scholarly journals THE EFFECT OF APPLYING COOPERATIVE LEARNING MODEL ON STUDENT COMPETENCE: LITERATURE STUDY ABOUT STUDENT FACILITATOR AND EXPLAINING

2021 ◽  
Vol 6 (1) ◽  
pp. 57
Author(s):  
Khairina Khairina ◽  
Heffi Alberida ◽  
Rahmadhani Fitri ◽  
Ardi Ardi
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Literature Study ◽  
Knowledge And Skills ◽  
Exchange Of Information ◽  
Model Based ◽  
Self Confidence ◽  
Learning Competence

Achievement and success in learning depends on several aspects. One aspect that really influences is how a teacher implements learning. The background of the writing of this article is based on the results of observations and interviews at school which show that the learning process still tends to be teacher-centered, and this also has an impact on the learning competences. One way that can be used to demand the activeness of students is by applying the learning model. Based on the literature study that has been conducted, the writer found a suitable learning model to overcome the problems found, namely the Student Facilitator and Explaining type of cooperative learning model. This type of research is a literature study using descriptive analysis. Based on the literature study conducted, learning using the Student Facilitator and Explaining type of cooperative learning model can improve the learning competence of students. It makes students as facilitators and is invited to think so that it will result in a deeper and more interesting exchange of information and lead to self-confidence in students. It is very helpful to improve the learning competence of students both in the aspects of attitudes, knowledge and skills.

scholarly journals THE EFFECT OF APPLYING COOPERATIVE LEARNING MODEL ON STUDENT COMPETENCE IN NATURAL SCIENCE: LITERATURE STUDY ABOUT TWO STAY TWO STRAY WITH STUDENT WORKSHEET

2021 ◽  
Vol 6 (1) ◽  
pp. 67
Author(s):  
Siska Purnama Sari ◽  
Ardi Ardi ◽  
Syamsurizal Syamsurizal ◽  
Ganda Hijrah Selaras
Keyword(s):  
Cooperative Learning ◽  
Descriptive Analysis ◽  
Secondary Data ◽  
Learning Model ◽  
Learning Material ◽  
Science Literature ◽  
Literature Study ◽  
Self Confidence ◽  
Learning Competencies ◽  
Level Of Understanding

This writing is based on the results of observation and interview in SMP 3 Koto XI Tarusan which show the learning process still tends to be teacher-centered. Students are not seen actively, self-confidence in expressing ideas are still low. As a result, the level of understanding towards learning material still low and this also has an impact on students learning competencies in terms of attitudes, knowledge and skill. One way that can be used to demand the activeness of students is by applying a learning model. Based on the literature study, the writer found a suitable learning model to overcome the problems found, namely by applying the Two Stay Two Stray type of cooperative learning model accompanied by LKDP. This type of research is a literature study using descriptive analysis. The data used are secondary data, namely scinentific journals such as articles. The data analysis technique consists of several stages, namely the preparation, impelementation and completion stages. The procedure used in this study is to browse articles contained in online journals on Googele Scholar research, collect articles related to accredited or indexed criteria, review each selected articles, and draw conclusions from the review Each article.  Based on the literature study counducted, it can be seen that learning using the Two Stay Two Stray of cooperative learning model accompanied by LKPD can imporove the learning competence of studends.

THE EFFECT OF APPLYING COOPERATIVE LEARNING MODEL ON BIOLOGY COMPETENCE: LITERATURE STUDY ABOUT NUMBERED HEAD TOGETHER

2021 ◽  
Vol 6 (1) ◽  
pp. 28
Author(s):  
Wilny Chintya ◽  
Azwir Anhar ◽  
Ganda Hijrah Selaras ◽  
Lufri Lufri
Keyword(s):  
Cooperative Learning ◽  
Scientific Journal ◽  
Secondary Data ◽  
Learning Model ◽  
Interaction Patterns ◽  
Journal Articles ◽  
Literature Study ◽  
Ex Post ◽  
Data Collection Technique ◽  
Learning Competence

The Numbered Head Together (NHT) learning model is one type of cooperative learning model designed to influence the interaction patterns of students. The Numbered Head Together (NHT) cooperative learning model can encourage students to increase cooperation in learning both cooperation between students and between teachers and students will be able to increase tolerance and self-confidence. The purpose of this study was to obtain a description of the effect of using the Numbered Head Together (NHT) learning model on the biology learning competence of students This type of research is ex post facto research. The data used is secondary data, namely data sourced from scientific journal articles accredited by Sinta which were selected as samples the data collection technique in this study was carried out by taking selected journal articles as samples and related to the effect of implementing the Numbered Head Together (NHT) learning model. The data analysis technique uses the steps, namely, data reduction, data presentation, and drawing conclusions and verification the results showed that there was an increase in the learning competence of students using the Numbered Head Together (NHT) learning model. The NHT learning model makes students readiness in learning because they have discussed the material to be studied in advance. Students become more active and dominate during the learning process so that the teacher only acts as a facilitator and motivator.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Think-Pair-Share Untuk Meningkatkan Pemahaman Siswa Tentang Shalat Sunnah

2021 ◽  
Vol 13 (1) ◽  
pp. 155-169
Author(s):  
Wahyu Hidayat ◽  
◽  
Muzakkir Muzakkir ◽  
Hamsiah Hamsiah ◽  
Irnawati Irnawati ◽  
...  
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Active Role ◽  
Research Process ◽  
Learning Model ◽  
Islamic Education ◽  
Analysis Techniques ◽  
Class Viii

Cooperative learning model Think Pair Share is a process of learning activities that includes providing material, group division, giving questions, giving questions and delivering the results of group discussions conducted by students. Cooperative Think Pair Share type centers on students so that students play an active role and are directly involved in the learning process. This research process was carried out because of the learning process which was still classified as classic and less effective. In addition, the role of students is still not maximized then the learning process which takes place in the morning and afternoon today makes students bored and bored with the subject matter. This is the lack of understanding of students about prayer, especially Sunnah prayer and lack of interest, enthusiasm and learning outcomes of students in the learning process in Islamic Education subjects. This study aims to improve students' understanding of Sunnah prayer in Islamic Education subjects by applying the Think Pair Share Type Cooperative learning model in class VIII.3 SMP Negeri 2 Mattirobulu, Pinrang. The variable that becomes the target of change in this study is the result of increasing student understanding, while the action variable used in this study is the Think Pair Share Type Cooperative learning model. This type of research is a classroom action research conducted in 2 cycles, each cycle consisting of four stages, namely planning, acting, observing, and reflecting. The data collection techniques used was observation, interviews, tests and documentation. The data analysis techniques used were quantitative and qualitative descriptive analysis techniques. The results showed that the learning outcomes of students from cycle I to cycle II had increased. Thus, it can be concluded that the application of the Think Pair Share Type Cooperative learning model can improve the results of students' understanding of Sunnah prayer at SMP Negeri 2 Mattirobulu, Pinrang.

scholarly journals Optimizing Jigsaw Type of Cooperative Learning Model to Improve Students' Mathematical Self-Confidence

2020 ◽  
Vol 2 (2) ◽  
pp. 122
Author(s):  
Muhamad Ikhsan Sahal Guntur ◽  
Seftika Anggraini ◽  
Raden Rosnawati
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Mastery Learning ◽  
Learning Model ◽  
Female Students ◽  
Average Value ◽  
Self Confidence ◽  
Comparison Of The Results ◽  
Assessment Questionnaire ◽  
Student Confidence

This research is motivated by the low self-confidence of students in the learning process at SMAN 1 Ngemplak where the students who were respondents were 35 students consisting of 22 female students and 13 male. The solution given is using a cooperative learning model with jigsaw type. Based on the evaluation of cycle I obtained an average value of 61.71 with a percentage of mastery learning 57%. The highest score obtained by students is 80 and the lowest score is 40. Whereas for giving a confidence questionnaire in pre-cycle is 66.63  in the medium category and after cycle I it increases to 80.17 but still in the medium category. The results obtained in the first cycle are still quite good or have not been fulfilled. Based on the results of the second cycle evaluation, the average is obtained 75.57 and 89% completeness learning increased from 57% previously. In addition, an increase in student confidence was also seen from the comparison of the results of the assessment questionnaire in pre-cycle, cycle I and cycle II, which initially 66.63 became 80.17 and ended 86.80. Abstrak Penelitian ini dilatar belakangi oleh rendahnya kepercayaan diri siswa dalam proses pembelajaran di SMAN 1 Ngemplak dimana siswa yang menjadi responden adalah 35 siswa yang terdiri dari 22 siswa perempuan dan 13 laki-laki. Solusi yang diberikan adalah menggunakan model pembelajaran cooperative learning tipe jigsaw. Berdasarkan evaluasi siklus I diperoleh nilai rata-rata 61,71 dengan persentase ketuntasan belajar 57%. Skor tertinggi yang diperoleh siswa adalah 80 dan skor terendah adalah 40. Sedangkan skor kepercayaan diri pada pra siklus adalah 66,63 yang berada pada kategori sedang. Setelah dilakukan siklus I, skor kepercayaan diri meningkat menjadi 80,17 tetapi masih dalam kategori sedang. Berdasarkan hasil evaluasi siklus II, diperoleh nilai rata-rata 75,57 yang sebelumnya adalah 61,71. Ketuntasan belajar pada akhir siklus II adalah 89% yang meningkat dari 57% pada akhir siklus I. Selain itu, peningkatan kepercayaan diri siswa juga terlihat dari perbandingan hasil angket penilaian pada pra siklus, siklus I dan siklus II, yang awalnya 66,63 menjadi 80,17 dan berakhir 86,80.  

scholarly journals Pembelajaran Fisika Menggunakan Model Discovery Learning Berbasis Edutainment

2021 ◽  
Vol 5 (1) ◽  
pp. 47
Author(s):  
Wahyu Tri Winarti ◽  
Hadma Yuliani ◽  
Mukhlis Rohmadi ◽  
Nurul Septiana
Keyword(s):  
Learning Process ◽  
Secondary Data ◽  
Learning Model ◽  
Discovery Learning ◽  
Natural Phenomena ◽  
Literature Study ◽  
Physics Learning ◽  
Advantages And Disadvantages ◽  
Model Based ◽  
Long Time

Pembelajaran fisika merupakan pembelajaran mengenai  gejala-gejala alam dan berusaha menemukan hubungan antara kenyataan di alam. Perlu adanya model dan metode yang dapat membantu menerangkan gejala alam tersebut dalam proses pembelajaran fisika. Salah satu model yang diharapkan cocok dengan karakteristik pembelajaran fisika yaitu model discovery learning berbasis edutainment. Penelitian ini bertujuan: (1) untuk mendeskripsikan kelebihan dan kekurangan dari model discovery learning berbasis  edutainment; dan (2) untuk mendeskripsikan penerapani model discovery learning berbasis edutainment dalam pembelajaran fisika. Metode pengumpulan data pada penelitian ini adalah studi literatur dan kajian pustaka, data penelitian ini menggunakan jenis data sekunder, kemudian data yang diperoleh tersebut diolah dengan analisis isi. Hasil penelitian menunjukkan bahwa: (1) Model discovery learning berbasis edutainment dapat menjadikan peserta didik aktif dalam kegiatan belajar dan menyenangkan. Namun, memerlukan waktu yang cukup lama dalam pembelajarannya dan kurang efektif digunakan dalam kelas besar; dan (2) Pada pembelajaran fisika, model discovery learning berbasis edutainment digunakan untuk memahami materi yang cukup sulit dengan cara yang menyenangkan.Physics learning is learning about natural phenomena and trying to find the relationship between reality in nature. It is necessary to have models and methods to explain these natural phenomena in the physics learning process. One model that is expected to match physics learning characteristics is the discovery learning model based on edutainment. This study aims: (1) To describe the advantages and disadvantages of the discovery learning model based on edutainment models; (2) To describe the application of the discovery learning model based on edutainment models in physics learning. The data collection method in this research is a literature study and literature review. This research data use secondary data, then the data obtained is processed by content analysis. The results showed that: (1) Discovery learning model based on edutainment could make students active in learning activities because it is fun; however, the learning process requires a long time and is less effective when used in a class with a large number of students; and (2) In physics learning, the discovery learning model based on edutainment is used to understand difficult material in a fun way.

scholarly journals STUDY OF LITERATURE ON VARIATION IN THE APPLICATION OF THE NUMBERED HEAD TOGETHER TYPE OF COOPERATIVE LEARNING MODEL AND ITS EFFECT ON STUDENTS’ LEARNING COMPETENCIES

2021 ◽  
Vol 6 (2) ◽  
pp. 96
Author(s):  
Helka Yuliati ◽  
Relsas Yogica ◽  
Zulyusri Zulyusri ◽  
Yusni Atifah
Keyword(s):  
Cooperative Learning ◽  
Literature Review ◽  
Secondary Data ◽  
Learning Model ◽  
Literature Study ◽  
Model Type ◽  
Review Articles ◽  
Learning Competencies ◽  
Learning Competence

The purpose of writing this article is to see the variation in the application of the cooperative learning model type Numbered Head Together and its effect on the learning competence of students. This type of research is a literature study through review articles that refer to previous research. The data used is secondary data, namely a collection of articles that have been SINTA accredited and related to the cooperative learning model Numbered Head Together. Based on the literature review, it was found that the application of the cooperative learning model type Numbered Head Together can improve the learning competence of students in aspects of knowledge, aspects of attitudes, and aspects of skills.

scholarly journals Upaya Meningkatkan Motivasi Belajar Matematika Melalui Penerapan Model Pembelajaran Kooperetif Tipe Team Assisted Individualization

2019 ◽  
Vol 2 (1) ◽  
pp. 9
Author(s):  
Diana Putri Utami ◽  
Melly Andriani
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Learning Motivation ◽  
Teacher Questions ◽  
Increasing Student Learning ◽  
Improve Student Learning

This research aimed to improve student learning motivation by implementing of Team Assisted Individualization type of cooperative learning model in increasing student learning motivation on Mathematics subject at the  fourth grade of integrated Islamic Elementery School of Darul Hikmah Pekanbaru. It was instigated by the low of students learning motivation. They were: student did not attantion to the teacher explain the material, not ask or not answer the teacher questions, not working on assegnmrnt from the teacher, in and out during the learning process. It was a Classroom Action Reseasch. Subject of this research were a teacher subject and twenty-five students. It was administrated for two meetings and every meeting comprised two meetings. Observation and documentation were the technique of collecting the data. The technique of data analysis were used descriptive analysis with presentage. Based on the data analysis showed that implamentation of Team Assisted Individualization type of cooperative learning model could increase student learning motivation. It could be known before the action, the percentage of students learning motivation was 40.57% ot it was on “low” category. After the action in the first cycle, the persentage increasing to 61.14 or it was on “high” category. In the second cycle, indicators determined. Therefore, it could be concluded that the implamentation of Team Assisted Individualization type of cooperative learning model could increase student learning motivation.

scholarly journals UPAYA PENINGKATAN PRESTASI BELAJAR SISWA MATA PELAJARAN EKONOMI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TSTS (TWO STAY TWO STRAY) PADA SISWA KELAS X A SMA PGRI 1 MAOSPATI MAGETAN TAHUN PELAJARAN 2012/2013

2013 ◽  
Vol 1 (2) ◽  
Author(s):  
Sudarmiani Sudarmiani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Active Participation ◽  
Group Activities ◽  
Average Value ◽  
Self Confidence ◽  
Value Of Learning ◽  
Collection Methods

Based on initial observations  and interviews  with high school Economics teacher  PGRI  1 Maospati  Magetan  note that the average  value of the cognitive  aspects of students  in the class XA is 62. These results  indicate  that the numbers  are still low com- pared  to other  classes.  The learning  process  is commonly  carried  out using  a model  of discourse  as a whole,  namely  the delivery  of content  to students  and interspersed   ques- tions and answers.  This leads to learning  as students  tend to be passive  and less meaning- fullearning   for students.  Students  gain experience  less direct,  and less teacher  provides opportunities   as well as self- confidence  in the students  to be active  in learning.  It  also adversely  affects  the affective  aspects  of students.   Based on these problems  researchers to  make  improvements   by  implementing   cooperative   learning  model  of two  stay  two stray  ( TSTS  ). The  learning  model  involves  students  actively  in learning  activities. Pakok mind model of cooperative  learning  are two stay two stray provide  an opportunity for groups  to share  results  and information  to other  groups.  The approach  used  in this study  is a qualitative  approach  to classroom  action  research  that  consists  of 2 cycles. Research  subject  is class XA SMA PGRI  1 Maospati  Magetan  , the number  of 32 stu- dents.  Data  collection  methods  used  in this  study  is a test  of the cognitive  aspects  of economic  subjects  in the form of daily tests at the end of the cycle, and affective  aspects of the observation  sheets during the learning  process.  The results  of observations  of stu- dents'  learning  in classroom  situations  XA SMA PGRI  1 Maospati  Magetan  increased, namely:   ( 1 ) The interest  and attention  of students  in the learning process  from 67.25% to 84.60%  increased   17.35%  ( 2 ) The active  participation   of students  in asking  from 54.10%  to  68.25%  an increase  of  14.15%  ( 3 ) the active  participation   of students  in answering  / expression  from 52.22%  to 69.45%  increased   17.23% ( 4 ) the level of stu- dent  discipline  in the process  of learning  from  60.500/0 to 78.13%  17.63%  an increase. The results  of observations  III group  activities  has increased,   namely:   ( 1 ) The active participation   of students  in an opinion  from  51.58%  to 68.75%  increased   17.17%  (2) The active participation   of students  in asking from 50.60% to 66.68%  increased  16.08% (3)the active participation   of students  in answering  questions  from 53.12%  to 71.88% increased18.76% (4)   Respect  tile opinion  of friends from 55.50%  to 74.850/0 increased 19,35%  (5)   Cooperation  in completing  a task group from 60.35% to 78.25%  17.90% an increase. Another thing shown by the increased learning outcomes from 65.63 % to 84.38%. Thus there is an increase  of 18.75% .While the average  value of learning  outcomes  in the first cycle is 71 increased  to 82 in the second cycle. Learning  model  two stay two stray ( TSTS ) can improve  cognitive  and affective  aspects  of students  by providing  a learning environment  that is fun discussions,  opportunities  for students to learn actively  exchange information  with peers and materials,   conveying  the idea to friends,  submit answers and questions  discussion  of the problem,  and it requires  cooperation  within  the group.

THE EFFECT OF APPLYING COOPERATIVE LEARNING MODEL WITH MIND MAP AS A HOMEWORK ON NATURAL SCIENCE COMPETENCE: LITERATURE STUDY

2021 ◽  
Vol 6 (1) ◽  
pp. 40
Author(s):  
Widya Verina Tanjung ◽  
Lufri Lufri
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Scientific Journal ◽  
Research Result ◽  
Secondary Data ◽  
Learning Model ◽  
Learning Models ◽  
Literature Study ◽  
Ex Post ◽  
Materials Used

Mind mapping is a creative and effective note taking technique, with a Mind Map can store information in the brain and make learning easier. Cooperative learning is a learning model divides student into groups. Coopeartive learning make a student to be active in the learning process. The purpose of this study was to obtain a description of the effect using a Mind Map with cooperative learning models on the learning science competence of students. This research is ex-post facto research. The data use secondary data, namely data sourced from scientific journal articles. Data collection techniques in this study are documentation technique, data analysis in the form of content analysis. The step used in this research are exploring ideas, looking for information, emphasizing the materials used, looking for reading materials, reorganizing the material back and writing the research result. The literature result showed that therewas a positive effect on the use of Mind Map with cooperative learning models on the science competence. The use of Mind Map with cooperative learning models can make student can store information in a creative and effective way, and can make a student more active in the learning process.

scholarly journals PENINGKATKAN AKTIVITAS BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF QUICK ON THE DRAW PADA SISWA KELAS II SEKOLAH DASAR

2014 ◽  
Vol 6 (2) ◽  
pp. 87
Author(s):  
Sumargiyani Sumargiyani
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Learning Activities ◽  
Second Grade ◽  
Learning Method ◽  
Second Grade Students ◽  
Interview Session ◽  
Qualitative Descriptive

The teacher-centered learning causes less active students during the learning process. Application of learning method using cooperative learning model Quick on the Draw at the second grade students of SD Muhammadiyah Kleco III Yogyakarta can improve learning activities of the students. The Classroom Action Research conducted in three cycles, with the research object is 31 students. Data were collected using observation sheet  and interview session. Furthermore, data were analyzed using qualitative descriptive analysis. It is obtained that the percentage of student learning activities from Cycle I is 70.51% (good), Cycle II  is 78.56% (good) and Cycle III is 87.095% (very good). Based on the interviews, it is obtained that most of students are interested and feel happy in the learning of mathematics using cooperative learning model Quick on the Draw.

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