scholarly journals PENGEMBANGAN MODEL PEMBELAJARAN KOOPERATIF BERBASIS AKHLAK DALAM PENERAPAN KURIKULUM 2013 DI SDN KOTA DUMAI

2020 ◽  
Vol 9 (1) ◽  
Author(s):  
Neny Suharni Sofyan
Keyword(s):  
Elementary Schools ◽  
Cooperative Learning ◽  
Research And Development ◽  
Learning Outcomes ◽  
Graphic Design ◽  
Learning Model ◽  
Student Interaction ◽  
Learning Models ◽  
The Third ◽  
Validation Score

This research is a research on the development of moral-based cooperative learning models in the application of the 2013 curriculum in elementary schools. The purpose of this study was to determine the level of validity and feasibility of the developed model. This research is a research and development (R&D and R&D) at SDN Dumai City. This development is carried out on the moral-based cooperative learning model in the application of the 2013 Curriculum at SDN Dumai City. The results showed the Graphic Design indicator got a validation score of 79.00 in the good category, the language effect received a validation score of 78.00 in the good category, and the content content effect received a validation value of 83.00 in the good category. While the results of the implementation, the results showed in SDN 002 Big Chart the results of the first trial got a score of 78 with a percentage of 46.33%, after the second trial the results of the study increased to 101 with a percentage of 59.83%, and again increased in the third trial to 134 with a percentage of 79.33%. While the implementation in SDN 004 Bagan the first tryout got a score of 61 with a percentage of 48.4% and increased in the second trial to 80 with a percentage of 63.4%, while in the third trial again increased to 91 with a percentage of 72%. From the results of the study it can be concluded that the development of a moral-based cooperative learning model in the implementation of 2013 curriculum produced a valid and reliable moral-based cooperative manual (KBA) and was able to increase student interaction and learning outcomes.

scholarly journals E-module on elasticity of solids topic through cooperative learning to improve learning outcomes and motivation: Validity aspects

2021 ◽  
Vol 2104 (1) ◽  
pp. 012015
Author(s):  
N Muhammad ◽  
F Hamid ◽  
M Misbah ◽  
D Dewantara
Keyword(s):  
Cooperative Learning ◽  
Research And Development ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Development Model ◽  
Learning Models ◽  
Classroom Learning

Abstract This study aims to describe the validity of the electronic module on the elasticity of solids topic through the cooperative learning model to improve students’ learning outcomes and motivation. This research is a research and development with the ADDIE development model. This electronic module was assessed by using the electronic module’s validation sheet. The validators of this e-module consisted of two academics and one practitioner. Based on the validation results, it was obtained that the validity of the electronic module was 3.49 with a valid category. It shows that the electronic module on the elasticity of solids topic through cooperative learning models can be used in the classroom learning process to improve student’s learning outcomes and motivation.

scholarly journals Understanding Students’ Learning Outcomes Differences Through the Application of the Market Place Activity Type of Cooperative Learning Model and the Application of Conventional Learning Models

2019 ◽  
Vol 1 (1) ◽  
pp. 67-85
Author(s):  
Evita Evita ◽  
Ahmad Syahid ◽  
Nurdin Nurdin
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Islamic Education ◽  
Learning Models ◽  
Activity Type ◽  
Market Place ◽  
The Third ◽  
External Variables ◽  
Quasi Experimental

This study aims to examine the learning outcomes differences through the application of the market place activity type of cooperative learning model and conventional learning models in Islamic Education subjects in Elementary Schools. The method used is quasi-experimental research (a method that has a control class but may not work fully to control the external variables that affect the experiment). The result of the first research indicates that there are differences in the students’ learning outcomes through the application of market place activity type of cooperative learning models and the application of conventional learning models in Islamic Education subjects. This can be seen from the value of sig. (2-tailed) of 0.00 <0.05. Second, there are differences in students’ learning outcomes through the application of market place activity type of cooperative learning models and the application of conventional learning models in Islamic Education subjects at SDN Binangga 1. This can be seen from the value of sig. (2-tailed) of 0.02 <0.05.The third study found differences in learning outcomes of students through the application of market place activity type of cooperative learning models and the application of conventional learning models in Islamic Education subjects at SDN 1 Binangga. This can be seen from the sig. (2-tailed) value of 0.00 <0.05.The implications of this research are expected to be valuable reference and information for educators to be more creative and innovative in implementing learning models so that the material provided will be more easily understood by students.

scholarly journals Improving Science Learning Outcomes through the Application of Discovery Learning Learning Models to Grade V Students of SD Negeri Ayah

2020 ◽  
Vol 3 (3) ◽  
pp. 478
Author(s):  
Khikmah Fauziyati
Keyword(s):  
Elementary Schools ◽  
Learning Outcomes ◽  
Science Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Models ◽  
Class V ◽  
The Third ◽  
Improve Student Learning

<p><em>The purpose of this study was to improve student learning outcomes in science muple class V elementary schools through the application of the Discovery Learning learning model. The research conducted was a Classroom Action Research (CAR) consisting of three cycles, with each cycle consisting of four stages, namely planning, implementing, observing and reflecting. The implementation of the action uses the Discovery Learning model with a systematics of initial activities, core activities, and final activities. The results showed that the application of the Discovery Learning model resulted in a successful increase in learning outcomes. The percentage of completeness of science learning outcomes has increased which in the pre cycle was 33%, then in the first cycle it became 58.3%, in the second cycle it reached 83.3%, and in the third cycle it reached 92%. Based on the learning outcomes, it can be concluded that applying the Discovery Learning model can improve the learning outcomes of grade V SD Negeri Ayah students.</em></p>

scholarly journals PENGEMBANGAN LEMBAR KERJA SISWA KIMIA SMA DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE PADA TOPIK ASAM BASA

2018 ◽  
Vol 2 (1) ◽  
pp. 22
Author(s):  
Firry Abidah ◽  
I Nyoman Tika ◽  
I Nyoman Selamat
Keyword(s):  
Cooperative Learning ◽  
Research And Development ◽  
Learning Model ◽  
Student Interaction ◽  
Pair Type ◽  
Interaction Patterns ◽  
Design Development ◽  
Learning Models ◽  
Acid Base ◽  
Share Model

ABSTRAK Penelitian ini bertujuan untuk mengembangkan dan mendeskripsikan lembar kerja siswa (LKS) berbasis model pembelajaran kooperatif tipe Think Pair Share pada topik asam basa sehingga dihasilkan LKS yang valid. Jenis penelitian ini adalah Research and Development (R&D) menurut Borg and Gall. Penelitian ini dibatasi sampai empat tahap, yaitu 1) penelitian dan pengumpulan informasi, 2) perencanaan, 3) pengembangan rancangan produk, 4) uji coba terbatas. Penelitian ini menghasilkan LKS yang menggunakan model pembelajaran kooperatif tipe Think Pair Share. Hasil penelitian menunjukkan bahwa LKS dengan model pembelajaran kooperatif tipe Think Pair Share layak digunakan untuk pembelajaran kimia topik asam basa. Hal tersebut ditunjukkan oleh: 1) karakteristik LKS dengan model pembelajaran kooperatif tipe Think Pair Share dapat membuat siswa berpikir, menjawab dan berbagi jawaban untuk meningkatkan pola interaksi siswa, 2) Tahap validasi menghasilkan data hasil validasi LKS dengan model pembelajaran kooperatif tipe Think Pair Share pada topik asam basa dari validator ahli dan praktisi dengan nilai rata-rata 3,6 yang menunjukkan kriteria sangat valid, 3) hasil uji keterbacaan yang dilakukan oleh 10 orang siswa terhadap produk LKS dengan model pembelajaran kooperatif tipe Think Pair Share topik asam basa, menunjukkan kriteria sangat baik dengan nilai rata-rata 33% baik (B) dab 67% sangat baik (SB). Kata-kata kunci: asam basa, Think Pair Share, penelitian dan pengembangan Abstrack This study aims to develop and describe student worksheets (LKS) based on cooperative learning model type Think Pair Share on acid base topics which a valid worksheet is produced. This type of research using Research and Development (R & D) according to Borg and Gall. This research is limited to four stages, namely 1) research and information gathering, 2) planning, 3) product design development, 4) limited trials. This study produced LKS using the cooperative pair type Think Pair Share model. The results of the study showed that worksheets with the Think Pair Share cooperative learning model are appropriate to be used in studying chemistryon topic acid base. This is indicated by: (1) the characteristics of LKS with cooperative learning models of the Think Pair Share type can make students think, answer and share answers to improve student interaction patterns, (2) the result of validation student worksheet with Think Pair Share cooperative learning models on acid base topics in terms of professional and practitioner with average rating 3.6 showed that gotten very valid, (3) the results of readability tests conducted by 10 students on LKS products with cooperative learning models of Think Pair Share acid base topics, show criteria very good with value on average 33% good (B) and 67% very good (SB). Keywords: acid base, Think Pair Share, research and development

PELAKSANAAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD UNTUK MENINGKATKAN HASIL BELAJAR PPKn SISWA SMP NEGERI 3 TELUK KUANTAN

2018 ◽  
Vol 2 (5) ◽  
pp. 789
Author(s):  
Maria Yulianti
Keyword(s):  
Cooperative Learning ◽  
Initial Data ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
The Subject ◽  
High Level

The background of this study was the low student learning outcomes of PPKn, from 28 students who achievedthe completeness criteria at least only 11 students (39.29%). The low student learning outcomes are caused bythe high level of individuality between students so that the achievement of competence among studentsexperiences a very distant difference. Based on this, the researchers made improvements to student learningoutcomes through the application of STAD cooperative learning models. This research is a classroom actionresearch, with the subject of class VII of SMP Negeri 3 Teluk Kuantan. The data used in this study is PPKnlearning outcomes data. The results stated that after applying the STAD type cooperative learning model studentlearning outcomes had increased in the initial data the number of students who completed were 11 students, incycle I had an increase with the number of 18 students, and in cycle II the number of students who completedcontinued to increase by the number 22 student.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TSTS–NHT DAN GAYA BELAJAR TERHADAP HASIL BELAJAR PENGANTAR BISNIS

2019 ◽  
Vol 12 (1) ◽  
pp. 88
Author(s):  
Mendarissan Aritonang ◽  
Abdul Hamid K ◽  
Julaga Situmorang
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Random Sampling ◽  
Business Students ◽  
Learning Model ◽  
Learning Models ◽  
Quasi Experimental ◽  
Cluster Random Sampling

Abstrak: Penelitian ini bertujuan :(1) Untuk mengetahui hasil belajar pengantar bisnis mahasiswa yang diajar dengan model pembelajaran kooperatif tipe TST lebih tinggi dari mahasiswa yang diajar dengan model pembelajaran kooperatif tipe NHT. (2) Untuk mengetahui hasil belajar  pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis dan mahasiswa yang memiliki gaya belajar pragmatis. (3) Untuk mengetahui interaksi antara model pembelajaran kooperatif dengan gaya belajar  terhadap hasil belajar pengantar bisnis. Penelitian ini dilaksanakan di Universitas Methodist Indonesia. Populasi berjumlah 180 orang. Pengambilan sampel dilakukan dengan cluster random sampling. Metode penelitian kuasi eksperimen dengan desain faktorial 2 x 2 dilanjutkan dengan statistik inferensial dengan menggunakan ANAVA dua jalur dengan taraf signifikan α = 0,05 yang dilanjutkan dengan uji Scheffe. Hasil penelitian menunjukkan: (1) hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe TSTS lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang diajarkan dengan model pembelajaran kooperatif tipe NHT; (2) hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar teoritis lebih tinggi dari pada hasil belajar pengantar bisnis mahasiswa yang memiliki gaya belajar pragmatis; (3) terdapat interaksi antara model pembelajaran kooperatif dengan gaya belajar  dalam mempengaruhi hasil belajar mahasiswa.  Kata Kunci: model pembelajaran kooperatif, TST, NHT, gaya belajar, pengantar bisnis.  Abstract: This study aims: (1) To find out the introductory learning outcomes of business students who are taught with the cooperative learning model of the TST type are higher than students who are taught with the cooperative learning model of the NHT type. (2) To find out the introductory learning outcomes of business students who have theoretical learning styles and students who have pragmatic learning styles. (3) To determine the interaction between cooperative learning models with learning styles on introductory business learning outcomes. This research was conducted at the Methodist University of Indonesia. The population is 180 people. Sampling was done by cluster random sampling. Quasi-experimental research method with 2 x 2 factorial design followed by inferential statistics using two-way ANAVA with a significant level α = 0.05 followed by the Scheffe test. The results showed: (1) the results of introductory business learning students who were taught with the cooperative learning model type TSTS were higher than the results of introductory business learning students who were taught with the NHT type cooperative learning model; (2) the results of introductory business learning students who have theoretical learning styles are higher than the results of introductory business learning students who have pragmatic learning styles; (3) there is an interaction between cooperative learning models and learning styles in influencing student learning outcomes. Keywords: cooperative learning model, TST, NHT, learning style, business introduction.

scholarly journals Meningkatkan Hasil Belajar Listrik Dinamik menggunakan Strategi Pembelajaran Team Assisted Individualization melalui Simulasi Crocodile Physics

2016 ◽  
Vol 5 (1) ◽  
pp. 105
Author(s):  
Ahmad Gumrowi
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Learning Model ◽  
Model Type ◽  
The Third ◽  
Physics Simulation ◽  
The Subject

This study aims to improve the learning outcomes on dynamic electric of MAN 1 Bandar Lampung’s students using Cooperative Learning Model, Team Assisted Individualization (TAI) type, through crocodile physics simulation. The object of this study is the result of students’ learning on the subject of electric dynamic using cooperative learning model type TAI (team assisted individualization) through physics crocodile simulation. This study was conducted in three cycles. The results of analysis show that cooperative learning strategies type Team Assisted Individualization through crocodile physics simulations can improve learning outcomes on dynamic electricity. The average of students’ learning outcomes increased as follows: the first cycle is 61.23, and 68.13 in the second cycle, an increase of 11.27%, and the third cycle result is 72.63, or an increase of 6.6%.Penelitian ini bertujuan untuk meningkatkan hasil belajar listrik dinamik siswa  MAN 1 Bandar Lampung dengan menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI). melalui simulasi Crocodile physics. Objek penelitian ini adalah hasil belajar siswa pada pokok bahasan listrik dinamik dengan model pembelajaran kooperatif Tipe TAI (team assisted individualization) melalui simulasi Crocodile physics. Penelitian ini dilaksanakan selama tiga siklus, dari hasil analisis diperoleh bahwa strategi pembelajaran kooperatif tipe Team Assisted Individualization melalui simulasi crocodile physics dapat meningkatkan hasil  belajar listrik dinamik. Rata-rata hasil belajar siswa meningkat pada siklus I dari 61,23 menjadi 68,13 pada siklus II atau meningkat 11,27%, pada siklus III 72,63 atau meningkat 6,6%.

scholarly journals PENERAPAN MODEL PEMBELAJARAN MAKE A MATCH PADA MATERI GLOBALISASI TERHADAP HASIL BELAJAR SISWA SDN BLANG KIREE

2019 ◽  
Vol 7 (1) ◽  
Author(s):  
Nurmasyitah Nurmasyitah.
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Models ◽  
Class Iv

 This research entitled the application of model of learning make a match in the content ofglobalization on student learning outcomes SD Blang Kiree. The problem in this research ishow student learning outcomes by using cooperative learning models make a match in thecontent of globalization on class IV SD Blang Kiree. This research aims to know the results ofthe learning model cooperative learning using make a match. This research uses qualitativeresearch method. The subjects of the research were grade IV SD Blang Kiree totalling 25persons. The conclusion that the application of the model make a match increases studentlearning results in SD Blang Kiree.

scholarly journals PENINGKATAN KEAKTIFAN DAN HASIL BELAJAR PKN MELALUI MODEL PEMBELAJARAN KOOPERATIF JIGSAW

2021 ◽  
Vol 1 (4) ◽  
pp. 186-199
Author(s):  
RATNANINGSIH RATNANINGSIH
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Performance Indicators ◽  
Research Performance ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
The Third ◽  
Lecture Method ◽  
Classroom Action Research

The method applied by the teacher in Civics learning is still conventional, tends to use the verbalistic lecture method, resulting in passive students, lack of enthusiasm, and low student learning outcomes. To improve the learning process and results, the teacher responded by applying the Jigsaw cooperative learning model and applying it in the form of Classroom Action Research (CAR). The purpose of this Classroom Action Research is to increase the activeness and learning outcomes of Civics. The action is carried out through three cycles. Each cycle includes four activities, namely (1) Planning, (2) Acting, (3) Observing, and (4) Reflection. One cycle is carried out in two to three meetings. Based on the results of data analysis, findings, and discussions that have been carried out, it can be concluded that the actions taken in class VIIIA to increase the activity and learning outcomes of Civics through the Jigsaw cooperative learning model were successful because the research performance indicators were met. Before the action using the Jigsaw cooperative learning model, the activeness of class VIIIA students was 73.43 in the active category and at the end of the third cycle of 79.10 in the very active category, an increase of 5.67 (an increase of 8%). Before the action, the KKM achievement in the class was 10%, after the first cycle of action it became 54.33% (an increase of 43.33%), after the second cycle of action it became 76.67% (an increase of 23.34% from the first cycle), and after the third cycle of action it increased to 93.33% (an increase of 16.66% from cycle II). ABSTRAKMetode yang diterapkan guru dalam pembelajaran PKn masih bersifat konvensional, cenderung menggunakan metode ceramah yang verbalistik, sehingga mengakibatkan siswa pasif, kurang bersemangat, dan hasil belajar siswa rendah. Untuk memperbaiki proses dan hasil belajar disikapi guru dengan menerapkan model pembelajaran kooperatif Jigsaw dan mengaplikasikannya dalam bentuk Penelitian Tindakan Kelas (PTK). Tujuan Penelitian Tindakan Kelas ini yaitu untuk meningkatkan keaktifan dan hasil belajar PKn. Tindakan dilaksanakan melalui tiga siklus. Setiap siklus meliputi empat kegiatan yaitu (1) Perencanaan (Planning), (2) Pelaksanaan (Acting), (3) Pengamatan (Observing), dan (4) Refleksi (Reflection). Satu siklus dilaksanakan dalam dua sampai tiga kali pertemuan. Berdasarkan hasil análisis data, temuan, dan pembahasan yang telah dilakukan dapat disimpulkan bahwa tindakan yang dilakukan pada kelas VIIIA untuk meningkatkan keaktifan dan hasil belajar PKn melalui model pembelajaran kooperatif Jigsaw berhasil karena indikator kinerja penelitian terpenuhi. Sebelum tindakan dengan menggunakan model pembelajaran kooperatif Jigsaw, keaktifan siswa kelas VIIIA sebesar 73.43 dalam katagori aktif dan pada akhir siklus III sebesar 79.10 dalam katagori sangat aktif, meningkat sebesar 5.67 (meningkat 8%). Sebelum dilakukan tindakan ketercapaian KKM pada kelas tersebut adalah 10%, setelah tindakan siklus I menjadi 54.33% (meningkat 43.33%), setelah tindakan siklus II menjadi 76.67% (meningkat 23.34% dari siklus I), dan setelah tindakan siklus III meningkat menjadi 93.33% (meningkat 16.66% dari siklus II).

scholarly journals The Effect of Numbered Head Together (NHT ) Cooperative Learning Model and Learning Motivation on Social Studies Learning Outcomes for Grade VII Students of Smp 40 Padang

2020 ◽  
Vol 2 (1) ◽  
pp. 55-61
Author(s):  
Fira Zarti ◽  
Khairani Khairani
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Models ◽  
High Motivation ◽  
Conventional Methods

This study aims to implement the Numbered Head Togerher (NHT) type of cooperative learning model in social studies subjects for grade VII students of SMPN 40 Padang. This research is an experimental research. Research instruments in the form of tests and questionnaires. Data analysis techniques using ANOVA. The results showed (1) student learning outcomes applied to the NHT type cooperative model were higher than student learning outcomes with conventional methods at SMPN 40 Padang. (2) The learning outcomes of students who have high motivation to learn are higher using NHT type cooperative learning models than students who have low motivation with conventional methods. (3) The learning outcomes of students who have lower learning motivation are higher using conventional learning models higher than using NHT learning models. (4) there is an interaction between the use of the Numbered Head Together (NHT) type of cooperative learning model and motivation in influencing student learning outcomes in social studies subjects in class VII SMPN 40 Padang.

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