scholarly journals PENERAPAN METODE STUDENT TEAMS ACHIEVEMENT DIVISION SEBAGAI UPAYA MENINGKATKAN PRESTASI BELAJAR MATA PELAJARAN SISTEM PENGAPIAN

TAMAN VOKASI ◽  
2013 ◽  
Vol 1 (1) ◽  
Author(s):  
Novi Griya Legita ◽  
Suparmin Suparmin
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Learning Activities ◽  
Learning Method ◽  
Learning Achievement ◽  
Ignition System ◽  
Average Percentage ◽  
Student Teams ◽  
Improve Student Achievement ◽  
Method Student

The purpose of this study was to describe the learning process to improve student achievement SMK XI TKR Tamtama Kroya on subjects ignition system through the implementation of cooperative learning method Student Teams Achievement Division. The subjects of this research was student of class XI TKR 4 SMK Tamtama Kroya totaling 28 student. The objects of this research was learning activities and ignition system learning achievement. This was indicated by an increase in the result percentage average learning activities score of 35,1 % in the pre-action, whereas at the first cycle improves with average percentage 48,5%. In the second cycle improve to 66,35%. ignition system learning achievement of student also increased. At the beginning of the test the ability is60,36.in the first cycle the average result improves to 60,69%. In the second cycle the average result improves to 70,23.

scholarly journals UPAYA MENINGKATKAN PRESTASI BELAJAR PKn MELALUI METODE PEMBELAJARAN KOOPERATIF MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) PADA SISWA KELAS VI SDN REPOK SINTUNG

2017 ◽  
Vol 8 (1) ◽  
pp. 41
Author(s):  
FATMAWATI FATMAWATI
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Method ◽  
Learning Achievement ◽  
Student Teams ◽  
Improve Student Achievement ◽  
Classroom Action Research ◽  
Academic Year

Abstrak: Tujuan dari penelitian ini adalah ingin mengetahui peningkatan prestasi belajar PKn melalui penerapan pembelajaran kooperatif terhadap siswa kelas VI SDN Repok Sintung tahun pelajaran 2016/2017 dengan Penelitian Tindakan Kelas dalam tiga siklus, instrumen berupa tes formatif dan lembar observasi. Didapatkan bahwa prestasi belajar siswa mengalami peningkatan dari siklus I sampai siklus III, yaitu siklus I (68,42%), siklus II (81,58%), siklus III (94,74%). Sehingga disimpulkan metode pembelajaran kooperatif model STAD dapat meningkatkan prestasi belajar siswa kelas VI SDN Repok Sintung tahun pelajaran 2016/2017. Abstract: The purpose of this research is to know the improvement of learning achievement of Civics through the application of cooperative learning to grade 6 students of SDN Repok Sintung academic year 2016/2017 with Classroom Action Research in three cycles, instruments form formative test and observation sheet. It was found that students' learning achievement increased from cycle I to cycle III, ie cycle I (68,42%), cycle II (81,58%), cycle III (94,74%). So it is concluded cooperative learning method STAD model can improve student achievement of grade VI SDN Repok Sintung academic year 2016/2017

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP

2019 ◽  
pp. 45-59
Author(s):  
Four Marito Marbun
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Mathematical Concepts ◽  
Average Percentage ◽  
Average Value ◽  
Student Teams

The purpose of this study was to determine the effect of the cooperative Student Teams Achievement Devision (STAD) learning model on the ability to understand students 'mathematical concepts and students' responses to the STAD cooperative learning model type. This research method is a quasi experimental method. This research was conducted in State 2 Junior High School of Sorkam at the even semester of the 2016/2017 Academic Year. The sample of this study was class VIIIA as the experimental class and VIIIB as the control class. From the research data obtained a regression equation Y = 74,857 + 8.857X (there is a positive effect). The average value of students' understanding of mathematical concepts learned by the STAD cooperative learning model is 83,714, while the conventional learning model is 74,857. The coefficient of determination is 21.6%, meaning that 21.6% of the influence of the STAD type cooperative learning model on the ability to understand students' mathematical concepts. The results of the analysis of student responses were obtained (1) by 98.2% stating they were interested and the rest not; (2) amounting to 95.05% stating that there are benefits obtained and the rest not; (3) amounting to 86.78% stated that there were no obstacles experienced during the learning process and the rest stated there were; (4) 94.04% hoped the STAD type cooperative learning model was used in the learning process and the rest did not expect. So, it can be concluded that the student response is very positive because the average percentage of student approval responses to the STAD type cooperative learning model is ≥ 85%.

scholarly journals PENINGKATAN PRESTASI BELAJAR MELALUI MODEL PEMBELAJARAN YANG TEPAT PADA SEKOLAH DASAR SAMPAI PERGURUAN TINGGI

2017 ◽  
Vol 1 (01) ◽  
Author(s):  
Sri Lahir ◽  
Muhammad Hasan Ma’ruf ◽  
Muhammad Tho’in
Keyword(s):  
Student Achievement ◽  
Secondary Teachers ◽  
Role Playing ◽  
Learning Model ◽  
Learning Models ◽  
Learning Achievement ◽  
Student Teams ◽  
Improve Student Achievement ◽  
Method Student ◽  
Bahasa Indonesia

Abstrak Bahasa Indonesia : Banyak metode atau model pembelajaran yang dapat dilakukan oleh guru atau dosen dalam rangka meningkatkan prestasi belajar peserta didiknya. Tujuan dari penelitian ini adalah untuk melihat metode yang digunakan oleh guru atau dosen dalam meningkatkan prestasi belajar pasa sekolah dasar dan menengah (guru) sampai perguruan tinggi (dosen) . hasil penelitian menunjukkan ada lima metode atau model pembelajaran yang sering digunakan oleh guru atau dosen kepada peserta didiknya, yaitu metode Numbered Heads Together (NHT), metode Cooperative Script, metode Student Teams Achievement Divisions (STAD), model pembelajaran jigsaw, dan metode role playing. Dengan penerapan model yang sesuai dan tepat akan dapat meningkatkan prestasi belajar siswa atau mahasiswa dalam belajarnya.Kata Kunci: prestasi belajar, model pembelajaran, sekolah dasar sampai perguruan tinggi  Abstrak Bahasa Inggris :Many methods or learning models that can be done by teachers or lecturers in order to improve student achievement learners. The purpose of this study is to see the methods used by teachers or lecturers in improving learning achievement pasa elementary and secondary (teachers) to college (lecturer). the results of the study indicate that there are five methods or models of learning that are often used by teachers or lecturers to their students, the method of Numbered Heads Together (NHT), Cooperative Script method, Student Teams Achievement Divisions (STAD) method, jigsaw learning model, and role playing method . With the application of appropriate and appropriate model will be able to improve student achievement or student in learning. Keywords: learning achievement, learning model, elementary school until college

scholarly journals PENINGKATAN PRESTASI BELAJAR MATEMATIKA MELALUI METODE PEMBELAJARAN KOOPERATIF MODEL STAD (STUDENT TEAMS ACHIEVEMENT DIVISION)

2020 ◽  
Vol 12 (1) ◽  
pp. 51-62
Author(s):  
Suhari Suhari
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Design Activity ◽  
Learning Method ◽  
Learning Achievement ◽  
Student Teams ◽  
Improving Student Achievement ◽  
Positive Effect

The purpose of this research is (1) to describe the improvement of Mathematics learning achievement after the implementation of cooperative learning, (2) to describe the influence of learning motivation after applying cooperative learning, (3) to  give  an  accurate  learning  method  in  improving  student  achievement  and  make students active in teaching and learning activities. This research uses action research for three rounds. each round consists of four stages: design, activity and observation, reflection, and revision. From the analysis result, it is found that the students' learning achievement has improved from cycle I to cycle III, that is cycle I (68,42%), cycle II (81,58%), cycle III (94,74%). The conclusion of this research is cooperative learning method can have a positive effect on student achievement and motivation of IX class SMP Negeri 1 Paciran.

scholarly journals PELAKSANAAN TUGAS GURU DALAM MENINGKATKAN PRESTASI BELAJAR SISWA MELALUI BELAJAR KELOMPOK

2020 ◽  
Vol 17 (2) ◽  
Author(s):  
Khoirul Anwar
Keyword(s):  
Student Achievement ◽  
Student Learning ◽  
Teaching And Learning ◽  
Group Learning ◽  
Learning Activities ◽  
Study Group ◽  
Learning Method ◽  
Learning Achievement ◽  
Learning Groups ◽  
Improve Student Achievement

Abstract: The main problem in this research is how a teacher can improve student achievement. There are many ways to improve student achievement, including group study. Group learning here is learning carried out by more than one person in group learning. By learning groups of students can work together and exchange ideas between one student and another. so that students who are weak will be helped by students who have more advantages in learning. Student learning achievement is the result achieved by students after carrying out teaching and learning activities. In teaching and learning activities, there are many methods used to improve student achievement. In this research, the method used is the group learning method

scholarly journals Peningkatan Hasil Belajar PPKn melalui Penerapan Model Pembelajaran Kooperatif Tipe STAD pada Kelas IX.1 SMPN 1 Keruak

AS-SABIQUN ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 89-98
Author(s):  
Asri Nurhayani
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Active Role ◽  
Learning Model ◽  
Learning Activities ◽  
Average Value ◽  
Student Teams ◽  
Improve Student Achievement ◽  
Classroom Action Research

This study aims to determine the increase in PPKN learning outcomes through the application of the STAD type of cooperative learning model for class IX.I students of SMP Negeri 1 Keruak in 2019/2020 Academic Year. This Classroom Action Research is carried out by applying the STAD (Student Teams Achievement Divisions) Cooperative Learning Model in order to improve the quality of the learning process that helps teachers carry out PPKN learning activities taught by means of maximizing the active role of students especially the knowledge they have and how they are applied in daily life -day. This Classroom Action Research (CAR) was conducted in 2 cycles, and the results of the actions that have been carried out are proven to be able to improve student achievement both in terms of completeness of student learning, namely in cycle I by 67%, can be increased to 90% in cycle II or in terms of the average value of the evaluation results in the first cycle of 70.7 to 76.5 in the second cycle, this means there is an increase of 23%. From the results of this classroom action research also showed an increase in the level of student learning activities from 2.83 Active Enough categories in the first cycle to 4.01 Active categories, meaning there was an increase of 1.18.

scholarly journals PENINGKATAN PRESTASI BELAJAR IPA FISIKA DENGAN MENERAPKAN PEMBELAJARAN TUNTAS (MASTERY LEARNING) KELAS XI-TKJ SMK NEGERI 1 NARMADA KABUPATEN LOMBOK BARAT TAHUN PELAJARAN 2019-2020

2021 ◽  
Vol 7 (2) ◽  
pp. 438
Author(s):  
H. M. Yusuf AS ◽  
Munawir Munawir ◽  
Lalu Syaifulbakhry
Keyword(s):  
Student Achievement ◽  
Learning Process ◽  
Science Learning ◽  
Mastery Learning ◽  
Learning Activities ◽  
Learning Science ◽  
Learning Approach ◽  
Learning Achievement ◽  
Improve Student Achievement ◽  
Passive Attitude

ABSTRAKPrestasi belajar adalah hasil atau akibat dari kegiatan belajar.Untuk mengetahui tentang prestasi belajar perlu dijelaskan tentang hakekat belajar.Belajar merupakan suatu proses yang dilakukan seseorang untuk memperoleh suatu perubahan tingkah laku yang baru secara keseluruhan,sebagai hasil pengalaman ( Slameto,1991).Dimana perubahan itu bersifat kontinyu dan fungsional,terjadi secara sadar,bersifat positif dan aktif,bukan bersifat sementara,bertujuan atau terarah,dan mencakup seluruh aspek tingkah laku yang selanjutnya dinamakan prestasi belajar. Prestasi belajar dapatdikatakan membekas atau konstan, jika perubahan yang terjadi akibatproses belajar tahan lama dan tidak terhapus begitu saja.Proses pembelajaran khususnya IPA Fisika  akan lebih efektifdan bermakna apabila siswa berpartisi aktif, dengan cara tidakmenunjukkan sikap pasif di dalam kelas maupun di luar kelas. Tetapisampai saat ini masih banyak terdengar keluhan bahwa mata pelajaranIPA Fisika  membosankan, tidak menarik, memusingkan yang cenderungmembuat siswa menjadi kurang merespon saat pelajaran berlangsung,bahkan ada siswa yang tidak masuk sekolah dikarenakan ada matapelajaran IPA Fisika . Kenyataan ini adalah suatu persepsi negatif terhadap IPA Fisika.Salah satu cara untuk meningkatkan prestasi belajar siswa dalam pembelajaran IPA Fisika  adalah melalui pendekatan belajar tuntas (masterylearning).Oleh karena itu penulis perlu melakukan penelitian tindakan kelas dengan judul Peningkatan Prestasi Belajar IPA Fisika  dengan Menerapkan Pembelajaran Tuntas(Mastery Learning ) Kelas XI-TKJ SMK Negeri 1 Narmada Kab. Lombok Barat Tahun Pelajaran 2019-2020. Kata Kunci: pembelajaran tuntas; mastery learning; prestasi belajar. ABSTRACTLearning achievement is the result or result of learning activities. To know about learning achievement, it is necessary to explain about the nature of learning. Learning is a process carried out by a person to obtain a new behavior change as a whole, as a result of experience (Slameto, 1991). Where the changes are continuous and functional, occur consciously, are positive and active, not temporary, purposeful or directed, and cover all aspects of behavior, hereinafter referred to as learning achievement. Learning achievement can be said to be imprinted or constant, if the changes that occur as a result of the learning process are durable and not simply erased. The learning process, especially Physics Science, will be more effective and meaningful if students participate actively, by not showing a passive attitude in the classroom or outside the classroom. But until now, there are still many complaints that Physics Science subjects are boring, uninteresting, confusing which tends to make students less responsive during lessons, there are even students who don't go to school because there are Physics Science subjects. This fact is a negative perception of Science Physics. One way to improve student achievement in learning science physics is through a mastery learning approach. Therefore, the authors need to conduct classroom action research with the title Improving Physics Science Learning Achievement by Applying Mastery Learning for Class XI-TKJ SMK Negeri 1 Narmada Academic2019-2020 Year. Keywords: complete learning; mastery learning; learning achievement.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE NUMBERED HEADS TOGETHER BERBANTUAN MEDIA INTERAKTIF UNTUK MENINGKATKAN AKTIVITAS DAN PRESTASI BELAJAR SISWA

2017 ◽  
Vol 7 (1) ◽  
pp. 1
Author(s):  
Agni Era Hapsari
Keyword(s):  
Cooperative Learning ◽  
Mastery Learning ◽  
Interactive Media ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Achievement ◽  
Analysis Techniques ◽  
History Learning ◽  
Improve Student Achievement ◽  
Descriptive Method

<p><em>This study aimed to improve history learning achievement through the implementation of cooperative learning model NHT assisted interactive media. The method used in this research was a classroom action research by conducting two meetings in two cycles. The instrument used was questionnaire for the interview and questionnaire for observation of learning activities and achievement test. Data analysis techniques used was comparative descriptive method by comparing pre cycle and between cycles. The results of the study in the first cycle was the activity of 12 students or 40% in the high category, activity 9 students or 30% was in medium category and the activity of another 9 students or 30%  was in lower categories. It was found that 24 students or 70% were mastery learning with average grade 62.25. In the second cycle, the activity of 24 students or 80% was in higher category, activity of 6 students or 20% was in medium category, and 0 student or 0% in lower categories. The average of learning achievement reached 85 with 30 students mastery learning or 100%. Based on the analysis and discussion of the research, it is concluded that the implementation of cooperative learning model NHT aided interactive media can improve student achievement.</em><em></em></p>

PENGGUNAAN METODE COOPERATIVE LEARNING TIPE MAKE-A MATCH DALAM MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA KELAS IV SEKOLAH DASAR

2019 ◽  
Vol 1 (1) ◽  
pp. 29-42
Author(s):  
Yulita Dwi Lestari
Keyword(s):  
Quantitative Analysis ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Activities ◽  
Positive Contribution ◽  
Learning Method ◽  
Student Activity ◽  
Class Iv

This research is classroom action research using cooperative learning method type make a match which is carried out in 2 cycles and each cycle 3 meetings, the object of this research is class IV SD Negeri 1 Gisting with the number of students as many as 28 people in natural science subjects . observation to observe directly student learning activities during the learning process, test learning outcomes to obtain data on the progress of learning outcomes, documentation to obtain data about the teaching and learning process of Gisting Elementary School 1. The analysis used by researchers is to use simple statistical formulas, namely quantitative analysis and qualitative analysis. From the results of the analysis it can be seen the results that student activity increased overall 7.6% from 78.75% in the first cycle to 85.74% in the second cycle, then the learning outcomes increased 36% from 68% in the first cycle to 85% in cycle II. Based on these data, it can be concluded that by using cooperative learning methods the type of make-a mach has a positive contribution in the teaching and learning process.

scholarly journals UPAYA MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR MATEMATIKA DENGAN STUDENT TEAMS ACHIEVEMENT DIVISION PADA SISWA KELAS VII F SMP NEGERI 5 CILACAP

2016 ◽  
Vol 4 (3) ◽  
Author(s):  
Isra Afina ◽  
A. A Sujadi
Keyword(s):  
Action Research ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Learning Process ◽  
Mastery Learning ◽  
Seventh Grade ◽  
Learning Achievement ◽  
Student Teams ◽  
Learning Mathematics ◽  
Learning Mathematic

The main objective of the study is to describe the learning process by using cooperative learning type STAD (Student Teams Achievement Division) to increase student’s active and learning achievement of mathematics of the seventh grade students of SMP N 5 Cilacap. The hypothesis in this study is learning mathematic by using cooperative learning type STAD (Student Teams Achievement Division) to increase student’s active and  learning achievement of mathematics. This research is Classroom Action Research (CAR), which is done collaboratively. The results of the study showed that after the implementation of learning by using cooperative learning type STAD (Student Teams Achievement Division) there is an increasing activity in learning mathematics. It seen from the percentage increased from 51,74% for the first cycle and the second cycle becomes 78,13%. The averages of mathematics achievement of the students increased from the beginning (pre-cycle) of 62,94 into a 68,75 in the first cycle and the second cycle increased to 75. The result for mastery learning students increased from pre-cycle by 28,13% to 62,5% in the first cycle and the second cycle increased to 68.75%. So it can be said that the cooperative learning type STAD (Student Teams Achievement Division) activity and students' mathematics achievement can be improved.

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