scholarly journals Kelas Gitar Akustik Berbasis Pembelajaran Kooperatif

2020 ◽  
Vol 4 (2) ◽  
pp. 137
Author(s):  
Riyan Hidayatullah ◽  
Prisma Tejapermana
Keyword(s):  
Cooperative Learning ◽  
Music Theory ◽  
Positive Response ◽  
Theory And Practice ◽  
Learning Design ◽  
Learning Method ◽  
Learning Methods ◽  
Home Group ◽  
Acoustic Guitar ◽  
Musical Understanding

This article examines learning acoustic guitar in formal schools employing cooperative learning design. The problem is focused on students’ perceptions of the difficulty of interpreting theory, teacher mastery of music theory, and the learning methods used. This study aims to describe the cooperative learning method implemented in acoustic guitar classes at schools (N = 30). Data were collected through observation, interviews, and documentation to be analyzed qualitatively using an interactive model (Miles et al., 2014). The guitar learning process is carried out in groups by breaking the home group and the expert group. Music material in group interaction is in the form of theory and practice. Based on observations of students’ musical abilities, there is an increase in knowledge of music theory and practice in guitar classes. Students receive the highest score on the aspects of sound accuracy, chord progression to the song, and the time expended learning the song. This study concludes that learning acoustic guitar applying cooperative learning methods is effective in enhancing students’ musical understanding through appreciation and creation. Appreciative attitude turns out as a manifestation of a positive response affective.

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

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

scholarly journals THE IMPACT OF COOPERATIVE LEARNING METHOD ON YEMENI ADULT STUDENTS’ KNOWLEDGE OF GLOBAL ISSUES VOCABULARY

2020 ◽  
Vol 5 (34) ◽  
pp. 102-115
Author(s):  
Lamis Abdulkarim Al-Shuga’a ◽  
Kamariah Yunus ◽  
Mohammed Abdulgalil Abugohar
Keyword(s):  
Cooperative Learning ◽  
Adult Students ◽  
English Language ◽  
Vocabulary Knowledge ◽  
Learning Method ◽  
Learning Methods ◽  
Global Issues ◽  
Positive Effects ◽  
The Impact ◽  
Experimental Group

The cooperative learning method is one of the most effective student-centered learning methods used in teaching English language classes. It is an updated and effective pedagogic method that should be integrated into classrooms. The previously reviewed studies showed that the use of cooperative learning method may improve students’ knowledge of the language. This paper aims at investigating the impact of cooperative learning methods on Yemeni adult students’ knowledge of global issues vocabulary. The study employed an experimental method research design where the quantitative data collection method was conducted. A pretest and posttest (of the same test) were administered to the 25 respondents in the experimental group and the other 25 respondents in the control group. The Statistical Package for Social Sciences (SPSS) version 25.0 was used to analyse the difference between the two groups’ performance using the t-test. Results showed that the students in the experimental group performed significantly better than the students in the comparison group in the required tasks relating to global issues vocabulary knowledge. Findings also indicated that the cooperative learning method had positive effects on students’ vocabulary knowledge in classrooms. The participants gained confidence and their language skills were improved. Social skills like leadership, decision-making, trust-building, communication, and conflict-management skills were also developed. The study concludes that cooperative learning contributes to cognitive growth, increased autonomy and productivity of adult learners. The cooperative learning method should be integrated into English language classrooms to improve the growth and productive knowledge of students at the tertiary level.

scholarly journals The Effectiveness of Teachers’ Use of Lecture Model Combined with Cooperative Learning Method for Enhancing Students’ Problem-Solving Skills in Physics

2019 ◽  
Vol 5 (2) ◽  
pp. 83-90
Author(s):  
Rahmi Putri Z ◽  
Jumadi Jumadi ◽  
Ariswan Ariswan ◽  
Ratnasari Ratnasari ◽  
Depi Oktasari
Keyword(s):  
Problem Solving ◽  
Cooperative Learning ◽  
Learning Process ◽  
Effect Size ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Problem Solving Skills ◽  
Energy Concept ◽  
Work And Energy

This study investigates the effect of the use of teachers’ Lecture models combined with cooperative learning methods to improve students’ problem-solving skills in physics compare with the control group who were not exposed to the lecture model combined with cooperative learning methods from effect size value. The research method was a quasi-experimental research. The sample consisted of 33 students of 10th grade in middle schools (senior high school), SMAN 1 Sungai Penuh, Jambi Province where they ware learn at work and energy concept. Students' achievements, as well as their problem-solving skills of work and energy concept were assessed by pretest-posttest with an essay test. The results showed that the experimental group’s learning process has a high effect size value to problem-solving skills more than control group learning process. That shows the lecture model combined with cooperative learning method more effective than lecture model.

scholarly journals (Effort Increasing Learning Math Results through Cooperative Learning Method of Contextual Teaching and Learning Type in Students of Grade IV D SD Negeri 187 Pekanbaru)

Perspektif ◽  
2018 ◽  
Vol 9 (1) ◽  
pp. 49-58
Author(s):  
Masneri Ningsih
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Student Motivation ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Class Action ◽  
Learning Method ◽  
Learning Methods ◽  
Contextual Teaching ◽  
Comparison Of The Results

This research entitled "Efforts to Increase Mathematics Learning Outcomes Through Co-operative Learning Methods Contextual Teaching and Learning (CTL) Type in Grade IVd Elementary School 187 Pekanbaru". This research is to help students actively in finding ways of fast and precise settlement because students have difficulty in completing mathematis.The aim of this research is to improve student motivation in learning mathematics by using Cooperative Learning Method Type Contextual Teaching and Learning (CTL). Through this research the researcher tried to use Cooperative Learning Method of Contextual Teaching and Learning (CTL) type, through class action research of cycle model which includes planning, action implementation, observation, and reflection. The object of research is the students of grade IVB SD Negeri 187 Pekanbaru as many as 35 students. There are 2 cycles of learning process of student motivation. Each cycle consists of three stages of the meeting. The results obtained from this study show the student activity in the learning process better can be seen from the comparison of the results on the initial observation only 31% or 11 students who understand and the results are good. After the action, it can be seen in the first cycle increased to 63% (22) students who have completed, and the second cycle increased again reached 94% (33) students. Observation of student activities during the learning in cycle I can also be seen that is 2.44 (enough category), the cycle increased to 3.11 (good category). Likewise, observation of teacher activity from enough category (2.70) to good category (3.20). From the above explanation can be concluded that by using Cooperative Learning Methods Contextual Teaching and Learning (CTL) type can increase understanding of mathematics in constructing.

scholarly journals Pengaruh Metode Pembelajaran terhadap Kemampuan Mahasiswa dalam Menerapkan Model-Model Pembelajaran pada Perkuliahan Strategi Pembelajaran Matematika

FONDATIA ◽  
2017 ◽  
Vol 1 (2) ◽  
pp. 131-149
Author(s):  
Husnul Laili
Keyword(s):  
Cooperative Learning ◽  
Learning Strategy ◽  
Mathematics Learning ◽  
Learning Method ◽  
Learning Methods ◽  
Study Program ◽  
Multivariate Test ◽  
Significance Level ◽  
Research Population ◽  
Simulation Learning

The research population comprised semester VI students of the mathematics study program of STIT Palapa Nusantara. The sample was selected using the purposive random sampling in three steps: (1) randomly selecting 2 classes out of 5 available classes, (2) selecting 8 groups, each consisting of 4 students, from each selected class, and (3) randomly selecting the groups applying each learning model. The data were analyzed using the T2 Hotellings multivariate test at the significance level of 5% (0.05) for two-tailed testing and the univariate test at the significance level of 0.025. The results of the data analysis are as follows. (1) There are different effects of the STAD-type cooperative learning method and the simulation learning method on students’ abilities in theory and application of learning methods in the mathematics strategy learning course (Fobserved = 6.76 > Ftable = F0.05;(2;65) = 3.14). (2) Abilities in theory of learning methods through the STAD-type cooperative learning method are higher than those through the simulation learning method in the mathematics learning strategy course (tobserved = 2.28 > ttable(0.025) = 2.00). (3) Abilities in application of learning methods through the simulation learning method are higher than those through the STAD-type cooperative learning method in the mathematics learning strategy course (tobserved = 4.05 >t table(0.025) = 2.00).

scholarly journals Tatbiq Tariqah al-Ta’allum al-Ta’awuni bi Uslub JIGSAW li Tarqiyah Qudrah al-Talabah ‘ala Fahm al-Nusus al-‘Arabiyyah (Dirasah Ijraiyyah bi Ma’had SMPIT Madrasah al-Quran Aceh Besar)

2020 ◽  
Vol 1 (1) ◽  
pp. 70-84
Author(s):  
Aulia agustiar ◽  
Nur chalis
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Research Method ◽  
Teaching And Learning ◽  
Boarding School ◽  
Learning Method ◽  
School Students ◽  
Learning Methods ◽  
The Third ◽  
Fourth Round

Students at SMPIT Madrasatul Quran boarding school memorize verses of al-Quran, memorize Arabic vocabulary, learn Arabic grammar and learn Arabic texts. This process will be a good attempt to improve students' ability to read and understand Arabic texts. In reality, however, some students are not able to read and understand Arabic texts well, as there are errors in "makhrajul huruf", errors in "late rendering", errors on "stop places while reading texts" and are unable to " explain the meaning of the text read". Therefore, the researcher wanted to study the application of cooperative learning method with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students to understand Arabic texts. The purpose of this study is to know the process of teaching students, students' responses to learning and to know the efforts of teachers in applying cooperative learning methods with Jigsaw model to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. The approach of this research is procedural research method. The research results that cooperative learning method Jigsaw model is effective to improve the ability of SMPIT Madrasatul Quran boarding school students in understanding Arabic texts. As a proof that the value of students in the first round is 66.89 (accepted). In the second half was 72.58 (acceptable). In the third round was 82.58 (good). In the fourth round their value increased to 86.20 (good). And also after observing learning by using cooperative learning method, there is a change in teaching and learning process. And the efforts of researchers in finding solutions to student problems have increased their competence and courage to read and understand Arabic texts

PENGARUH METODE PEMBELAJARAN KOOPERATIF (COOPERATIVE LEARNING) DAN MOTIVASI BELAJAR TERHADAP PRESTASI BELAJAR SISWA SMA

Proyeksi ◽  
1970 ◽  
Vol 6 (2) ◽  
pp. 34
Author(s):  
Hazhira Qudsyi ◽  
Lya Indriaty ◽  
Yulia Herawaty ◽  
Saifullah ◽  
Ilham Khaliq ◽  
...  
Keyword(s):  
High School ◽  
Academic Achievement ◽  
Student Achievement ◽  
Cooperative Learning ◽  
Achievement Test ◽  
Traditional Learning ◽  
Control Group ◽  
Learning Method ◽  
Learning Methods ◽  
Bahasa Indonesia

Peningkatan mutu pendidikan dapat diketahui dari hasil akhir pendidikan, yang dapat dilihat dari output yang termasuk di dalamnya adalah prestasi belajar. Banyak hal yang turut berpengaruh pada prestasi belajar siswa, diantaranya adalah motivasi belajar siswa dan metode pembelajaran yang digunakan. Penelitian ini bertujuan untuk menguji apakah ada pengaruh metode pembelajaran kooperatif (cooperative learning) dan motivasi belajar terhadap prestasi belajar siswa SMA. Hipotesis penelitian ini adalah ada pengaruh yang signifikan dari metode pembelajaran kooperatif terhadap prestasi belajar siswa SMA, dimana kelompok siswa yang dikenakan metode pembelajaran kooperatif memiliki prestasi belajar lebih tinggi dibandingkan dengan prestasi belajar kelompok siswa yang dikenakan metode pembelajaran tradisional. Subjek dalam penelitian ini adalah siswa-siswi kelas X-3 dan kelas X-4 salah satu Sekolah Menengah Atas (SMA) di Yogyakarta. Kelas X-3 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran kooperatif teknik Jigsaw, dan kelas X-4 diberikan pembelajaran Bahasa Indonesia dengan metode pembelajaran tradisional. Penelitian ini merupakan penelitian kuasi-eksperimen dengan desain control group pre-test-post-test. Adapun alat ukur yang digunakan dalam penelitian ini adalah hasil modifikasi Skala Motivasi Belajar yang dibuat oleh Hasanah (2006), dengan total aitem sebanyak 60 aitem yang terbagi dalam tiga aspek, serta alat untuk mengukur hasil belajar Bahasa Indonesia pada siswa, yakni dengan Tes Hasil Belajar Bahasa Indonesia, dimana pada tes hasil belajar ini berisikan materi paragraf dengan pertanyaan sebanyak 36 butir soal. Tes hasil belajar ini disusun sendiri oleh peneliti dengan mengacu pada silabus yang digunakan oleh guru yang bersangkutan. Hasil analisis menunjukkan t sebesar 0,257 dengan p=0,798, memperlihatkan hasil yang tidak signifikan (p>0,05), yang artinya bahwa tidak ada perbedaan antara kedua kelompok. Kesimpulan, tidak ada perbedaan prestasi belajar Bahasa Indonesia pada siswa antara kelompok siswa yang diberikan pembelajaran kooperatif dengan kelompok siswa yang diberikan pembelajaran tradisional. Kata Kunci: Metode Pembelajaran Kooperatif (Cooperative Learning), Motivasi Belajar, Prestasi Belajar Bahasa Indonesia    THE INFLUENCE OF COOPERATIVE LEARNING METHOD AND LEARNING MOTIVATION TOWARD ACADEMIC ACHIEVEMENT OF HIGH SCHOOL STUDENTS  ABSTRACT Improvement of education quality can be observed from the end result of education, which can be noticed from the output that includes academic achievement. There are many things that effect on student achievement, including the students' motivation and learning methods that used by teacher. This study aimed to test whether there is influence of cooperative learning methods and students’ motivation of student achievement in high school. Hypothesis of this study was that there are significant effects of cooperative learning methods towards student achievement in high school, where groups of students who apply methods of cooperative learning had higher achievement compared with students’ achievements of group learning who used the traditional learning methods. Subjects in this study were students of X-3 class and X-4 class at one of high school in Yogyakarta. X-3 class were given Bahasa Indonesia’s lesson with cooperative learning method and the Jigsaw techniques, and X-4 class were given Bahasa Indonesia’s lesson with traditional learning methods. This study was a quasi-experimental research with control group pre-test-post-test design. Measuring instrument used in this study was modification version of Learning Motivation Scale by Hasanah (2006), with a total of 60 items that divided into three aspects, and tools to measure students achievement in Bahasa Indonesia’s lesson, with Bahasa Indonesia Achievement Test, where this achievement test consists of paragraph matter in question as much as 36 items. This achievement test compiled by researcher with reference to syllabus that used by the teacher. Analysis of this study showed t = 0.257 with p = 0.798, showed no significant results (p> 0.05), which means that there was no difference between the two groups. As conclusion, there was no difference in students’ achievement of Bahasa Indonesia between group of students given cooperative learning method and group of students given traditional learning method. Keywords: cooperative learning method, students’ motivation, academic achievement, Bahasa Indonesia’s Lesson

scholarly journals STUDI HASIL BELAJAR TARI SISWA ANTARA MENGGUNAKAN METODE COOPERATIVE LEARNING TIPE THINK-PAIR-SHARE DENGAN METODE KONVENSIONAL DI SMA 2 KELAS XI IPS SIJUNJUNG

2019 ◽  
Vol 8 (3) ◽  
pp. 77
Author(s):  
Rara Vidi Ayu ◽  
Yuliasma Yuliasma ◽  
Afifah Asriati
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Secondary Data ◽  
Homogeneity Test ◽  
Sampling Techniques ◽  
Learning Method ◽  
Learning Methods ◽  
Normality Test

AbstractThis article aimed to describe the differences and observe the learning outcomes of students in dance subjects using conventional methods with the Cooperative Learning type Think-Pair-Share. The type of this research was experimental research. The population in this reserach were all students of class XI IPS SMA 2 Sijunjung. The method of sampling used random sampling techniques with selected classes based on the same average, namely XI IPS 3 and XI IPS 2. The types of data in this research were primary and secondary data. The research instrument was a test. Data collection techniques were carried out by observation, and tests. The techniques of data analysis were done by the steps of normality test, homogeneity test and hypothesis test. The results of the research showed that there were differences in students’ learning outcomes of dance in class XI IPS 3 (experiment) with the average 84.45 using the cooperative learning method think-pair-share type with the results of learning dance as well as in class XI IPS 2 (control) with an average grade of 80.12 using conventional learning methods. The improvement of students’ learning outcomes in class XI IPS 3 (experiment) and in class XI IPS 2 (control) using cooperative learning methods think-pair-share type with conventional learning methods that were strengthened by testing obtained a significance value of 0,000 (0.003 <0, 05) means that there were significant differences in the students learning outcomes of dance arts using the cooperative learning method think-pair-share type with the students’ learning outcomes of dance arts using conventional learning methods. This was supported by the value of tcount> t table (3.275> 2,0002) with dk= 60 (n1 + n2-2 = 31 + 31-2). Thus, it can be concluded that the proposed hypothesis H0 is accepted and the proposed H1 is rejected.Keywords: application, conventional method, cooperative learning think-pair-share type.

scholarly journals Improving Reading and Writing Ability of Beginning With The Cooperative Integrated Reading and Composition Method

2020 ◽  
Vol 3 (3) ◽  
pp. 1177
Author(s):  
Siti Maskanah
Keyword(s):  
Cooperative Learning ◽  
Language Arts ◽  
Writing Skills ◽  
Learning Activities ◽  
Learning Method ◽  
Learning Methods ◽  
Writing Ability ◽  
Reading And Writing ◽  
Written Information ◽  
Comprehension Skills

<pre><em>Reading is an asset for someone to study books and find written information. Reading for a student is also an asset so that they can participate in learning activities. This study aims to improve reading and writing skills beginning with the Cooperative Integrated Reading and Composition (CIRC) learning method. Besides that, it can also improve the ability to read and write at the beginning. This study uses the Cooperative Integrated Reading Composition (CIRC) learning method, this method is one of the integrated cooperative learning methods of reading and writing, where students are divided into several groups to improve their comprehension skills in reading, writing, understanding vocabulary and language arts. This research is able to improve the ability to read and write at the beginning.</em></pre>

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