD more effective if compared to conventional learning method.ملخص: كان تدريس مادة الاحصائيات –عامة- لا يسير سيرا متوازنا، لأن المدرس هو المهيمن والفاعل والطلاب صامتون. أدى هذا النوع من التدريس إلى أن يحفظ الطلاب ويعملون رسميا ولا يفهمون حقيقة النظريات. يري هودوجو أن تطبيق طريقة التعليم الاشتراكي يعطى الطلاب الفرصة الواسعة للتنمية الذاتية. وطبعا أن جميع أنواع التعلم الأشتراكي لا يمكن تطبيقها، بل لابد من اختيار الأنسب منها بالواقع. يختار هذا البحث تطبيق التعليم الاشتراكي نوع TAI (Team Assited Individualization)  و STAD (Student Team Achievement Division)   . وأهداف هذا البحث هي المقارنة واقعيا بين تطبيق التعليم الاشتراكي نوع TAI AND STAD  والتقليدي، عبر نتائج تعلم الاحصائيات (2) مادة REGRESI LINIER  لدى طلاب الجامعة الإسلامية الحكومية فونوروغو المستوى الخامس العام الدراسى 2013/2014 . اعتمادا على تحليل البيانات باستخدام طريقة احصائية One Way ANOVA  يستنتج منها نتائج أن هناك فرق في نتائج تعلم مادة الاحصائيات (2) في مادة regresi linier بين الصف المستخدم طريقة التعليم TAI, STAD  والطريقة التقليدية. وتكون طريقة TAI أكثر فعالا بالنسبة إلى طريقة STAD  والطريقة التقليدية ، وطريقة STAD  أكثر فعالا بالنسبة إلى الطريقة التقليدية.Keywords: Efektivitas, TAI, STAD, Statistika

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Stad (Student Team Achievement Division) Terhadap Kemapuan Dasar Senam Rhytmik

2021 ◽  
Vol 6 (1) ◽  
pp. 89-96
Author(s):  
Ariana Asri ◽  
Haeril Haeril
Keyword(s):  
Emotional Intelligence ◽  
Cooperative Learning ◽  
Conventional Method ◽  
Positive Impact ◽  
T Test ◽  
Sport Education ◽  
Learning Method ◽  
Student Teams ◽  
Student Team

The research aimed to discover the influence of cooperative learning method type STAD (Student Teams Achievement Division) toward emotional intelligence student’s of SDN Kompleks IKIP I Makassar. The population of the research were all students at the school. There were 35 students as sample chosen randomly which treated by using cooperative learning method. The test of gymnastic rhytmic employed to collect the data and analyzed by using T-Test with SPSS 20 which were taken after Normality and Homogenity Test. The result showed that, 1) There was a significant effect from the cooperative learning methid toward student,s gymnactic rhytmic abiliy, 2)Cooperative learning method was more effective than conventional method in developing student’s gymnactic rhytmic abiliy.Thus it can be infer that cooperative learning gives a positive impact toward student’s development in learning.  Keywords: Cooperative learning, Student Teams Achivement Division, Sport Education, Gymnastic Rhytmic ability   AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) terhadap kemampuan dasar senam rhytmik siswa  SD Negeri Kompleks IKIP 1  Makassar. Populasi pada penelitian ini adalah jumlah keseluruhan dari SD Negeri Kompleks IKIP 1  Makassar. dengan sampel berjumlah 30 (1 kelas) orang yang dipilih secara acak, dengan perlakuan menggunakan model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division).  Sedangkan untuk memperoleh data  kemampuan senam rhytmik siswa dilakukan dengan melakukan tes gerak dasar senam rhytmik dengan menggunakan alat simpai. Data dalam penelitian ini kemudian dianalisis dengan menggunakan uji T dengan bantuan aplikasi SPSS 20 yang sebelumnya melewati uji prasyarat tes normal dan homogenitas. Berdasarkan hasil penelitian maka dihasilkan kesimpulan sebagai berikut : (1) Terdapat pengaruh model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) terhadap  kemampuan senam rhytmik siswa. (2) Model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) lebih efektif dibandingkan model pembelajaran konvensional dalam meningkatkan kemampuan dasar senam rhytmik siswa. Kata Kunci: Model Pembelajaran Kooperatif Tipe STAD (Team GroupTournament), Pendidikan Jasmani, Kemampuan Dasar Senam Rhytmik.

scholarly journals Effect of Student Teamss Achievement Division (STAD) on Mathematical Learning Results in SDLB Surabaya

2019 ◽  
Vol 1 (6) ◽  
Author(s):  
Lia Agustini
Keyword(s):  
Elementary Schools ◽  
Data Analysis ◽  
Time Allocation ◽  
Sign Test ◽  
Learning Skills ◽  
Student Teams ◽  
Before And After ◽  
Post Test ◽  
The One ◽  
Student Team

Researcher's applied Student Teams Achievement Division (STAD) with the goals students' learning skills in elementary schools, Majesty I Surabaya. The approach used in this research is quantitative. The research was pre experiment. The design used the one group pre test and post test. The method was tested, to collect data from mathematic learning results before and after giving intervention. The application of intervention was conducted 10 times meeting with the time allocation 60 minutes each meeting. The data analysis used is a non parametric statistic, a sign test. The analysis result was used to sign a test that could be concluded that there was a significant influence using Student Team Achievement Division (STAD) toward student learning in SDLB-B Noble work I Surabaya with ZH value = 2, 05 > Z table 5% 1, 96.

scholarly journals Penerapan Metode Cooperative Learning Model Student Teams Achievement Division (Stad) untuk Meningkatkan Keterampilan Membaca Pemahaman Paragraf Berhuruf Jawa Siswa Kelas VII E SMPN 1 Tasikmadu Semester Genap Tahun Pelajaran 2016/2017 (The Application of Cooperative Learning Method of Student Team Achievement Division (Stad) Model to Increase the Comprehensive Reading Skill in Javanese Letter Paragraph for Class VII E Students Of SMPN 1 Tasikmadu Even Semester Academic Year 2016/2017)

JALABAHASA ◽  
2018 ◽  
Vol 13 (2) ◽  
pp. 121
Author(s):  
Teguh Jatmiko
Keyword(s):  
Cooperative Learning ◽  
Teaching And Learning ◽  
Reading Skill ◽  
Learning Model ◽  
Class Action ◽  
Learning Method ◽  
Student Teams ◽  
Method Student ◽  
Academic Year ◽  
Student Team

Penelitian ini mengkaji apakah metode cooperative learning model Student Teams Achievement Division (STAD) dapat meningkatkan keterampilan membaca pemahaman paragraf berhuruf Jawa pada siswa kelas VII E SMP Negeri 1 Tasikmadu semester genap tahun pelajaran 2016/2017. Jenis penelitian ini berupa penelitian tindakan kelas (PTK). Tujuan penelitian yaitu mengetahui cara memperbaiki proses belajar mengajar sehingga tercapai keberhasilan dalam proses dan hasil yang maksimal. Tujuan lainnya yaitu mendeskripsikan subjek penelitian sebelum diberikan perlakuan tindakan, pada waktu diberikan perlakuan tindakan, dan setelah hasil perlakuan tindakan. Desain penelitian ini adalah berupa siklus-siklus tindakan atau tahapan. Setiap tahapan saling terkait dan berkelanjutan. Tindakan yang diberikan berupa penerapan Metode Cooperative Learning Model Student Teams Achievement Division (STAD) pada materi membaca pemahaman paragraf berhuruf Jawa. Berdasarkan hasil analisis, dapat disimpulkan bahwa Metode Cooperative Learning Model Student Teams Achievement Division (STAD) pada materi membaca pemahaman paragraf berhuruf Jawa dapat digunakan untuk meningkatkan keterampilan dan hasil belajar siswa kelas VII E SMPN 1 Tasikmadu Kabupaten Karanganyar Semester genap tahun pelajaran 2016/2017. Hal ini ditunjukkan dengan meningkatnya prosentase ketuntasan belajar: 18,75%, pada prasiklus, 46,88% pada siklus I, dan 96,87% pada siklus II. Serta adanya peningkataan nilai rata-rata pada tiap siklus, yaitu 64,06 pada nilai prasiklus, 73,90 pada nilai siklus I, dan 92,81 pada nilai siklus II. The Problem Formula of this research is, Can be applying cooperative learning method is Students teams achievement division (STAD) model increase to comprehensive reading skill in Javanese letter paragraf for class VII E students of SMP N 1 Tasikmadu even semester in academic year 2016/2017. The type of This Research is class action research. Them aim of this reseach is to know how to repaire the process of teaching and learning to get the maximal result. This research is also used to describe the research subject before given streatment, and after the treatment. The designe of this research consists of action cycles or steps. From cycles to cycles are integrated and continuitas. The action treatments are about the applying of cooperative learning method ing students teams achievement division (STAD) model in comprehensive reading of javanese letter paragraph. Based on the analysis result, can be concluded that Cooperative Learning Method Student Teams Achievement Division ( STAD) Model increase to compehensive reading of Javanese letter paragraph. can be used skilled to increase and result of learning class VII E student of SMPN 1 Tasikmadu Karanganyar regency even Semester in academic year 2016/2017. It is shown by the increasing of the learning passinggrade procentage : 18.75%, in precycle , 46.88% in the first cycle and 96.87% in the second cycle. And it is also shown by the increasing of the everage value in every cycle. They are : 64.06 in precycle, 73.90 in the fi rst cycle and 92.81 in the second cycle.

scholarly journals The use of Student Team Achievement Division (STAD) in Improving Students’ IPS learning achievement of Class IX F SMP N 21 Pontianak

2019 ◽  
Vol 10 (1) ◽  
Author(s):  
Jumadi Jumadi
Keyword(s):  
Data Analysis ◽  
Action Research ◽  
Student Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Achievement ◽  
Student Activity ◽  
Student Teams ◽  
Improving Student Learning ◽  
Student Team

This classroom action research aimed at improving learning quality and student learning achievement that are still low especially in the IPS learning process in class IX F of SMP Negeri 21 Pontianak. To overcome these problems, the cooperative method of Student Teams Achievement Division (STAD) was used. After applying the Student Teams Achievement Division (STAD), the students’ IPS learning achievement in class IX F was increased. This study was conducted in two cycles of 38 students. The technique of collecting data was through observation conducted by teachers and collaborators, and data analysis was carried out in descriptive with percentage techniques. The level of student and teacher activity stated as a very good, good, or moderate category. while the success of using the Student Teams Achievement Division (STAD) method was stated successfully, less successfully, or unsuccessfully.Based on the results of the research that had been done, it can be concluded as follows: 1) Student activity in the teaching and learning process was good because it had reached the specified criteria in which 81% of students were actively involved, 2) Teacher activities in learning process was very good because it reached 84%, 3) While the students’ learning achievement percentage reached 82% beyond the criteria of 75%. Thus, the use of the cooperative method of Student Teams Achievement Division (STAD) succeeded in improving student learning achievement in IPS learning in class IX F of SMP Negeri 21 Pontianak

scholarly journals Pengaruh Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions (STAD) Dan Think-Pair-Share (T-P-S) Terhadap Prestasi Belajar Ditinjau Dari Sikap Ilmiah

2012 ◽  
Vol 1 (1) ◽  
Author(s):  
Tulus Junanto
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Method ◽  
Scientific Attitude ◽  
Student Groups ◽  
Science Attitude ◽  
Student Teams ◽  
Experiment Method ◽  
Student Team ◽  
Better Than

The purposes of the research is to obtain effect the using of STAD cooperative learning method and T-P-S toward student achievement from scientific attitude. The research used experiment method. The result of the data analysis based on 5 % level signification were found that: 1) Fcount = 9,2289 in effect of learning method toward students achievement, Fcount = 8,7450 in effect of scientific attitude toward students achievement, Fcount = 4,5246 in interaction between method and scientific attitude for cognitive aspect data while Ftabel = 3,97, 2) Fcount = 5,4759 in effect of learning method toward students achievement, Fcount = 29,9671 in effect of scientific attitude toward students achievement, Fcount = 5,2476 in interaction between method and scientific attitude for afective aspect data while Ftabel = 3,97. The conclusion of this research are : 1) student achievement that using cooperative learning type STAD is better than T-P-S type both of cognitive and affective aspect, 2) the students who have high science attitude get student achievement better than the students who have low science attitude both of cognitive and affective aspect, 3) learning method STAD and T-P-S have different effect toward student achievement to student groups who have different science attitude.Keywords : Student Team Achievement Divisions (STAD), Think Pair Share (T-P-S), Scientific attitude.

MENINGKATKAN KEKAYAAN MUFRODAT SISWA MELALUI METODE HYPNOTEACHING

2020 ◽  
Vol 1 (2) ◽  
pp. 129-131
Author(s):  
Almanna Wassalwa ◽  
Agung Wijaksono
Keyword(s):  
Data Analysis ◽  
Research Method ◽  
Research Data ◽  
Fifth Grade ◽  
Learning Method ◽  
Research Subjects ◽  
Analysis Techniques ◽  
Fifth Grade Students ◽  
Field Notes ◽  
Academic Year

The research objective is to increase the wealth of mufrodat through hypnoteaching methods. The research subjects were all fifth grade students of MI Miftahun Najah Banyuputih Situbondo in the 2016/2017 Academic Year. Researchers used data collection instruments in the form of observation formats, question sheets, field notes, and interview guidelines. The research method is classroom action research. Data analysis techniques are planning, acting, observing and reflecting. The results of the study are: 1) The average memorization of students' mufrodat in the pre cycle before receiving hypnoteaching learning method treatment gets an average of 65.38. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who get a score equal to or above the Minimal Completeness Criteria is 23% while students who have not reached the Minimal Completeness Criteria is 77%. 2) The average memorization of students' mufrodat in the first cycle after applying hypnoteaching learning method got an average of 72.3. The smallest value is 55 and the highest value is 80. With the Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 61.5% while students who have not reached the Minimal Completeness Criteria is 38.5%. 3) The average memorization of students' mufrodat in the second cycle gets an average of 90. The smallest value is 75 and the highest score is 100. With a Minimal Completeness Criteria reference of 70, the number of students who score equal to or above the Minimal Completeness Criteria is 92.3% while students who have not yet reached Minimal Completeness Criteria is 7.7%. 4) The use of hypnoteaching method can increase the wealth of mufrodat of fifth grade students of MI Miftahun Najah Banyuputih Situbondo in 2016/2017 Academic Year.

scholarly journals PENERAPAN METODE MIND MAPPING UNTUK MENINGKATKAN KETERAMPILAN MENULIS KARANGAN DESKRIPSI BAHASA INGGRIS PESERTA DIDIK KELAS X AP-1 SMK WIDYA MANDALA BADUNG

2018 ◽  
Vol 2 (2) ◽  
pp. 144
Author(s):  
I Made Purna Wijaya
Keyword(s):  
Data Analysis ◽  
Data Collection ◽  
Quantitative Data ◽  
Teaching And Learning ◽  
Mapping Method ◽  
Learning Method ◽  
Mind Mapping ◽  
Analysis Techniques ◽  
Writing Theory ◽  
Writing Skill

[Title: The Application of Mind Mapping Method to Improve Writing Skill in Writting English Descriptive Text of Students at Grades X AP-1 SMK Widya Mandala Badung] The aim of this paper is to determine students’ writing skill in doing descriptive. The research was conducted in the form of classroom action research, and mind mapping as learning method applied for improving students’writing skill. The application of this method in teaching and learning process arre expected to solve the problem that are faced by students at grade X AP1 SMK Widya Mandala. Constructivism theory were used to determine the learning model , in this case it has the same direction with mind mapping method. The theory of grammar and writing theory were used as a reference in making the assessment rubric. Methods of data collection and data analysis techniques performed quantitatively and qualitatively. Data were collected through a method of testing, observatiaon and questionnaires. The quantitative data collected through test and questionnaires, while the qualitative through observation. The result of the data analysis were presented in tables and charts with the description. The increased writing skill of the students can be seen from the average class grade, that is it is 63,7 in the pre-test, in the first cycle it became 73,9 and in the second cycle it became 78,3. The increased writing skill of the students is also proved by the increased percentage of grade achieved by the students that is more than 70. In the pre-test, the percentage of grade achieved was 33,33%, in the first cycle it became 59,26% and in the second cycle it became 100%.

scholarly journals PENGGUNAAN MODEL COOPERATIVE LEARNING TIPE STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPS DI KELAS III SEKOLAH DASAR

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Nasrul Nasrul
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Social Studies ◽  
Teaching Method ◽  
Research Result ◽  
Learning Model ◽  
Class Iii ◽  
Conventional Teaching ◽  
Student Team

Penelitian ini dilakukan berdasarkan fakta bahwa aktivitas dan pencapaian siswa pada ilmu-ilmu sosial yang masih rendah. Fakta ini disebabkan oleh, misalnya, penggunaan metode pengajaran yang konvensional oleh guru. Melalui tindakan penelitian menggunakan model pembelajaran kooperatif jenis STAD, ingin posisi siswa di tengah panggung. Hal ini disebut sebagai siswa pusat pembelajaran. Tujuan dari studi adalah untuk menggambarkan peningkatan kegiatan dan prestasi siswa pada ilmu-ilmu sosial yang menggunakan pembelajaran kooperatif jenis STAD. Hasil analisa data menunjukkan bahwa, sebagai hasil penelitian, ada kegiatan peningkatan dari 52,8% (siklus pertama) ke dalam 82% (kedua siklus) di sisi guru. Angirovement dibuat dari 68% (siklus saya) ke 93% (siklus II), di samping siswa, peningkatan dari 61% (siklus saya) menjadi 86% (siklus II). Peningkatan prestasi dibuat dari 67,57% (siklus saya) into74, 5% (siklus II). Dapat disimpulkan bahwa belajar ilmu-ilmu sosial melalui pembelajaran kooperatif jenis STAD bisa meningkatkan siswa aktivitas dan prestasi di kelas tiga SD N 16 Tanjung Aur, Padang.Kata kunci: Aktivitas pembelajaran kooperatif, STAD USAGE OF COOPERATIVE LEARNING MODEL TYPE STUDENT TEAM ACHIEVEMENT DIVISION TO INCREASE ACTIVITY AND STUDENT LEARNING RESULTS OF IPS LEARNING IN CLASS III ELEMENTARY SCHOOL AbstractThis research was conducted based on the faet that the students’ activity and achievement on social studies were still low. The faet was caused by, for example, the use of conventional teaching method by the teacher.Through action  research of using cooperative learning model of STAD type, the asited wanted to position the students in the center stage. It’s called as students center learning. The purpose of the study was to describe the improvement of the students’ activity and achievement on social studies using cooperative learning of STAD type. The Result of data analysis showed that, as the research result, there was activity improvement from 52,8% (first cycle) into 82% (second cycle) on the side of teacher. The angirovement was from 68% (Cycle I) into 93% (cycle II), on the side of students, the improvement was from 61%(cycle I) into 86% (cycle II). The achievement improvement was from  67,57% (cycle I) into74,5% (cyle II). It can be concluded that the learning of social studies through the use of cooperative learning of  STAD type could improve the students’ activity and achievement at third SD N 16 Tanjung Aur, Padang.Keywords: Cooperative Learning, STAD, Activity

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe STAD (Student Teams Achievement Division) Untuk Meningkatkan Hasil Belajar Mata Pelajaran Desain Grafis Vektor

2019 ◽  
Vol 2 (1) ◽  
pp. 57
Author(s):  
I Putu Suarbawa
Keyword(s):  
Student Teams ◽  
Student Team

Penelitian ini bertujuan meningkatkan hasil belajar mata pelajaran Desain gravis vektor pada siswa kelas X DKV SMK Negeri 1 Sukasada Semester Ganjil tahun pelajaran 2017/2018 dengan penerapan model pembelajaran  Kooperatif tipe Student Team Achievement Division (STAD). Jenis penelitian ini adalah Penelitian Tindakan Kelas (PTK). Penelitian dilaksanakan sebanyak 2 siklus. Subyek penelitian adalah siswa kelas X DKV SMK Negeri 1 Sukasada tahun pelajaran 2017/2018 yang berjumlah 28 orang. Data dianalisis menggunakan kuantitaif dan kualitatif. Berdasarkan hasil penelitian didapatkan Terjadi peningkatan hasil belajar Desain gravis vektor siswa pada siklus I dengan rata-rata sebesar 78,7  yang termasuk ke dalam kategori kurang, dengan sedangkan ketuntasan klasikal sebesar 35,7 %. Sedangkan pada siklus II rata-rata Desain gravis vektor  siswa sebesar 89,6 yang termasuk klasifikasi baik, dan ketuntasan klasikal sebesar 100% dari 28 siswa. Dari analisis data di atas model pembelajaran kooperatif tipe Student Team Achievement Division (STAD) terbukti efektif dalam meningkatkan hasil belajar Desain gravis vektor siswa. Kata Kunci: Hasil belajar Desain gravis vektor, model pembelajaran kooperatif tipe STAD

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