Application of Cooperative Learning Type Stad and Hands on Activity to Student Achievement and Learning Activities

This study examined the impact of cooperative learning activities on student achievement and attitudes in large-enrollment (>250) introductory biology classes. We found that students taught using a cooperative learning approach showed greater improvement in their knowledge of course material compared with students taught using a traditional lecture format. In addition, students viewed cooperative learning activities highly favorably. These findings suggest that encouraging students to work in small groups and improving feedback between the instructor and the students can help to improve student outcomes even in very large classes. These results should be viewed cautiously, however, until this experiment can be replicated with additional faculty. Strategies for potentially improving the impact of cooperative learning on student achievement in large courses are discussed.

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MODEL PEMBELAJARAN KOOPERATIF QUESTION STUDENT HAVE (QSH) UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR SISWA KELAS XI SMAN 5 PEKANBARU

Jurnal Pendidikan Kimia Universitas Riau ◽

10.33578/jpk-unri.v1i1.3295 ◽

2016 ◽

Vol 1 (1) ◽

pp. 42

Author(s):

Chadmelia Igga Mustika ◽

Erviyenni ' ◽

Maria Erna

Keyword(s):

Student Achievement ◽

Data Collection ◽

Cooperative Learning ◽

Solubility Product ◽

Learning Model ◽

Learning Activities ◽

Learning Models ◽

Cooperative Model ◽

Improve Student Achievement ◽

The Subject

The implementation of cooperative learning model Question Student Have been implemented in Class XI SMAN 5 Pekanbaru aims to increase the activity and student achievement on the subject of the solubility and solubility product. This study is experimental with pretest-posttest design. The research sample consisted of grade XI IPA 4 as an experiment and as a class XI IPA 6 controls were randomly selected from two classes homogeneous. Applied experimental class of cooperative learning model Question Student Have whereas the control class without the application of the cooperative model Question Student Have. Data collection techniques use the observation sheet and test Based on observations of classroom learning activities has conducted experiments during the process of learning activities in accordance with the model applied and obtained tcount > t table (2.258> 1.67) means the implementation of cooperative learning models Question Student Have can improve student achievement on the subject of solubility and product solubility in class XI SMA 5 Pekanbaru, with an increase of 6.53%.Keywords: cooperative Question Student Have, activity and Learning Achievemen

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PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE NHT TERHADAP AKTIVITAS BELAJAR DAN PRESTASI BELAJAR TEKNIK DASAR PASSING SEPAK BOLA KELAS XI SMA NEGERI 1 BANGLI

Jurnal Teknologi Pembelajaran Indonesia ◽

10.23887/jtpi.v8i3.2255 ◽

2018 ◽

Vol 8 (3) ◽

Author(s):

MADE ARDY KUSUMA WARDANA . ◽

PROF. DR. I WAYAN SANTYASA, M.Si. . ◽

DR. I MADE TEGEH, S.Pd.,M.Pd .

Keyword(s):

Student Achievement ◽

Cooperative Learning ◽

Random Sampling ◽

Learning Model ◽

Learning Activities ◽

Control Group ◽

Learning Models ◽

Control Group Design ◽

Learning Achievement ◽

Group Design

Tujuan penelitian ini adalah mendeskripsikan perbedaan aktivitas belajar dan prestasi belajar teknik dasar passing sepak bola antara siswa yang belajar dengan model pembelajaran kooperatif tipe NHT dan model pembelajaran konvensional. Penelitian ini menggunakan rancangan eksperimen pretest- posttest control group design. Penelitian ini menggunakan teknik group random sampling serta teknik analisis deskriptif dan analisis multivariat MANCOVA. Hasil penelitian diperoleh terdapat perbedaan aktivitas dan prestasi belajar secara bersama-sama antara siswa yang belajar dengan model pembelajaran kooperatif tipe NHT dan model pembelajaran konvensional. Terdapat perbedaan aktivitas belajar teknik dasar passing sepak bola antara siswa yang belajar dengan model pembelajaran kooperatif tipe NHT dan model pembelajaran konvensional. Kecenderungan aktifitas belajar siswa kelompok NHT Kooperatif dapat dikategorikan tinggi. Kecenderungan aktifitas belajar siswa kelompok control dapat dikategorikan cukup. Terdapat perbedaan prestasi belajar teknik dasar passing sepak bola antara siswa yang belajar dengan model pembelajaran kooperatif tipe NHT dan model pembelajaran konvensional. Kecenderungan prestasi belajar siswa kelompok NHT kooperatif dapat dikategorikan tinggi. Kecenderungan prestasi belajar siswa kelompok konvensional dapat dikategorikan cukup.Kata Kunci : model pembelajarankooperatif tipeNHT, aktivitas belajar, prestasi belajar, teknik dasar passing sepak bola. The purpose of this study is to describe differences in learning activities and achievements learned the basic techniques of passing football between students learning with cooperative learning model NHT type and conventional learning models. This research uses experimental design pretest-posttest control group design. This research uses random sampling techniques and engineering group descriptive analysis and multivariate analysis MANCOVA. The results were obtained there are differences in activity and learning achievement together between students learning with cooperative learning model NHT type and conventional learning models. There are differences in the activity of learning the basic techniques of passing football between students learning with cooperative learning model NHT type and conventional learning models. The tendency of students' learning activities NHT cooperative group can be categorized as high. The tendency of student learning activities can be categorized enough control group. There are differences in learning achievement of the basic techniques of passing football between students learning with cooperative learning model NHT type and conventional learning models. The tendency of student achievement NHT cooperative groups can be categorized as high. The tendency of student achievement can be considered quite conventional group.keyword : cooperative learning model NHT, the basic techniques of passing football.

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Penerapan Model Discvery Learning pada Materi Ikatan Kimia untuk Meningkatkan Aktifitas dan Prestasi Belajar Peserta Didik di kelas X TP-D SMK Negeri 5 Banjarmasin oleh : Budi Harso

10.31219/osf.io/58hbx ◽

2021 ◽

Author(s):

Jurnal Julak

Keyword(s):

Student Achievement ◽

Cooperative Learning ◽

Learning Outcomes ◽

Learning Process ◽

Learning Model ◽

Discovery Learning ◽

Learning Activities ◽

Learning Activity ◽

A Value ◽

Improve Student Achievement

This study aims to answer the problem, first how the activities of students in following the learning process using the discovery learning, Second, how do teachers apply the cooperative learning model type discovery learning to improve student achievement. And third, whether the discovery learning model can improve student achievement in Class X TP-D of SMK Negeri 5 Banjarmasin.Discovery learning emphasizes the discovery of previously unknown concepts or principles, problems faced by students, such as problems engineered by the teacher. Whereas in inquiry the problem is not the result of engineering, so students must exert all their minds and skills to get findings in the problem through the research process.This research is Classroom Action Research (CAR) carried out in 2 cycles, each cycle consists of 3 meetings, 2 meetings are allocated for the learning process and 1 meeting for the final meeting of the cycle. The results showed that in Cycle I, the learning activity score was 36.84%. The discovery learning model had good and very good criteria. And the learning outcomes of students who have good and very good category scores are 4 people (21.05%) while from the minimum completeness criteria there are 12 people who have a value of <70 (63.16%). While in Cycle 2, the score of learning activities increased to 85.2%, including very good criteria. While the learning outcomes of students who have good and very good category scores are 15 people (73.68%) while from the minimum completeness criteria there are 17 people who have a value of > 70 (89.50%).

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PENINGKATAN HASIL BELAJAR MELALUI METODE COOPERATIVE LEARNING PADA MATA PELAJARAN MATEMATIKA KELAS IV SD N 2 SINAR OGAN

Jurnal Manajemen Pendidikan Islam Al-Idarah ◽

10.54892/jmpialidarah.v1i1.6 ◽

2020 ◽

Vol 1 (1) ◽

pp. 31-38

Author(s):

Ponidi

Keyword(s):

Student Achievement ◽

Action Research ◽

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Fourth Grade ◽

Student Learning Outcomes ◽

Learning Activities ◽

Improve Student Achievement ◽

Improve Student Learning

Abstrak Berdasarkan kenyataan bahwa rendahnya hasil belajar siswa maka penulis mengadakan penelitian tindakan kelas dengan maksud untuk meningkatkan hasil belajar siswa. Berkolaborasi bersama teman sejawat penulis mencoba menggunakan model belajar cooperative learning dalam pembelajaran yang dilaksanakan pada siklus I, siklus II, untuk meningkatkan prestasi belajar siswa kelas IV SD N 2 Sinar Ogan Kecamatan Tanjungbintang Kabupaten Lampung Selatan. Rencana perbaikan pembelajaran melalui penelitian ini ternyata dengan menggunakan model belajar coopertive learning dapat meningkatkan hasil belajar siswa. Dari hasil evaluasi dapat terlihat kenaikan prosentase hasil belajar siswa yang dapat mencapai KKM dengan perolehan hasil prosentase pada prasiklus 32,15%, siklus I 42,86%, siklus II 89,28% . Dengan demikian penulis merasa perlu untuk menguasai dan menggunakan berbagai model belajar dalam setiap kegiatan belajar di Sekolah. Abstract Based on the fact that the low level of student learning outcomes, the authors conduct action research with a view to improve student learning outcomes. In collaboration with colleagues authors try to use cooperative learning model of learning in the learning carried out in the first cycle, the second cycle, to improve student achievement fourth grade N 2 Sinar Ogan Tanjung bintang District of South Lampung regency. Plans for improving learning through this research turned out by using the model of learning coopertive learning can improve student learning outcomes. From the evaluation results can be seen increase in the percentage of student learning outcomes that can be reached KKM with the acquisition results in prasiklus percentage of 32.15%, 42.86% the first cycle, second cycle 89.28%. Thus the author felt the need to master and use different models of learning in every learning activities in schools. Kata kunci: Hasil Belajar, cooperative learning, Metode.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF DENGAN PENDEKATAN AIR (AUDITORY, INTELLECTUALY, REPETITION) PADA MATERI POKOK FUNGSI UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR SISWA KELAS VIIIA SMPN 18 MATARAM TAHUN AJARAN 2010/2011

JURNAL PIJAR MIPA ◽

10.29303/jpm.v7i1.92 ◽

2012 ◽

Vol 7 (1) ◽

Author(s):

Tania Megasari ◽

Sripatmi Sripatmi ◽

Nani Kurniati

Keyword(s):

Student Achievement ◽

Student Learning ◽

Research Result ◽

Activity Level ◽

Learning Activities ◽

Average Score ◽

Learning Problem ◽

Student Activities ◽

Teaching Research ◽

Student Achievement And Learning

Abstrak. Berdasarkan pengalaman saat melaksanakan PPL di SMPN 18 Mataram, aktivitas belajar siswa sangat rendah dan berdampak pada rendahya prestasi belajar matematika. Hal ini dikarenakan pembelajaran di kelas berpusat pada guru dan siswa hanya menerima informasi saja. Siswa aktif bermain namun pasif dalam kegiatan belajar. Guna mengatasi permasalahan tersebut, dicoba penerapan model pembelajaran kooperatif dengan pendekatan AIR (Auditory, Intellectualy, Repetition). Tujuan penelitian ini adalah meningkatkan aktivitas dan prestasi belajar siswa kelas VIIIA SMPN 18 Mataram yang berjumlah 26 orang. Jenis penelitian ini adalah penelitian tindakan kelas yang dilakukan dalam 3 siklus. Indikator keberhasilan penelitian ini adalah aktivitas belajar siswa dikatakan meningkat apabila terjadi peningkatan skor aktivitas dari skor sebelumnya dan minimal berkategori tinggi, prestasi belajar dikatakan meningkat apabila terjadi peningkatan nilai rata – rata siswa dari nilai rata – rata sebelumnya dan minimal mencapai nilai 55. Hasil penelitian menunjukan aktivitas dan prestasi belajar siswa mengalami peningkatan. Skor aktivitas siswa untuk setiap pertemuan dari siklus I, II dan III berturut – turut yaitu 3,5; 6,2; 9,9; 8,0; 11,4; 12,6 dan pada siklus III aktivitas siswa berkategori sangat tinggi. Nilai rata – rata siswa pada siklus I, II, dan III berturut – turut yaitu 41,10; 54,42; 58,42. Dari hasil yang diperoleh, dapat disimpulkan bahwa penerapan model pembelajaran kooperatif dengan pendekatan AIR (Auditory, Intellectualy, Repetition) pada materi pokok Fungsi dapat meningkatkan aktivitas dan prestasi belajar siswa kelas VIIIA SMPN 18 Mataram tahun ajaran 2010/2011. Kata kunci : model pembelajaran kooperatif, pendekatan AIR, aktivitas, prestasi. Abstract. Mathematics learning achievement of SMPN 18 student is low caused a lack of student activities. These information obtained from observations at PPL activity in SMPN 18. Learning problem is learning centered teacher. Student was only received information from teacher. Auditory Intellectualy and repetition (AIR) opproach implemented to solve learning problem. This research pruposed to improve student achievement and learning activities of 26 students of 8th grater on SMPN 18. Teaching research was implemented in 3 cycles. Result indicators of teaching research implementation were improvement of student learning activities of student learning activities based on activity level, improvement of the average score, and minimum of result score is 55. Final research result is learning student has been improved. Student activities level is every cycle is 3,5; 6,2; 9,9; 8,0; 11,4; 12,6. The third cycle of student activities level is highest. Average score of learning result in cycles are 41,10; 54,42; 58,42. According to final research result, the AIR implementation improved student achievement and learning activities for 8th grater student of SMPN 18 in Function material. Those conditions were implemented on 2010/2011 session. Keyword: cooperative learning model, AIR approach, activity, achievement.

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Efforts To Improve Civics Education Learning Achievement Through Learning Method C Ooperatif Model Stad (Student Teams Achievement Division) In Class Student Of X Sm A Negeri 2 Sutera Year Lesson 2016

Jurnal Ilmiah Pendidikan Scholastic ◽

10.36057/jips.v1i2.252 ◽

2018 ◽

Vol 1 (2) ◽

pp. 97-107

Author(s):

Sofyan Sofyan

Keyword(s):

Student Achievement ◽

Action Research ◽

Active Learning ◽

Cooperative Learning ◽

Teaching And Learning ◽

Learning Activities ◽

Motivation To Learn ◽

Learning Method ◽

Learning Achievement ◽

The Third

Learning activities together can help stimulate active learning. Teaching and learning in the classroom is to stimulate active learning, but the ability to teach through small group collaborative activities will allow to promote active learning activities in a special way. What was discussed student with his friends and what it teaches students to his friends allows them to gain an understanding and mastery of subject matter. This study is based on the problem: (a) How can increase learning achievement Civics with the implementation of cooperative learning method STAD model? (B) How will the cooperative learning method on motivation to learn civics ?. While the purpose of this study was: (a) Want to know Civics increase learning achievement after the implementation of cooperative learning. (B) Want to know the effect of motivation to learn civics after the implementation of cooperative learning. (C) provide an overview of appropriate learning methods in an effort to improve student achievement and make students actively in learning activities. This study uses action research (action research) three rounds. each round consists of four stages: design, activity and observation, reflection, and refisi. Goal of this research is class X BC A Negeri 2 Sutera in the school year 20 16 /20 17 . Data obtained in the form of a formative test results, observation sheet teaching and learning activities. From the analysis we found that student achievement increased from the first cycle to the third cycle, the first cycle (68.42%), the second cycle (81.58%), the third cycle (94.74%). Conclusions from this research is cooperative learning methods can be a positive influence on students' motivation achievement and class X SM A Negeri 2 Sutera Year Lesson 20 16/2017 and this model can be used as an alternative civics lesson.

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MENINGKATKAN HASIL BELAJAR IPS DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE QUESTION STUDENT HAVE (QSH) PADA SISWA KELAS IV SDN SAGA V TANGERANG BANTEN

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v4i1.2720 ◽

2015 ◽

Vol 4 (1) ◽

pp. 21

Author(s):

Zerri Rahman Hakim

Keyword(s):

Action Research ◽

Cooperative Learning ◽

Social Studies ◽

Learning Outcomes ◽

Fourth Grade ◽

Learning Model ◽

Learning Activities ◽

Fourth Grade Students ◽

Planning Implementation ◽

Classroom Action Research

The objectives of this research were to determine: 1) Students’ learning activities in social studies after using Question Student Have (QSH) in Cooperative Learning Model, 2) Students’ learning outcomes in social studies after using Question Student Have (QSH) in Cooperative Learning Model. The method used in this research is Classroom Action Research (CAR) with Stephen Kemmis and Mc. Taggart Model which consists of four stages, namely planning, implementation, observation and reflection. This study was conducted by the researcher in two cycles. Instruments used in this research are observational sheet, interview, and test in the last cycle. From the analysis of the data, the researcher found that there is an improvement in students’ learning outcomes. On the basic value, there was only 43,33% students who achieve the learning mastery. In the first cycle, the students who achieve the learning mastery were increased, it was about 30% from the basic value, it reached 73,33%. On the second cycle, the student who achieve the learning mastery were increased about 26,70% from the first cycle, become 100%. The same thing also happened to the students' learning activities. In the first cycle, students’ learning activities is 71,42% and on the second cycle, students’ learning activities were incrased about 21,43% from the first cycle, become 92,85%. Based on the analysis of data of this study it can be concluded that the use of Question Student Have (QSH) in Cooperative Learning Model can improve students’ learning outcomes and learning activities fourth grade students of SDN Saga V in social studies.Keywords: social studies learning outcomes, cooperative learning QSH type.

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PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NHT UNTUK MENINGKATKAN HASIL BELAJAR PKN SISWA KELAS V SD NEGERI 018 UKUI 1 KECAMATAN UKUI

Primary: Jurnal Pendidikan Guru Sekolah Dasar ◽

10.33578/jpfkip.v5i3.3944 ◽

2017 ◽

Vol 5 (3) ◽

pp. 591

Author(s):

Narko '

Keyword(s):

Cooperative Learning ◽

Student Learning ◽

Learning Outcomes ◽

Civic Education ◽

Preliminary Data ◽

Primary Schools ◽

Student Learning Outcomes ◽

Learning Model ◽

Learning Activities

This research was motivated by lack of civics student learning outcomes. Low learningoutcomes are caused by: (a) students do not really follow civics and they talk to each othersawaktu teacher explains the lesson; (B) students are not active in learning; (C) if the teacherasking questions, very few students who answered; and (d) very few students were askedabout the learning that has not been understood, in addition to the learning activities in theclassroom dominated by teachers and children are much more powerful. This study aims toimprove learning outcomes civics through cooperative learning model NHT. This study is aclass action, which was conducted in 018 primary schools Ukui 1 Subdistrict Ukui. This studyfocused on students' learning outcomes data civics. Based on the results of the study revealedthat the civic education learning outcomes of students has increased. This is evidenced by:Improved student learning outcomes at the preliminary data the number of students who passare 15 students (50%), increasing in the first cycle increased to 26 students (87%) and incycle II further increased up to 27 students (90 %).

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