scholarly journals Development of Physics Teaching Instruments Belong to Cooperative Group Investigation Model to Improve Students’ Self-Efficacy and Learning Achievement

2018 ◽  
Vol 7 (2) ◽  
pp. 1464
Author(s):  
Gusti Ayu Rai Tirta ◽  
Prabowo Prabowo ◽  
Sunu Kuntjoro
Keyword(s):  
Cooperative Learning ◽  
Self Efficacy ◽  
Lesson Plan ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Learning Activity ◽  
Physics Teaching ◽  
Learning Achievement ◽  
Model Type ◽  
Type Group

This study aims to produce physics teachinginstruments with cooperative learning model type group investigation to improve students self-efficacy and learning achievement. Development of teachinginstrumentsusing Kemp model. The experimental design uses a one-pretest-posttest design model with three time replications. Subjects in this study are teachinginstruments and students of class XI MIPA. This research was conducted at SMA Negeri 3 Singaraja-Bali in the academic year of 2017/2018. Data were collected using validation method, questionnaire, observation, questionnaire and test. Data analysis techniques used are qualitative descriptive analysis and parametric statistical analysis. The results showed that the developed teachingintruments were valid, practical, and effective.The validitywas indicated by the average scores in a good categoryforlesson plan, BAS, student worksheet, achievement test and self-efficacy questionnaire.The practicisibilitywas showed by: (a) a good implementation of the lesson plan, (b) student activity is in excellent category, (c) the readability of BAS and student worksheet are in moderate categories, and (d) the obstacles during the learning activities can be overcome.The effectiveness was indicated by: (a) students’ learning achievement has increased significantly; (b) students’ self-efficacy has increased significantly; and (c) students respond is positive to the learning instruments and learning activity.  In conclusion, physics learning instruments with cooperative learning model type group investigation can be used to improve students’ self-efficacy and learning achievement.

UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY PADA SISWA KELAS IV SD NEGERI 007 PUSARAN

2017 ◽  
Vol 1 (2) ◽  
pp. 264
Author(s):  
Sofian Sofian
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Positive Impact ◽  
Fourth Grade ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Method ◽  
Learning Achievement ◽  
Model Type ◽  
Fourth Grade Students

This research is motivated by low student learning activity on Civics lesson. In order to increase studentlearning activities need a model that is cooperative learning model type two stay two stray in fourth gradestudents SD Negeri 007 Pusaran. It aims to know the improvement of learning achievement of Civics after theimplementation of learning model of cooperative learning type TSTS in fourth grade students of SD Negeri 007Pusaran, knowing the influence of learning motivation of Civics after the implementation of learning withcooperative learning model type TSTS in fourth grade students of SD Negeri 007 Pusaran; provides an overviewof appropriate learning methods in an effort to improve student learning achievement and make students becomeactive in teaching and learning activities. This research was conducted in September of odd semester 2016/2017with object of 24 students. The results concluded that: (1) cooperative learning method type TSTS can improvethe quality of learning Civics; (2) cooperative learning method of TSTS type has positive impact in improvingstudents 'learning achievement which is marked by the improvement of students' learning mastery in every cycle,that is cycle I (54.17%), cycle II (91.67%); 3) TSTS type cooperative learning method can make students feelthemselves getting attention and opportunity to express opinions, ideas, ideas, and questions; 4) students canwork independently or in groups, and be able to account for individual or group tasks; and 5) the application ofcooperative learning method type TSTS have positive influence, that is can improve student's learningmotivation.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAI (TEAM ASSISTED INDIVIDUALIZATION) DENGAN TEKNIK TUTOR SEBAYA DALAM PEMBELAJARAN BIOLOGI SMA

2017 ◽  
Vol 4 (2) ◽  
pp. 525
Author(s):  
Khusnul Huda ◽  
Tjandra Kirana ◽  
Soetjipto Soetjipto
Keyword(s):  
Cooperative Learning ◽  
Lesson Plan ◽  
Score Test ◽  
Learning Outcome ◽  
Learning Model ◽  
Learning Activity ◽  
Model Type ◽  
Peer Tutor ◽  
Score Gain ◽  
Student Skill

The aimed of this study was to increase learning outcome, through the implementation of Cooperative Learning Model Type Team Assisted Individualization (TAI) with peer tutor technique on XI Science Grade of SMAN 1 Tenggarong.This Pre-Experimental study was conducted on two stages are, lesson plan preparation and learning implementation on the class.  This study used One Group Pretest Posttest Design. The data were collected from observation, test and questionnaire.  After the data were analyzed, the results showed that(1) The feasibility of lesson plan could be categorized as very good; (2) The highest of student activity was to fulfill the student worksheets (16.3%); (3) Student responses to learning activity classified as good.  Generally, the most favored of science process skills were explorate, associate and communicate; (4) Learning outcomes were: (a) for cognitive score, the proportion of score test was increased  from 0,27 (pretest) to 0,90 (posttest) with the highest of average gain score was 0,87; (b) the student  skill achievement was very good; (c)  the student attitude was good; (d)  the mastery of individually and classical student learning have increased. It can be conclude that the implementation of Cooperative Learning Model Type Team Assisted Individualization (TAI) with peer tutor technique is effective to increase learning outcome. Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa melalui penerapkan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI)  dengan teknik tutor sebaya pada siswa kelas XI IPA di SMAN 1 Tenggarong. Penelitian Pre Experiment ini dilaksanakan dalam dua tahap, yaitu persiapan perangkat pembelajaran dan pelaksanaan pembelajaran di kelas. Rancangan penelitian menggunakan One Group Pretest-Posttest. Pengambilan data dilakukan dengan observasi, tes, dan kuisioner. Data dianalisis secara deskriptif kualitpbl atif. Hasil penelitian menunjukkan (1)  keterlaksanaan  RPP sangat baik; (2) aktifitas siswa tertinggi adalah mengisi LKS (16.3%) ; (3) respon siswa pada kegiatan pembelajaran rata-rata baik. Keterampilan proses sains yang disenangi umumnya mengeksplorasi, mengasosiasi dan mengkomunikasikan; (4) hasil belajar : (a) pengetahuan mengalami peningkatan proporsi hasil test dari 0.27 pada pretest menjadi 0.90 pada posttest dengan rata-rata score gain kategori tinggi (0.87); (b) nilai keterampilan sangat baik (3.44); (c) nilai sikap baik (3.13); (d) ketuntasan individu dan klasikal mengalami kenaikan dari 0% menjadi 100%.  Simpulan dari penelitian ini adalah penerapan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI)  yang dipadukan dengan teknik tutor sebaya efektif dalam  meningkatkan hasil belajar siswa.

scholarly journals HASIL BELAJAR FISIKA MODEL PEMBELAJARAN LESSON STUDY DAN KOOPERATIF TYPE STAD SISWA MAN 1 KONAWE SELATAN

2018 ◽  
Vol 12 (2) ◽  
pp. 153
Author(s):  
Syafrial Syafrial
Keyword(s):  
Cooperative Learning ◽  
Experimental Research ◽  
Lesson Study ◽  
Lesson Plan ◽  
Learning Model ◽  
Average Score ◽  
Learning Achievement ◽  
Model Type ◽  
Significant Difference ◽  
Quasi Experimental

This study aims to know the students’ learning achievement after studying under Lesson Study learning model at MAN 1 Konawe Selatan, under cooperative learning model type STAD and to investigate the significant difference between Lesson Study learning model and cooperative learning model type STAD.  The subject of the study is the students of MAN 1 Konawe Selatan class XI IPA. This study is a quasi experimental research which means that it is not a real experimental research because it included the basic steps of experiment but exclude the control class. The result indicates that there is different students’ physics learning achievement between using Lesson Study learning model and coopertive learning model type STAD. The students learning under lesson study model obtained 87 as their average score, while those with cooperative model type STAD obtained 67.3. In other words, learning by lesson plan model contributes more positively to students’ learning achievement than STAD model. This indicates that there are differences in physiscs learning achievement between lesson study learning model and cooperative learning model type STAD at students class XI-Science MAN 1 South of Konawe

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IV SD NEGERI 56 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 9
Author(s):  
Erlisnawati ' ◽  
Hendri Marhadi
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Lesson Plan ◽  
Learning Model ◽  
Average Score ◽  
Student Work ◽  
Model Type ◽  
Type Group

The problem on this researchis is that low students’ achievement on social science in fourthgraderes at SD Negeri 56 Pekanbaru within average score 60 and clasical completenes 40%within minimal completenes criterion stated is 70. The purpose of this research is to improvestudents’ achievement on social science of the fourth graderes in SD Negeri 56 Pekanbaruwith the application of cooperative learning model type Group Investigation. This researchwas classroom action research consisting 2 cycles within 4 procedures: planning, doing,observing, and reflecting, and each cycle consists of three meetings. Instruments on thisresearch are sylabus, lesson plan, and student work sheet. Instruments for collecting data areobservation sheet and test. Data which was collected were learning outcomes and teacher’sactivities during the lessons. After impelentation of cooperatif learning model type GroupInvestigation it was abtained students’ outcomes in UH I within average 70,50 (improvedfrom basic score 17,50%) with classicall completeness 60%. The average score form UH IIwas 80,83 (improved 34,72%) with classicall completeness 81,82%. Teacher activities resultsin the first meeting of the first cycle was 59,38% (fair category), 71,88% (good category) forthe second meeting in cycle I. Meanwhile in the first meeting of the second cycle was 84,38%(very good category), 90,63% (very good category) for second meeting in cycle II. Students’activity in the first meeting of the cycle I was 56,25% 9fair category), 65,63% (goodcategory) ) for the second meeting in cycle I. And then in the first meeting of the secondcycle was 81,25% (very good category), 87,50% (very good category) for second meeting incycle II. Based on this result it can be concluded that the implementation of cooperatiflearning model type Group Investigation can social science in fourth graderes at SD Negeri56 Pekanbaru.Keywords: Cooperatif Group Investigation, Students Achievement the Result Of SocialStudies

PENINGKATAN HASIL BELAJAR MAHASISWA PADA MATA KULIAH MANAJEMEN KELAS DENGAN PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE GROUP INVESTIGATION PROGRAM STUDI PENDIDIKAN GURU SEKOLAH DASAR UNIVERSITAS RIAU

2016 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Hendri Marhadi ◽  
Erlisnawati '
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Model ◽  
Model Type ◽  
Type Group ◽  
Average Value ◽  
Classroom Action Research

Problem in this research was students achievement still low with average value 64,13. The purpose of this research was to improve the students’ achievement of in Management Class with the implementation of cooperative learning model type group investigation. This research was an classroom action research with two cycles in third semester 2014/2015. After implementation of cooperative learning model type group investigation, students’ achievement average on UH I with average 70,28 improved 9,6%. Students’ achievement on UH II was average 78,15 that improved 21,9%. Teacher’s activities with the implementation of cooperative learning model type group investigation in first meeting of first cycle was 62,5& (good category), and second meeting 78% (good category) in second meeting that improved 12,5 point. At second cycle, teacher’s activities in first meeting was 87,5% (verygood category) that improved 9,38 point from second meeting of first cycle. In second meeting was 93,8% (verygood category) which improved 6,3 point. Students’ activities in first meeting of first cycle was 65,6% (good category), and meeting second 75% (good category) in second meeting that improved 9,4 point. At second cycle, students’ activities in first meeting was 81% (very good category) that improved 6 point from second meeting of first cycle. Second meeting cycle second 90,6% (verygood category) in second meeting, which improved 9,6 point. Implementation of cooperative learning model type group investigation can improved students’ achievement in management class.Keywords: cooperatif group investigation, students achievement

scholarly journals Meningkatkan Hasil Belajar Siswa Kelas XI IPA-1 SMA Negeri 1 Jorong Melalui Pembelajaran Kooperatif Tipe Somatic Auditory Visual And Intellectual Pada Pokok Bahasan Impuls Dan Momentum

2013 ◽  
Vol 1 (2) ◽  
pp. 159
Author(s):  
Dewi Dewantara ◽  
M. Arifuddin Jamal ◽  
Syubhan An'nur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Learning Model ◽  
Model Type ◽  
Classroom Action Research ◽  
Evaluation Sheet ◽  
Observation Results

The low of student’s achievements were indicated because the students were not active and the teacher’s lack of skill. This condition needs a further research in order to improve the student’s achievement through cooperative learning type SAVI in impulse and momentum subject. The specific purposes of this research are to describe: 1) teacher’s skill, 2) the student’s achievements; 3) the students’ participation in the classroom; and 4) the students’ responses. These research were classroom action research that consists of 3 cycles. The instruments were used Lesson Plan, Worksheet, Evaluation Sheet, affective scoring sheet, teacher’s skill and student’s participation observation sheet, and the students’ response observation sheet. The data were acquired by the observation results, questionnaire, and documentation. The results of this research were: 1) The teacher’s skill was improved from 99.21% to 96% and 99.28%; 2) the students’ achievements including cognitive and affective aspects were improved from 81.46% to 88.1%, and 90.96%; 3) The participation of students in teaching and learning process were also increased from 63.67% to 84.43%, and 85.5% in cycle III, 4) the students’ responses during teaching and learning process were very good. According to the results, it can be concluded that the achievements of XI IPA-1 students of SMA Negeri 1 Jorong in learning impulse and momentum were improved after the treatment of cooperative learning model type SAVI.

PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER (NHT) UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR BIOLOGI KELAS VII-1 SMPN 25 PEKANBARU

2015 ◽  
Vol 4 (2) ◽  
pp. 98
Author(s):  
Suparmi '
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Model ◽  
Classroom Discussion ◽  
Learning Activity ◽  
Type Number ◽  
Model Type ◽  
Biology Learning ◽  
Average Students ◽  
Biology Process

This research focuses on an effort to look improvement of activities and a biology subject result as an effect of implemention of Numbered Head Together (NHT) in learning. This research was done at SMP N 25 Pekanbaru on biology subject, with subject was 40 students of class VII-1, 19 females and 21 males. After this research has been done, the average students’ activities increased on activity of listening teacher’s explanation from 90% in the first cycle into 94 % in the second cycle. Then it was a proof that learning biology process with using Cooperatif Learning Model Type Number Heads Together can increase students’ participantion in learning process on classroom discussion. Meanwhile, students’ result on Biology learning, Animal Classification, in class VII-1 on SMPN 25 Pekanbaru using Cooperative Learning Model Type Numbered Heads Together increased from first to second cycle. In can be seen from thoroughness percentage of students who achieved above school standar, KKM, namely 27 person (68%) on the first cycle and 34 person (85%) on the second cycle, or it increased 17%.Keywords: numbered heads together, learning activity, learning result.

scholarly journals MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW BERBASIS ALGEBRATOR

2019 ◽  
Vol 8 (2) ◽  
Author(s):  
Eline Yanty Putri Nasution ◽  
Farida Hanum Lubis
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activity ◽  
Model Type ◽  
The Third ◽  
Activity Scale ◽  
Very High

  Abstrak. Penelitian ini merupakan penelitian tindakan kelas dengan 3 siklus sebagai kolaborasi penelitian antara dosen pendidikan matematika dengan guru matematika. Tujuan penelitian ini adalah menelaah model pembelajaran kooperatif tipe jigsaw berbasis Algebrator untuk meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran matematika. Pelenitian ini dilaksanakan pada salah satu sekolah menengah pertama dimana 215 orang siswa kelas delapan sebagai populasi, dan 21 orang siswa sebagai sampel penelitian. Penelitian ini menggunakan 8 buah instrumen baik tes maupun non-tes yang terlebih dahulu diuji coba validitasnya, yaitu: tes hasil belajar siswa I dengan nilai reliabilitas 0,80 (tinggi), tes hasil belajar siswa II dengan nilai reliabilitas 0,76 (tinggi), tes hasil belajar siswa III dengan nilai reliabilitas 0,81 (tinggi), skala aktivitas belajar siswa I dengan nilai reliabilitas 0,844 (sangat tinggi), skala aktivitas belajar siswa II dengan nilai reliabilitas 0,784 (tinggi), skala aktivitas belajar siswa III dengan nilai reliabilitas 0,878 (sangat tinggi), lembar observasi dan wawancara. Berdasarkan hasil analisis data, temuan dalam penelitian ini adalah: (1) rata-rata hasil belajar siswa pada siklus pertama adalah 65,62 (2) rata-rata hasil belajar siswa pada siklus kedua adalah 71,53 (3) rata-rata hasil belajar siswa pada siklus ketiga adalah 76 (4) rata-rata aktivitas belajar siswa pada siklus pertama adalah 41,29% (5) rata-rata aktivitas belajar siswa pada siklus kedua adalah 50,71% (6) rata-rata aktivitas belajar siswa pada siklus ketiga adalah 65,24% (7) lembar observasi dan wawancara menunjukkan bahwa siswa merasa senang dan tertarik terhadap pembelajaran matematika dengan menggunakan model pembelajaran kooperatif tipe jigsaw berbasis Algebrator. Kesimpulan dari penelitian ini adalah model pembelajaran kooperatif tipe jigsaw berbasis Algebrator dapat meningkatkan aktivitas dan hasil belajar siswa dalam pembelajaran matematika. Kata kunci: Jigsaw, Algebrator, Penelitian Tindakan Kelas, Aktivitas Belajar dan Hasil BelajarAbstract. This study was classroom action research with 3 cycles as the research collaboration between mathematics education lecturer and mathematics teacher. The purpose of this study was investigated cooperative learning model type jigsaw based on Algebrator to improve students activity and learning outcomes in mathematics learning. This study was implemented in one of the junior high school which 215 students of eighth grade as the population and 21 students as research sample. This study used 8 instruments not only test but also non-test that checked the validity first, that are: students learning outcomes test I with reability score at 0.80 (high), students learning outcomes test II with reability score at 0.76 (high), students learning outcomes test III with reability score at 0.81 (high), students learning activity scale I with reability score at 0.844 (very high), students learning activity scale II with reability score at 0.784 (high), students learning activity scale III with reability score at 0.878 (very high), observation sheet and interview. Based on the analysis of the data result, the finding of this study are: (1) the average of students’ learning outcomes at the first cycle is 65.62, (2) the average of students’ learning outcomes at the second cycle is 71.53, (3) the average of students’ learning outcomes at the third cycle is 76 (4) the average of students’ learning activity at the first cycle is 41.29%, (5) the average of students’ learning activity at the second cycle is 50.71%, (6) the average of students’ learning activity at the third cycle is 65.24% (7) observation and interview result indicate that students enjoyed and interested in mathematics learning using cooperative learning model type jigsaw based on Algebrator. The conclution is cooperative learning model type jigsaw based on Algebrator can improve students’ activity and learning outcomes in mathematics learning. Keywords: Jigsaw, Algebrator, Classroom Action Research, Learning Activity and Learning Outcomes

scholarly journals Peningkatan Hasil Belajar Bahasa Indonesia melalui Pendekatan Metode Inkuiri Model Kooperatif Tipe Make A Match Siswa Kelas V SD Negeri 008 Pulau Lancang

GERAM ◽  
2019 ◽  
Vol 7 (1) ◽  
pp. 33-42
Author(s):  
Raja Lesta
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Class Action ◽  
Fifth Grade ◽  
Learning Activity ◽  
Activity Data ◽  
Student Activities ◽  
Model Type

The purpose of class action research carried out to improve the activities and learning outcomes of Indonesian language subject by using the Inquiry Method cooperative learning model type make a match of the fifth grade at SDN 008 Pulau Lancang, Benai District, Kuantan Singingi District. To obtain the data, researcher used observation sheet to collect student activities that were fulfilled by the observer and test the learning outcomes given at the end of the cycle. Student learning activity data was analyzed by determining the number and percentage of students involved at each meeting. The improvement of learning outcomes can be seen from the number of students who completed at the end of the cycle. The results showed that the study of learning and student learning outcomes used improvement where in the initial data from 14 students only 2 people who achieved SKM after being implemented in the first cycle increased to 8 people (57.1%) and increased in the second cycle to 85.7 students who achieve completeness, so it increased by 28.6 % but there were still some students who had not yet achieved the SKM score. Overall, it can be concluded that inquiry into the cooperative learning model type make a match can improve learning outcomes Indonesian Language of the fifth grade at SDN 008 Pulau Lancang, Benai District, Kuantan Singingi District.

scholarly journals UPAYA MENINGKATKAN AKTIVITAS BELAJAR MATA PELAJARAN SISTEM REM DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW SISWA KELAS XI TEKNIK KENDARAAN RINGAN SMK TAMANSISWA JETIS YOGYAKARTA TAHUN PELAJARAN 2015/2016

TAMAN VOKASI ◽  
2017 ◽  
Vol 5 (1) ◽  
pp. 79
Author(s):  
Wisnu Kusuma Wardani ◽  
Samidjo Samidjo
Keyword(s):  
Cooperative Learning ◽  
Descriptive Analysis ◽  
Learning Model ◽  
Brake System ◽  
Learning Activity ◽  
Research Subject ◽  
Model Data ◽  
Analysis Technique ◽  
The Mean ◽  
Data Collection Technique

This study aimed to know the improvement of learning activity of brake system subject by using jigsaw cooperative learning model. The type of this study was a classroom action research. The research subject was the eleventh grade students of vocational school Tamansiswa Jetis Yogyakart consisted of 31 students. The research object was learning activity of brake system subject by using jigsaw cooperative learning model. Data collection technique used observation. The research instrument was the researcher. Data analysis technique used descriptive analysis and qualitative analysis. This result of the study shows that the use of jigsaw cooperative learning model could improve learning activity of brake system subject. The mean score of learning activity in pre cycle was 36/87% in the interval between 21% - 40% in low category, improved in cycle I 46.54% in the interval between 41% - 60% in enough category, and improved in cycle II became 89.86% in the interval between 81% - 100% in very active category

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