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.

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 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.

scholarly journals The Effect of Cooperative Type Number Heads Together and Concept Mapping Learning Models on Student's Learning Activity and Student Learning Outcomes in Class V Science Study of SD Negeri 11 Rantau Selatan

2020 ◽  
Vol 3 (4) ◽  
pp. 1983-1991
Author(s):  
Lehawati Lehawati ◽  
Adi Sutopo ◽  
Sekar Winahyu
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Concept Mapping ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activity ◽  
Type Number ◽  
Class V ◽  
Cooperative Model

One of the lessons that make students more active is cooperative learning. Cooperative learning is a way of learning in which students of all abilities work together in small groups to achieve goals. This model prioritizes student-centred learning and students can interact with their friends in solving problems. The cooperative model has several types, including the cooperative model, Number Head Together. Concept Mapping was first developed by Tony Buzan, a mathematician, psychologist and researcher. Concept Mapping helps students to improve learning outcomes. Sampling using purposive sampling technique. while the sample in the study consisted of 2 classes, namely class 5 a as the experimental class 1 for Testing the Effect of the Cooperative Learning Model type Number Head Together and Concept Mapping on Student Learning Activities and Outcomes, and Class V b as the experimental class 2. The Cooperative Learning Model Type Number Head Together and the Concept Mapping Learning Model have a significant effect on Learning Activeness and Student Learning Outcomes in Class V Science Subjects at SD Negeri 11 Rantau Selatan. However, when analysed on the aspect of a stronger influence on Activities and Learning Outcomes, based on the results of the above calculations, it is obtained data that the Concept Mapping Learning Model has a stronger effect on student learning activeness compared to learning outcomes in science subjects. The Number Head Together Learning Model has a stronger influence on the results than the student learning activity in science learning materials.

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 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.

scholarly journals PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW PADA MATA PELAJARAN KIMIA DI MADRASAH ALIYAH

2017 ◽  
Vol 5 (1) ◽  
pp. 13
Author(s):  
Ramli Abdullah
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Subject Matter ◽  
Learning Strategy ◽  
Learning Model ◽  
Learning Activity ◽  
Learning Materials ◽  
Student Activities ◽  
Good Communication

Cooperative learning using the jigsaw type is a learning strategy that can foster effective communication, create an active learning environment, and can provide satisfactory learning outcomes. Many studies show that peer teaching is more effective than teacher teaching, the application of jigsaw type cooperative learning on the subject matter can improve student activity and learning outcomes, can also encourage good communication and high social interaction Fellow students. That is expected from the learning activity is the occurrence of student activities in learning materials chemistry subjects during the learning process took place by applying cooperative learning model type jigsaw classified as very good, the occurrence of student responses in learning subject matter Chemistry during the learning process took place by applying the model Jigsaw type cooperative learning is categorized as very good, and the achievement of learning achievement of students in learning materials of reasoning subject of Chemistry with the application of cooperative learning model of jigsaw type happened improvement of learning result belonging to good category.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) terhadap Hasil Belajar Peserta Didik Kelas X MIA SMA Negeri 8 Bulukumba (Studi Pada Materi Pokok Reaksi Oksidasi-Reduksi)

2019 ◽  
Vol 20 (1) ◽  
pp. 35
Author(s):  
Pebri Ramdani ◽  
Sumiati Side ◽  
Ramdani Ramdani
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Direct Instruction ◽  
Learning Model ◽  
Reduction Reaction ◽  
Model Type ◽  
Oxidation Reduction ◽  
Oxidation Reduction Reaction ◽  
Average Students ◽  
Instruction Model

ABSTRAK Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) terhadap hasil belajar peserta didik kelas X MIA SMA Negeri 8 Bulukumba studi pada materi pokok reaksi oksidasi-reduksi. Penelitian ini merupakan penelitian eksperimen semu dengan desain penelitian menggunakan “pretest posttest design”. Populasi penelitian ini adalah peserta didik kelas X MIA SMA Negeri 8 Bulukumba yang terdiri dari lima kelas. Dari populasi diambil sampel secara acak sehingga terpilih kelas X MIA 4 sebagai kelas eksperimen dan kelas X MIA 5 sebagai kelas kontrol dengan jumlah peserta didik masing- masing 34 orang. Kelas eksperimen dibelajarkan dengan model pembelajaran kooperatif tipe TAI sedangkan kelas kontrol dibelajarkan dengan model pembelajaran langsung. Variabel bebas pada penelitian ini adalah model pembelajaran kooperatif tipe TAI dan model pembelajaran langsung, serta variabel terikatnya yaitu hasil belajar. Pengambilan data hasil belajar dilakukan dengan pemberian pretest dan posttest. Data hasil belajar yang diperoleh dianalisis dengan menggunakan statistik deskriptif dan statistik inferensial. Hasil analisis menunjukkan nilai rata-rata hasil belajar peserta didik kelas eksperimen pada pretest dan posttest berturut-turut yaitu 28,56 dan 73,21 dengan rata-rata N-Gain 0,6250. Kelas kontrol yaitu 27,14 dan 67,5 dengan rata-rata N-Gain 0,5536. Hasil pengujian hipotesis menggunakan uji-t diperoleh nilai thitung = 4,059 pada taraf signifikan α = 0,05 dan diperoleh ttabel = 1,668. Oleh karena thitung > ttabel menunjukkan bahwa H0 ditolak atau H1 diterima. Ada pengaruh signifikan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) Terhadap Hasil Belajar Peserta Didik Kelas X MIA SMA Negeri 8 Bulukumba pada materi pokok Reaksi Oksidasi- Reduksi. Kata kunci: TAI, Pembelajaran Langsung, Hasil Belajar, N-Gain ABSTRACT This research aims to determine the effect of cooperative learning model type Team Assisted Individualization (TAI) toward Learning Outcomes of Students Class X MIA at SMA Negeri 8 Bulukumba studies on oxidation-reduction reaction. This research is a quasi- experimental research that using "Pretest-Posttest Design". The population in this research are all class X SMA Negeri 8 Bulukumba which consists of 5 classes. From the population is taken random sample which X MIA 4 as an experiment class and X MIA 5 as an control class with 34 students in each class. Experiment class learned using cooperative learning model type of TAI and the control class learned using direct instruction model. The independent variable in this research are cooperative learning model type TAI and direct instruction model. The dependent variable is the learning outcomes. Gathering data of learning outcomes is conducted by giving a pretest and posttest. Learning outcome data are analyzed using descriptive statistics and inferential statistics. The average students learning outcomes in the experiment class at pretest and posttest are 28.56 and 73.21, respectively and average N-Gain is 0.6250. The average students learning outcomes in the control class at pretest and posttest are 27,14 and 67.5, respectively and average N-Gain is 0.5536. The results of hypothesis testing using t-test obtained tcount = 4.059 at level α = 0.05 significance and obtained ttable = 1.668. Therefore, tcount > ttable that show H0 is rejected or H1 is accepted. There are significance effect of cooperative learning model type Team Assisted Individualization (TAI) toward Learning Outcomes of Students Class X MIA at SMA Negeri 8 Bulukumba on oxidation-reduction reaction. Keywords: TAI, Direct Instruction, Learning Outcomes, N-Gain

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TAKE AND GIVE PADA MATERI MINYAK BUMI DI KELAS X MAN SABANG

2017 ◽  
Vol 2 (2) ◽  
pp. 170
Author(s):  
Perwiraga Hartami ◽  
Ramli Abdullah ◽  
Yeni Safitri
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Activity ◽  
Observation Data ◽  
Test Results ◽  
Model Type ◽  
Improve Student Learning

Based on observations made in class X2 MAN Sabang shows that learning still many students find it difficult to study chemistry, because the presentation material provided by the teacher is not maximized, so that the learning outcomes of students do not reach the target set in the KKM (70). This can be seen from the value of the task and the replay of students who gained an average of 66.2. One alternative to solve this problem is to use a cooperative learning that is easy to understand and fun through cooperative learning methods Take and Give. The purpose of this study was to: (1) determine student learning outcomes in the material of petroleum by using cooperative learning model type Take and Give, (2) Knowing student activity during learning using cooperative learning model type Take And Give, (3) Knowing the response students to the implementation of cooperative learning model of Take and Give. The design of this study is to use pre-experimental research design. The population in this study were all students of class X which consists of three local student learning outcomes is still relatively very low, then the sample in this study were all students of class X-2, which consists of 20 students. Data collection techniques using observation and administration of the test in the form of multiple choice. Observation data analyzed by using percentage, while the test results were analyzed by percentage formula. The research proves that: (1) student learning outcomes in the petroleum material once taught using cooperative learning model take and give to the percentage of the final test is 73%. (2) the percentage of students learning activity reached 76.9%. (3) response to highly motivated students to cooperative learning Take and Give the percentage is 95%. Based on these studies it can be concluded that the application of cooperative learning model of Take and Give can improve student learning outcomes in the discussion Petroleum class X-2 MAN Sabang

Sign in / Sign up

Export Citation Format

Share Document