scholarly journals IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Lelly Puspitasari ◽  
Muchlis Muchlis
Keyword(s):  
Cooperative Learning ◽  
Research Design ◽  
Communication Skills ◽  
Communication Skill ◽  
Case Study Research ◽  
Learning Model ◽  
Research Data ◽  
Acid Base

The aim of this research is to description the implementation of cooperative learning model NHT, students activity and practice communication skills through material of acid base. The research design used is “One Shoot Case Study”. Research data obtained include (1) Implementation of cooperative learning model NHT to get a score at meetings 1, 2, and 3 of 3,86, 3,90, and 3,95 with very good category. (2) The percentage of students activities that are relevant is greater than the of activities that are irrelevant. (3) Communication skills of students who are trained obtain sufficient criteria on the quantity of questions with a percentage for three consecutive meetings of 25%; 44,44%; and 55,56% and the quantity of opinion students get a good assessment criteria of 41,67%; 61,11%; and 75%. On the quality of asking students get an excellent title for three consecutive meetings 8,33%; 11,11%; and 25% and the quality of opinion students of 5,56%; 25%; and 27,78%.

scholarly journals MELATIHKAN KETERAMPILAN KOMUNIKASI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA MATERI ASAM BASA

2020 ◽  
Vol 9 (3) ◽  
pp. 324-333
Author(s):  
Dea Sarah Tia ◽  
Muchlis Muchlis
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Positive Response ◽  
Learning Model ◽  
Research Data ◽  
Research Subjects ◽  
Asking Questions

Tujuan penelitian ini dibuat untuk mendeskripsikan keterlaksanaan model pembelajaran kooperatif tipeThink Pair Share (TPS), aktivitas peserta didik, keterampilan komunikasi yang berupa kualitas dankuantitas, ketuntasan hasil belajar dan respon dari peserta didik setelah diterapkannya modelpembelajaran kooperatif tipe TPS di SMAN 17 Surabaya. Desain penelitian yang digunakan adalah “OneShoot Case Study” dengan subyek penelitian yaitu peserta didik kelas XI IPA 1. Data hasil.penelitianmenunjukkan bahwa (1) Keterlaksanaan sintaks model pembelajaran kooperatif tipe (TPS) tiap pertemuanmemperoleh kategori sangat baik, dengan skor nilai rata-rata pertemuan 1, 2 dan 3 berturut-turut sebesar3,6; 3,75; dan 4. (2) Aktivitas peserta didik yang relevan rata-rata pertemuan 1, 2 dan 3 berturut-turutsebesar 98,12%; 99,17%; dan 99,3%. (3) Keterampilan komunikasi yang berupa kuantitas bertanya padapertemuan 1, 2 dan 3 berturut-turut persentasenya sebesar 28,1%; 50%; dan 56,2% dengan kriteria cukupbaik. Kuantitas berpendapat persentase 43,7%; 62,5%; dan 65,6% dengan kriteria cukup baik. Kualitasberpendapat dengan kriteria baik sebanyak 37,5%; 56,25%; dan 59,37%. Keterampilan komunikasi yangberupa kualitas bertanya, mendapat kriteria baik sebanyak 0%, 6,25%, dan 6,25%. (4) Peserta didikmengalami ketuntasan hasil belajar dengan mendapatkan persen ketuntasan 86,18%. (5) Hasil angketrespon peserta didik terhadap penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS)memperoleh hasil respon yang positif dengan persentase seluruh item ≥ 61%.Kata Kunci: Kooperatif Tipe Think Pair Share (TPS), Keterampilan Komunikasi, Asam Basa AbstractThe purpose of this study was made to describe the implementation of the Think Pair Share (TPS) type ofcooperative learning model, students' activities, communication skills in the form of quality and quantity,completeness of learning outcomes and responses of students after the application of the type ofcooperative learning model at SMAN 17 Surabaya. The research design used was "One Shoot CaseStudy" with research subjects namely students of class XI IPA 1. Research data shows that (1) The syntaxof the type of cooperative learning model (TPS) at each meeting obtained a very good category, withscores the average meeting 1, 2 and 3 in a row of 3.6; 3.75; and 4. (2) Activities of relevant studentsaveraging meetings 1, 2 and 3 respectively at 98.12%; 99.17%; and 99.3%. (3) Communication skills inthe form of quantity asking questions at meetings 1, 2 and 3 in a row the percentage is 28.1%; 50%; and56.2% with quite good criteria. Quantity holds the percentage of 43.7%; 62.5%; and 65.6% with quitegood criteria. Quality of opinion with good criteria as much as 37.5%; 56.25%; and 59.37%.Communication skills in the form of quality questions, get good criteria as much as 0%, 6.25%, and6.25%. (4) Students experience mastery of learning outcomes by getting 86.18%. (5) The results ofstudents' questionnaire responses to the application of the Think Pair Share (TPS) cooperative learningmodel obtained positive response results with the percentage of all items ≥ 61%.Key Words: Cooperative Learning, Think Pair Share Type (TPS), Communication Skills, Acid and Bases

scholarly journals P ENERAP AN MODEL P EMB ELAJARAN KOOP ERATIF TIP E TPS UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI PESERTA DIDIK PADA MATERI ASAM BASA

2020 ◽  
Vol 9 (3) ◽  
pp. 290-298
Author(s):  
Dea Sukma Hendrasari ◽  
Mitarlis Mitarlis
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Posttest Score ◽  
Student Response ◽  
Student Responses ◽  
Student Activities ◽  
Average Percentage

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe Think PairShare (TPS), aktivitas peserta didik, hasil belajar, keterampilan komunikasi, dan respon peserta didik.Desain penelitian yang digunakan adalah One Shoot Case Staudy dan One Group Pretest-Postetst Designdengan subyek penelitian peserta didik kelas XI MIA 6. Hasil dari penelitian yang telah dilakukansebagai berikut: (1) Keterlaksanaan pembelajaran menggunakan model kooperatif tipe TPS mendapatkanpersentase rata-rata secara berurutan pada pertemuan pertama sampai dengan ketiga sebesar 89,2%,92,9%, dan 97,9%, dengan kriteria sangat baik (2) Aktivitas relevan peserta didik selama tiga kalipertemmuan memperoleh persentase sebesar 94,82%, 96,87%, dan 97,52% (3) Hasil belajar secaraklasikal memperoleh persentase 100% dengan skor rata-rata posttest sebesar 85,17. Peningkatan hasilbelajar dengan kategori tinggi sebanyak 35 peserta didik dan kategori sedang satu peserta didik (4)Kuantitas komunikasi selama tiga kali pertemuan diantaranya bertanya memperoleh persentase 13,89%,19,44%, dan 25% dengan kategori kurang baik dan berpendapat memperoleh persentase 30,56%, 41,67%,dan 63,89% dengan kategori cukup baik. Kualitas komunikasi selama tiga pertemuan diantaranyabertanya dengan kategori cukup baik memperoleh persentase 25%, 50%, dan 25%. Kualitas berpendapatdengan kategori baik memperoleh peresentase 30,77%, 46,15%, dan 23% (5) Respon peserta didikmengenai pembelajaran dengan model pembelajaran kooperatif tipe TPS untuk melatihkan komunikasipeserta didik memperoleh persentase rata-rata 93,89% dengan kategori sangat baik.Kata kunci: TPS, Keterampilan komunikasi. AbstractThie aims of the research are to describe the implementation of cooperative learning model, Think PairShare (TPS) type, student activities, learning outcomes, communication skills, and student response. Theresearch design was used one shoot case study with one group pretest-postetst design. The researchsubjects were students class XI MIA 6. The results of the research: (1) The implementation of cooperativelearning using TPS type obtain an average percentage sequentially at the first to third meetingrespectively 89.2%, 92.9%, and 97.9%, on very good criteria (2) The relevant activities of students duringthe three meetings obtains a percentage of 94.82%, 96.87%, and 97.52% (3) Classical learning outcomesobtain a percentage of 100% with an average posttest score of 85.17. Increasing of learning outcomeswith a high category of 35 students and the medium category of one student (4) Quantity ofcommunication during three meetings including questions communication skills obtaining a percentage of13.89%, 19.44%, and 25% with the category of unfavorable, and the quantity of opinion obtains thepercentage of 30.56%, 41.67%, and 63.89% with a fairly good category. The quality of communicationduring three meetings including question in fairly good category obtains a percentage 25%, 50%, and25%. The quality of opinion in good category obtaining a precentage of 30,77%, 46,15%, and 23% (5)Student responses regarding learning with the type of cooperative learning model TPS to train students'communication obtaining an average percentage of 93.89% on very good category.Keywords: TPS, Communication skills

Pattern of Interaction in Online Cooperative Learning: An Analysis of Communication Perspective

2015 ◽  
Vol 74 (1) ◽  
Author(s):  
Ahmad Muhaimin Mohamad ◽  
Farahwahida Mohd. Yusof ◽  
Baharuddin Aris
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Structural Design ◽  
Communication Skill ◽  
Web Applications ◽  
Generic Skills ◽  
Learning Platform ◽  
Data Collection Instrument ◽  
Quasi Experimental

Communication is one of the generic skills needed by students in preparation for the career path. Cooperative learning supported by web applications has been identified as a strategy that can help students to improve their communication skills. The aim of this study is to identify pattern of interaction in an online cooperative learning (OCoL) that helps the communication skill aspect among students. A Learning Management System which is modified based on the principles of cooperative learning with the learning structure in accordance to the method of investigation group has been developed as a learning platform. It also serves as a data collection instrument. A group of 15 students were randomly selected to carry out six OCoL sessions which implemented using counterbalanced group quasi-experimental design. The results of quantitative and qualitative analysis of the log data showed two patterns of students interaction i.e. structured and unstructured pattern. The differences in pattern of interaction also influence students’ focus on using interaction tools and the quality of discussion produced. The results of this study have implications for the structural design of OCoL that can assist students in  communication aspect.

scholarly journals Perbedaan Keterampilan Komunikasi Melalui Model Pembelajaran Kooperatif Tipe Pair Check Dengan Berkirim Salam Dan Soal

2021 ◽  
Vol 11 (2) ◽  
pp. 199
Author(s):  
Vella Anggresta ◽  
Rendika Vhalery
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Experimental Research ◽  
Communication Skill ◽  
Learning Model ◽  
Final Test ◽  
Communicative Skills

The changes of curriculum affect all learning aspects including students. It changes the students’ communication skill, and it can be a problem. To overcome that problem, cooperative learning model is considered to be a solution because this model has many types of strategies such as think pair share (TPS) and send greetings and questions (SGQ). The aims of this study were to investigate the effect of TPS and SGQ implementation toward students’ communicative skills, and to find out the differences of students’ communication skill after learning through TPS and SGQ. This study was a comparative and experimental research. The population was students of Indraprasta University into two classes:1st class consisted of 20 students and the 2nd class consisted of 24 students. The data were attained by using questionnaire for communication skills, observation sheet for the implementation of TPS and SGQ cooperative learning model, and documentation for mid and final test. The result showed that (1) there was a significant effect of TPS implementation toward students’ communication skills; (2) there was a significant effect of SGQ implementation toward students’ communication skills; and (3) there was no difference of students’ communication skills between the implementation of TPS and SGQ cooperative learning model.

Qualitative Case Study Research Design

2015 ◽  
Vol 25 (1) ◽  
pp. 39-45 ◽  
Author(s):  
Jennifer Tetnowski
Keyword(s):  
Research Design ◽  
Real World ◽  
Qualitative Case Study ◽  
Case Study Research ◽  
Study Research

Qualitative case study research can be a valuable tool for answering complex, real-world questions. This method is often misunderstood or neglected due to a lack of understanding by researchers and reviewers. This tutorial defines the characteristics of qualitative case study research and its application to a broader understanding of stuttering that cannot be defined through other methodologies. This article will describe ways that data can be collected and analyzed.

MENINGKATKAN KEMAMPUAN KOMUNIKASI MELALUI PEMBELAJARAN KOOPERATIF TIPE TARI BAMBU

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Idham Kholid ◽  
Dede Rohaniawati
Keyword(s):  
Cooperative Learning ◽  
Primary School ◽  
Communication Skill ◽  
Learning Model ◽  
Skill Assessment ◽  
Fifth Grade Students ◽  
Grade 5 ◽  
Teachers And Students ◽  
And Performance ◽  
Research Students

This research was conducted with the aim to know the application of cooperative learning model of bamboo dance type in learning social studies in every cycle and to know the improvement of student communication skill in every cycle. The method used in this research is classroom action research. Students who made the object of this study is the fifth-grade students of Islamic primary school AlMuawwanah in Subang District West Java Indonesia, which amounted to 30 consisted of 21 men and 9 women. The data collection techniques using teacher and student observation sheets and performance assessment sheets. The results of this study showed that the application of cooperative learning model of bamboo dance type can improve students' communication skills. The result of precycle student communication skill assessment is 42,83%. In the first cycle increased by 56.83% and more increased in cycle II reached 66.67%. The highest achievement occurred in the third cycle of 86.17%. This study shows that communication skill of grade 5 students of Islamic primary school in Al-Muawwanah has increased during the implementation of cooperative learning model of bamboo dance type in each cycle. The activities of teachers and students in the learning process also increased in every cyle.

Intersecting Mixed Methods and Case Study Research: Design Possibilities and Challenges

2018 ◽  
Vol 10 (1) ◽  
pp. 14-29 ◽  
Author(s):  
Vicki L. Plano Clark ◽  
◽  
Lori A. Foote ◽  
Janet B. Walton ◽  
◽  
...  
Keyword(s):  
Mixed Methods ◽  
Research Design ◽  
Case Study Research ◽  
Study Research

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

MODIFIKASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lea Christy Restu Kinasih ◽  
Dewi Fatimah ◽  
Veranica Julianti
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Model ◽  
Learning Models ◽  
Classroom Learning ◽  
Quality Of Learning ◽  
The Given

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

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