scholarly journals Implementasi Model Pembelajaran Student Teams Achievement Division dan Team Assisted Individualization ditinjau dari Kemampuan Spasial Siswa

2017 ◽  
Vol 8 (2) ◽  
pp. 135
Author(s):  
Arie Purwa Kusuma
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Learning Achievement ◽  
Student Teams ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Better Than

The objectives of this research were to investigate the effect of the learning models on the learning achievement in Mathematics viewed from the spatial ability of the students. This research used the quasi-experimental research method with the factorial design of 3 x 3. Its population was all of the students in grade XI of State Senior High Schools of Wonosobo regency in Academic Year 2017/2018. The samples of the research were taken by using the cluster random sampling technique. They consisted of 326 students. The data of the research were analyzed by using the two-way analysis of variance with unbalanced cells.The results of the research are as follows.1) The cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the cooperative learning model of the TAI type and the direct learning model and the cooperative learning model of the STAD type results in a better learning achievement in Mathematics than the conventional learning model.2) The learning achievement in Mathematics of the students with the high spatial ability was better than that of the students with the moderate and low spatial abilities, and the learning achievement in Mathematics of the students with the moderate spatial ability was better than that of the students with the low spatial ability. 3) There was an interaction the aforementioned learning models and the categories of the spatial ability on the learning achievement in Mathematics of the students.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) DAN JIGSAW II DITINJAU DARI KEMAMPUAN SPASIAL SISWA

2017 ◽  
Vol 15 (1) ◽  
pp. 51-68 ◽  
Author(s):  
Ahmad Ahmad ◽  
Budi Usodo ◽  
Riyadi Riyadi
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Learning Model ◽  
Spatial Abilities ◽  
Learning Achievement ◽  
Junior Secondary Schools ◽  
Quasi Experimental ◽  
Achievement In Mathematics ◽  
Direct Learning ◽  
Good Learning

The objectives of this research were to investigate: (1) which learning model of the Cooperative learning model of the GI type, the Jigsaw IIlearning model, and the direct learning model results in a better learning achievement, (2) which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning which students among the students with the high, moderate, and low spatial abilities have a better learning achievement, and (4) in each of the high, moderate, and low spatial abilities which learning model of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning model results in a better learning achievement .This research used the quasi experimental research method with the factorial design of 3 3 . Its population was all of the students of State Junior Secondary Schools of Karanganyar regency. The samples of the research were taken by using the stratified cluster random samplingtechnique. The samples consisted of 285 students. T he data of the research were gathered through test of spatial ability and test of learning achievement in Mathematics. The proposed hypotheses of the research were analyzed by using the two-way analysis of variance with unbalanced cells. The results of the research are as follows. 1) The cooperative learning model of the GI type results in a better learning achievement than the direct learning model, but results in the same good learning achievement in Mathematics as the Jigsaw II learning model, and the Jigsaw II learning model results in a better learning achievement than the direct learning model. 2). The students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability, but the students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability. (3) in each of the Cooperative learning model of the GI type, the Jigsaw II learning model, and the direct learning, students with the high spatial ability have the same good learning achievement in Mathematics as those with the moderate spatial ability, and both the students with the high spatial ability and those with the moderate spatial ability have a better learning achievement in Mathematics than those with the low spatial ability. 4) in each of the high, moderate, and low spatial abilities, the Cooperative learning model of the GI type and the Jigsaw II learning model result in a better learning achievement in Mathematics than the direct learning model , but the cooperative learning model of the GI type results in the same good learning achievement as the Jigsaw II learning model.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) MENGGUNAKAN METODE PEMECAHAN MASALAH DITINJAU DARI SIKAP KREATIF PESERTA DIDIK

2014 ◽  
Vol 3 (1) ◽  
Author(s):  
Nurul Farida
Keyword(s):  
Problem Solving ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Junior High School ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Models ◽  
Learning Achievement ◽  
Student Teams ◽  
Quasi Experimental

The aim of the research was to determine the effect of learning models (STAD by problem solving method, STAD, and conventional) on mathematics achievement viewed from student creative attitude. The type of the research was a quasi experimental research. The population was the students in grade VIII junior high school in Central Lampung Regency. The conclusions of the research were as follows. (1) Students who taught by cooperative learning model of STAD by problem solving method type give better mathematics learning achievement than STAD type and conventional and then students who taught by cooperative learning model of STAD type give better mathematics learning achievement than conventional (2) For students who middle and low creative attitude, students who taught by cooperative learning model of STAD by problem solving method type give better mathematics learning achievement than STAD type and conventional and then students who taught by cooperative learning model of STAD type give better mathematics learning achievement than conventional. 

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DAN KOOPERATIF TIPE GROUP INVESTIGATION (GI) PADA MATERI PELUANG DITINJAU DARI KEMANDIRIAN BELAJAR SISWA

2021 ◽  
Vol 5 (2) ◽  
Author(s):  
Ahmad Faqihi
Keyword(s):  
Cooperative Learning ◽  
Learning Style ◽  
Hypothesis Test ◽  
Problem Based Learning ◽  
Learning Model ◽  
Independent Learning ◽  
Learning Models ◽  
Learning Achievement ◽  
Scientific Approach ◽  
Achievement In Mathematics

The objective of this research was to investigate the effect of the learning models on learning achievement viewed from learning style types of the students. The learning models compared were PBL, GI, and classical with scientific approach model. The type of the research was quasi-experimental research with 3x3 factorial design. The population of this research was the students in grade X1 higher Secondary School in Lombok East on academic year of  2014/2015. The size of the sample was 282 students, which was taken by using stratified cluster random sampling technique. The instruments used for data collection were learning style questionnaire and mathematics achievement test. The hypothesis test used unbalance two ways analysis of variance. The results of the research were as follows. (1) the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach. (2) the student with the high, medium, and ow independent learning levels have equal learning achievement. (3) in each of the learning models, the high, medium, and, low independent learning levels, result in the equal learning achievement. (4) in each of the independent learning levels, the problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type with scientific approach result in equal learning achievement in mathematics, buth both problem based learning model (PBL) and the cooperative learning model of the  group investgation (GI) type give better result in learning achievement in mathematics than the classical with scientific approach.

scholarly journals Implementasi Teams Games Tournaments dan Number Head Together ditinjau dari Kemampuan Penalaran Matematis

2017 ◽  
Vol 8 (2) ◽  
pp. 121
Author(s):  
Nurina Kurniasari Rahmawati
Keyword(s):  
Mathematical Reasoning ◽  
Learning Model ◽  
Mathematical Achievement ◽  
Reasoning Ability ◽  
Learning Models ◽  
Mathematical Learning ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Communication Ability ◽  
Better Than

The purpose of this research is to know the influence of Teams Games Tournaments (TGT), Numbered Head Together (NHT) model to the students 'mathematical learning achievement that reviewed students' mathematical reasoning ability. This research is a quasi-experimental research with 3 × 3 factorial design. The researcher uses 2 indicators of learning achievement that is (1) Mathematics achievement test and (2) Test of mathematical communication ability. Analysis of the data used is the analysis of two-way variants with different cells. The results of this research can be summarized as follows. (1) Learning using TGT learning model makes better student's mathematical learning achievement compared to student's mathematical learning achievement with NHT learning model and conventional learning, while NHT model gives a better result of student's mathematical learning achievement from student's learning achievement with conventional learning. (2) Learners with high mathematical reasoning ability have better learning achievement compared with learners with medium ability as well as medium ability better than low ability. (3) Students have high and moderate reasoning abilities with the three learning models giving the same mathematical achievement, whereas students with low mathematical reasoning ability using TGT and NHT models provide the same mathematical achievement, but better than conventional learning models, and conventional learning models and NHT produces the same mathematical achievement. (4) The learning model of TGT and NHT in students with high, medium and low mathematical reasoning ability produce the same mathematical achievement, whereas conventional learning model on students with high and medium mathematical reasoning has the same mathematical achievement but better than students with reasoning low math.

scholarly journals PERBANDINGAN PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN MODEL PEMBELAJARAN LANGSUNG TERHADAP KEMAMPUAN MENULIS TEKS BERITA SISWA KELAS VIII SMP NEGERI 24 JAMBI

2018 ◽  
Vol 8 (2) ◽  
pp. 250
Author(s):  
Abdoel Gafar ◽  
Firman Tara
Keyword(s):  
Cooperative Learning ◽  
Performance Test ◽  
Sampling Technique ◽  
Learning Model ◽  
Learning Models ◽  
Class Viii ◽  
Direct Learning ◽  
Cooperative Models ◽  
Language Text ◽  
Better Than

This research aims to: (1) Describe the ability to write news text students are taught using STAD type cooperative learning model and students are taught using direct learning model; (2) Describe the ability to write high-priority student-language text texts that are taught using STAD-type cooperative models and are taught using direct learning models; (3) Describe the ability to write low-priority student-language text texts that are taught using STAD-type cooperative models and are taught using direct learning models, and (4) Describe the interaction of cooperative learning model type STAD and initial ability to the ability to write news text of students of class VIII SMP Negeri 24 Jambi. The type of this research is quantitative with 2x2 factorial experimental designs. The population of the research is the students of class VIII SMP Negeri 24 consisting of 6 classes. The sample of this research is class VIIIA for experiment class with 40 students and class VIIIB for control class with 38 students. Sample determination is determined by purposive sampling technique. The data of students' news text writing capability was obtained using performance test and analyzed using two ways Anova test. Based on the results of this study, it can be concluded that STAD type cooperative learning model affects the ability to write student news text. The effect can be explained as follows. First, the ability to write news texts of students taught using STAD type cooperative learning model is better than students taught using direct learning model. Second, the ability to write high-priority students' text news taught using STAD type cooperative models is better than students taught using direct learning models. Third, the ability to write low-priority students' text taught using STAD type cooperative models is better than students being taught using direct learning models. Fourth, there is no interaction between STAD type cooperative learning model and initial ability to write news text skills of students of class VIII SMP Negeri 24 Jambi.Keywords: Writing News Texts, Cooperative Learning, Direct Learning

scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Prestasi Belajar Ditinjau dari Kecerdasan Logika Matematika

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Desi Tri Utami ◽  
Nuning Melianingsih
Keyword(s):  
Experimental Study ◽  
Mathematics Learning ◽  
Learning Model ◽  
Junior High Schools ◽  
Learning Models ◽  
Learning Achievement ◽  
Analysis Technique ◽  
Quasi Experimental ◽  
Good Learning ◽  
Better Than

<p>This research aims to prove the effect of the Think Pair Share (TPS) cooperative learning model on students' mathematics learning achievement in terms of logical-mathematical intelligence. The research is a quasi-experimental study. The population of the research is all seventh grade students of State Junior High Schools in Sukoharjo Regency. The data analysis technique used is a two-way analysis of variance with unequal cells. The conclusions of the research are: (1) TPS learning model produces learning achievement better than conventional learning model; (2) there is no difference in mathematics learning achievement between students with high and average logical-mathematical intelligence, and students with average and low logical-mathematical intelligence; students with high logical-mathematical intelligence have better mathematics learning achievement than those with low logical-mathematical intelligence; (3) in the group of students with high, average, and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; (4) in the group of students with high and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; in the group of students with average logical-mathematical intelligence, the TPS learning model produces learning achievements better than conventional learning model</p>

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW-STAD DAN KECERDASAN INTERPERSONAL TERHADAP HASIL BELAJAR PENDIDIKAN AGAMA KATOLIK

2019 ◽  
Vol 12 (1) ◽  
pp. 101
Author(s):  
Saidi Perri Marbun ◽  
Mukhtar . ◽  
R. Mursid
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Religious Education ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Education Students ◽  
Quasi Experimental ◽  
The Difference ◽  
Better Than

Abstrak: tujuan penelitian ini adalah (1) untuk mengetahui perbedaan hasil belajar siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe jigsaw dengan model pembelajaran kooperatif tipe STAD dalam mata pelajaran Pendidikan Agama Katolik; (2) untuk mengetahui perbedaan hasil belajar siswa yang memiliki kecerdasan interpersonal tinggi  dengan siswa yang memiliki kecerdasan interpersonal rendah; (3) untuk mengetahui interaksi antara model pembelajaran dan kecerdasan interpersonal dalam mempengaruhi hasil belajar Pendidikan Agama Katolik. Metode dalam penelitian quasi-eksperimen. Desain penelitian faktorial 2 x 2. Hasil penelitian menunjukkan bahwa: (1) Hasil belajar Pendidikan Agama Katolik siswa dengan model pembelajaran kooperatif tipe jigsaw lebih baik dibandingkan dengan model pembelajaran kooperatif tipe STAD; (2) Hasil belajar siswa yang memiliki kecerdasan interpersonal tinggi lebih baik dibandingkan dengan hasil belajar siswa yang memiliki kecerdasan interpersonal rendah; dan (3)             Terdapat nteraksi antara model pembelajaran kooperatif dengan kecerdasan interpersonal dalam mempengaruhi hasil belajar PAK.  Kata Kunci: model pembelajaran, kooperatif tipe JIGSAW dan STAD, kecerdasan interpersonal, pendidikan agama katolik Abstract: the objectives of this study are (1) to find out the differences in student learning outcomes that are taught using the Jigsaw type cooperative learning model and the STAD type cooperative learning model in Catholic Religious Education subjects; (2) to find out the difference in learning outcomes of students who have high interpersonal intelligence and students who have low interpersonal intelligence; (3) to determine the interaction between learning models and interpersonal intelligence in influencing the learning outcomes of Catholic Religious Education. Methods in quasi-experimental research. 2 x 2 factorial research design. The results showed that: (1) The learning outcomes of Catholic Religious Education students with a jigsaw type cooperative learning model were better than the STAD type cooperative learning model; (2) The learning outcomes of students who have high interpersonal intelligence are better than the learning outcomes of students who have low interpersonal intelligence; and (3) There is interaction between cooperative learning models and interpersonal intelligence in influencing PAK learning outcomes. Keywords: learning models, JIGSAW and STAD cooperative types, interpersonal intelligence, catholic religious education

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA DITINJAU DARI KEMAMPUAN SPASIAL SISWA

2016 ◽  
Vol 14 (2) ◽  
pp. 121-142
Author(s):  
Habib Ratu Perwira Negara ◽  
Tri Atmojo K ◽  
Imam Sujadi
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Quasi Experimental ◽  
Direct Learning ◽  
Current Report

The current research intends to find out the different effect of the Jigsaw type of cooperative learning model with CTL approach, the Jigsaw type of cooperative learning model without CTL approach, and the direct learning model towards students mathematics learning achievement and affective aspect regarding student spatial ability which is categorized into high, medium and low. The research was quasi experimental. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach results a better affective effect than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. More findings are elaborated further on the discussion and conclusion part of the current report.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DENGAN PENDEKATAN CTL TERHADAP PRESTASI BELAJAR DAN ASPEK AFEKTIF SISWA PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI KEMAMPUAN SPASIAL

2014 ◽  
Vol 4 (2) ◽  
Author(s):  
Habib Ratu Perwira Negara ◽  
Tri Atmojo Kusmayadi ◽  
Imam Sujadi
Keyword(s):  
Cooperative Learning ◽  
Spatial Ability ◽  
Junior High School ◽  
Hypothesis Test ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Achievement ◽  
Ability Test ◽  
Quasi Experimental ◽  
Direct Learning

<p><strong>Abstract</strong><strong>: </strong>The aims of this research were to find out the different effect of the cooperative learning model of Jigsaw type with CTL approach, the cooperative learning model of Jigsaw type, and the direct learning model towards students mathematics learning achievement and affective aspect on the subject of plane geometry viewed from the students spatial ability, and category of spatial ability consisted of high, medium and low. The research was quasi experimental. The population was all students of grade VIII State Junior High School in Madiun City on the second semester of 2013/2014 academic years. The sample of this research consisted of 261 students. The instrument used to collect data was mathematics achievement test, questionnaire of students affective aspect and spatial ability test. The hypothesis test used unbalanced two ways multivariate analysis of variance. The results of the research were as follows. (1) The cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (2) The cooperative learning model of Jigsaw type with CTL approach gaves a better achievement than the cooperative learning model of Jigsaw type and direct learning model, and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model. (3) Students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (4) Students with the high spatial ability had better affective aspect than students with the medium and low spatial ability, and students with the medium spatial ability had the same affective aspect as students with the the low spatial ability. (5) On the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model, students with the high spatial ability had better achievement than students with the medium and low spatial ability, and students with the medium spatial ability had better achievement than students with the low spatial ability. (6) On the cooperative learning models of Jigsaw type with CTL approach and Jigsaw type, students with the high, medium and low spatial ability had the same affective aspects. On the direct learning model, students with the high spatial ability had better affective aspects than students with the medium spatial ability, while students with the high and low spatial ability and students with the medium and low spatial ability had the same affective aspects. (7) On students spatial ability high, medium and low, the cooperative learning model of Jigsaw type with CTL approach and the cooperative learning model of Jigsaw type gaves a better achievement than direct learning model, and the cooperative learning model of Jigsaw type with CTL approach gaves the same achievement as the cooperative learning model of Jigsaw type. (8) On students with the high and medium spatial ability, the cooperative learning model of Jigsaw type with CTL approach, Jigsaw type and direct learning model gives the same affective aspect. On students with the medium spatial ability, the cooperative learning of Jigsaw type with CTL approach gaves a better affective aspect than the direct learning model, while the cooperative learning of Jigsaw type with CTL approach and Jigsaw and also the cooperative learning of Jigsaw type and direct learning model gaves the same affective aspect.</p><p><strong>Keywords</strong>: Jigsaw, CTL approach, spatial ability, learning achievement, and affective aspect. </p>

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