scholarly journals PENGARUH PENDEKATAN PEMBELAJARAN KOOPERATIF DAN SELF MONITORING SISWA TERHADAP KEMAMPUAN BERPIKIR ILMIAH DALAM BIOLOGI BAGI SISWA KELAS X SMA

2015 ◽  
Vol 16 (2) ◽  
pp. 138-149
Author(s):  
Gusti Nurdin
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Thinking Skills ◽  
Scientific Thinking ◽  
Self Monitoring ◽  
Average Value ◽  
Average Student ◽  
Monitoring Group

The purpose of this study was to describe (1) the ability to follow the scientific thinking of students learning with cooperative learning. (2) differences in scientific thinking skills among students who have self-monitoring high and students who have self-monitoring low (3) differences in scientific thinking skills of students who have self-monitoring high following study with cooperative learning learning students (4) differences in scientific thinking skills of students who have low self-monitoring which follows cooperative learning students in the subjects of biology in high school. (5) the effect of the interaction between learning strategy and self-monitoring of the scientific thinking skills. The research location is housed in SMA 22 Jakarta Timur. With descriptive results, the low self-monitoring group, the average student learning outcomes before treatment amounted to 58,55. After scientific thinking and treatment, an increase in the average learning result of 72,91 and 84,18. Likewise, the high self-monitoring group, the average student learning outcomes before treatment was of 58,33. After scientific thinking and treatment, an increase in the average learning result of 71,17 and 81,33. The average value of student learning outcomes before treatment amounted 58,43.Setelah scientific thinking and treatment, the average student learning outcomes increased by 72,0 and 82,70. The average value of student learning outcomes before treatment amounted 58,43.Setelah scientific thinking and treatment, be increased by 72,0 and 82,70. The average value of student learning outcomes low self-monitoring group amounted to 71,88. The average results of students 'self-monitoring group high of 70,28. Sebelum treatment, the average value of the students' self-monitoring group a low of 58,55. The average results of students' self-monitoring group high of 58,33. The difference in value of student learning outcomes between low self-monitoring groups did not differ significantly with high self-monitoring after treatment.   Tujuan penelitian ini adalah mendeskripsikan (1) kemampuan berpikir ilmiah  siswa yang mengikuti pembelajaran dengan pembelajaran kooperatif. (2) perbedaan kemampuan berpikir ilmiah antara siswa yang memiliki self monitoring tinggi dan siswa yang memiliki self monitoringrendah (3) perbedaan kemampuan berpikir ilmiah siswa yang memiliki self monitoring tinggi yang mengikuti pembelajaran dengan pembelajaran kooperatif learning siswa (4) perbedaan kemampuan berpikir ilmiah siswa yang memiliki self monitoring rendah yang mengikuti pembelajaran kooperatif  siswa dalam mata pelajaran biologi di SMA. (5) pengaruh interaksi antara strategi pembelajaran dengan self monitoring terhadap kemampuan berpikir ilmiah. Lokasi penelitian ini bertempat di SMA 22 Jakarta Timur. Dengan hasil secara deskriptif, pada kelompok self monitoring rendah, rata-rata hasil belajar siswa sebelum treatment adalah sebesar 58,55. Setelah berpikir ilmiah dan treatment, terjadi peningkatan rata-rata hasil belajar sebesar 72,91 dan 84,18. Demikian juga pada kelompok self monitoring tinggi, rata-rata hasil belajar siswa sebelum treatmentadalah sebesar 58,33. Setelah berpikir ilmiah dan treatment, terjadi peningkatan rata-rata hasil belajar sebesar 71,17 dan 81,33. Rata-rata nilai hasil belajar siswa sebelum treatment adalah sebesar 58,43.Setelah berpikir ilmiah dan treatment, rata-rata hasil belajar siswa meningkat sebesar 72,0 dan 82,70. Rata-rata nilai hasil belajar siswa sebelum treatment adalah sebesar 58,43.Setelah berpikir ilmiah dan treatment, menjadi  meningkat sebesar 72,0 dan 82,70. Rata-rata nilai hasil belajar siswa kelompok self monitoring rendah adalah sebesar 71,88. Rata-rata hasil belajar siswa kelompok self monitoring tinggi sebesar 70,28.Sebelum treatment, rata-rata nilai hasil belajar siswa kelompok self monitoring rendah sebesar 58,55. Rata-rata hasil belajar siswa kelompok self monitoring tinggi sebesar 58,33. Selisih nilai hasil belajar siswa antara kelompok self monitoring rendah tidak berbeda signifikan dengan self monitoring tinggi setelah treatment.

scholarly journals PENINGKATAN HASIL BELAJAR SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DI SMK NEGERI 1 MAGELANG

2020 ◽  
Vol 3 (1) ◽  
pp. 25-32
Author(s):  
Carolus Ryan Putra Praditya ◽  
Kir Haryana
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Class Action ◽  
Average Value ◽  
Average Student ◽  
Basic Technology ◽  
Academic Year

This research aims to determine the increase in learning outcomes in the subject of Automotive Basic Technology class X Department of Automotive Engineering SMK Negeri 1 Magelang 2018/2019 Academic Year using the application of cooperative learning models Think Pair Share  (TPS) type. This research is a class action research. Data collection techniques used in this study used observation and tests. The steps undertaken in this study were begun with observations to find out the students' initial abilities in the material used, then implemented a Think Pair Share  (TPS) type of cooperative learning model with a continuous learning cycle, and ended with a posttest at each end of learning. The results showed that the application of learning using the Cooperative learning model Think Pair Share  (TPS) type can improve student learning outcomes in automotive basic technology subjects in class X OC SMK Negeri 1 Magelang. On observation, the average value of 55, in the first cycle the average student learning outcomes of 83, then in the second cycle the average student learning outcomes of 90, thus the average test in the first cycle increased by 28 points or by 56 , 6% compared to observations, the average test in cycle II increased by 7 points or 8.4% compared to the test in cycle I.

The Effect of Jigsaw Methode and Motivation on Students’ of Learning Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 20-30
Author(s):  
Yunita Yunita ◽  
Hidayat Hidayat ◽  
Harun Sitompul
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Motivation ◽  
Learning Approaches ◽  
High Learning ◽  
Average Value ◽  
The Difference ◽  
Low Motivation

This study aims to: (1) investigate the effect of Jigsaw cooperative learning on students learning outcomes; (2) find the difference in learning outcomes between high and low learning motivation and (3) find the interaction between learning approaches and learning motivation towards learning outcomes. The population of the study is students of grade IVa, IVb, IVc at SD Kasih Ibu Patumbak and the sample in this study is grade IVa with 35 students and grade IVb with 35 students. The results show that: (1) the average student learning outcomes of jigsaw cooperative learning is 28.40 while conventional is 24.14. Thus, students learning outcomes that get cooperative learning of jigsaw type are higher than conventional learning, (2) Students who have high motivation get an average value = 30.74, while low motivation is 22.72. Thus, it can be concluded that there are differences in student learning outcomes having high learning motivation and low learning motivation, and (3) students learning outcomes  taught by jigsaw cooperative learning are high learning motivation groups (32.94), and low learning motivation groups (24.58), while students taught with conventional learning are high learning motivation groups (28.40 ), and low motivation groups (20,95). Thus, there is no interaction between learning approaches and learning motivation towards learning outcomes.

scholarly journals IMPROVING IPS LEARNING RESULTS THROUGH THE APPLICATION OF CLASS IV THINK PAIR SHARE COOPERATIVE LEARNING MODELS IN SD NEGERI 6, SUKAJADI, PEKANBARU CITY

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 62-78
Author(s):  
Paridamiwati
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Fourth Grade ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Student ◽  
Fourth Grade Students ◽  
Class Iv

The phenomenon of low student learning outcomes from observations of researchers in the field is caused by several factors, such as: (1) The learning carried out by the teacher still uses conventional learning, namely the teacher lectures in delivering material, questions and answers and assignments, so it does not provide encouragement for students to study seriously ; (2) In delivering learning, the teacher still places students as recipients so that students are passive and only wait for information from the teacher without trying to find it. This can be seen when the teacher asks for students' opinions, only a few students give opinions and ask questions about things that are not understood; (3) This is also due to the lack of teacher knowledge about learning strategies that can activate students; (4) Teachers do not provide opportunities for students to work together in doing their assignments with their friends. This makes researchers feel the need to improve the learning process with efforts made to apply an appropriate learning model, namely the Think Pair Share Type cooperative learning model. This type gives students time to think and respond and help each other. Cooperative learning Think Pair Share is a cooperative learning model that allows students to help each other and cooperate with one another. Through this model students are more enthusiastic in learning so that they can increase the achievement of optimal learning outcomes. The formulation of the problem is as follows: "Does the student learning outcomes increase through the application of the Think Pair Share type of cooperative learning model for fourth grade students of SD Negeri 6 Sukajadi, Pekanbaru City?". The purpose of this study was to determine the improvement of social studies learning outcomes through the application of the Think Pair Share Type Cooperative learning model for class IV SDN 6 Sukajadi, Pekanbaru City. Based on the data that has been presented above, it is concluded that the application of the Think Pair Share (TPS) cooperative learning model can improve social studies learning outcomes for fourth grade students of SD Negeri 6 Sukajadi (the average student learning outcomes through cycle I is 62.25, while in the second cycle the average student learning outcomes of 76.25)

scholarly journals Peningkatan Hasil Belajar Luas Bangun Datar melalui Strategi Belajar Kooperatif Tipe Jigsaw bagi Siswa

2019 ◽  
Vol 4 (1) ◽  
pp. 55
Author(s):  
Nurdasmi Nurdasmi
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Expert Group ◽  
Average Value ◽  
Original Group ◽  
Origin Group ◽  
Group Member

<p><em>Implementation of learning through Jigsaw type cooperative learning is by steps: dividing students into groups consisting of 4-6 people each group called the original group. Each origin group member is given a different topic. Every original group member who gets the same topic joins a group called the expert group. In expert groups, students discuss topics to be discussed according to the instructions of the Student Worksheet (LKS). After the discussion, each member of the expert group rejoined the original group to explain the topic discussed in the expert group. From the results of research that researchers have done, it appears that student learning outcomes have improved. The average value of students on a base score of 5.06, the actions are taken in the first cycle increased with an average of 6.9. Then the action is held again in cycle II, with an average student score reaching 8.3. From the results of this study, it can be concluded that through Jigsaw cooperative learning can improve student mathematics learning outcomes in class V UPT SDN 22 Tanah Bayang District. Therefore, it is suggested that teachers can carry out the learning process through Jigsaw cooperative learning with the aim of being able to improve student learning outcomes and interests.</em><em></em></p>

scholarly journals Implementation of the STAD Type Cooperative Learning Model to Improve Students' Motivation and Civics Learning Outcomes

2021 ◽  
Vol 5 (5) ◽  
pp. 3043-3049
Author(s):  
Sepriandison Saragih
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Average Value ◽  
Student Teams ◽  
Motivation And Learning

This study aims to increase the motivation and learning outcomes of Civics in class X-4 SMA Negeri 3 Pematangsiantar by applying the STAD type cooperative learning model. This research is a classroom action research conducted at SMA Negeri 3 Pematangsiantar, the subjects of this research are students of class X-4 with a total of 30 students. The results showed that student learning outcomes at the basic score of the average value of 48.61 increased by 16.95 points to 65.56 in the first cycle. In the second cycle the average score was 71.67 increase from the first cycle of 6.11 points. Classical completeness on a base score of 33% (13 students). In the first cycle test, the completeness increased to 72.5% (19 students). In the second cycle, classical completeness increased to 87.5% (25 students). From the results of the study, it can be concluded that the application of the cooperative learning model of the student teams achievement division (STAD) type can increase the motivation and learning outcomes of Civics in class X-4 SMA Negeri 3 Pematangsiantar

scholarly journals Penerapan Pembelajaran Kooperatif Tipe Numbered Head Together untuk Meningkatkan Hasil Belajar Siswa pada Pelajaran IPA di Kelas IV-A MIN 1 Yogyakarta

2019 ◽  
Vol 4 (1) ◽  
pp. 77-86
Author(s):  
Waridah
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Alternative Energy ◽  
Energy Content ◽  
Student Learning Outcomes ◽  
Positive Influence ◽  
Class Action ◽  
Average Value ◽  
Improving Student Learning

The purpose of this study was to determine student learning outcomes before applying Numbered Head Together, testing the application of Numbered Head Together method to improve student learning outcomes knowing student learning outcomes after using Numbered Head Together, and analyzing the comparison of student learning outcomes between before and after applied cooperative learning methods Numbered Head Together type. The research method used is Class Action Research. The findings of this study that by applying cooperative learning the Numbered Head Together type has a positive influence in improving student learning outcomes which are characterized by an increase in student learning outcomes from Pre-Cycle I with an average value of 83.45 and cycle II an average value of 90.00. Between Cycle I and Cycle II, there was an increase of 7.85%. Based on the research that has been done in Cycle I and Cycle II with cooperative learning Numbered Head Together type have increased. The limitations of this study were only carried out in the Lessons on the Science of Energy-Saving Energy Content of Alternative Energy Materials for Students of Class IVA MIN 1 Yogyakarta and not yet comprehensive. Further research is expected to be carried out in all classes.

scholarly journals Application of Cooperative Learning Models and Interaction Patterns in an Effort to Improve Student Learning Outcomes

2021 ◽  
Vol 13 (2) ◽  
pp. 394-399
Author(s):  
Ahmad Susanto ◽  
Lativa Qurrotaini ◽  
Is wan ◽  
Fari hen
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Interaction Patterns ◽  
Learning Models ◽  
Average Value ◽  
Strongly Agree ◽  
Improve Student Learning

Research with the title Application of Cooperative Learning Models and Interaction Patterns in an effort to improve student learning outcomes in the Junior High School XVIII, South Tangerang Indonesia, in social studies subjects. This research was conducted on seventh grade students of Junior Hight School XVIII, South Tangerang. Indonesia. This research method uses a descriptive quantitative approach, while the research instrument used in this study is a questionnaire. The data analysis technique in this research is descriptive statistical test. The results of the study are the results of the application of cooperative learning models and interaction patterns in an effort to improve student learning outcomes, in social studies subjects, as evidenced by the results of statistical tests obtained based on the level of satisfaction, the average value obtained is strongly agree at 31%, agree at 50%, disagree by 18%, answers that strongly disagree obtained a value of 1%. Meanwhile, based on the answers according to the percentage of peer group interaction pattern variables, the average value obtained was 31% strongly agree, 41% agree, 24% disagree and 3% strongly disagree. The results of the answer test based on student achievement in social studies obtained the average value of those who answered strongly agree amounted to 29%, san who answered agreed 47%, and disagreed 22%, and strongly disagreed by 2%.

scholarly journals PENINGKATAN HASIL BELAJAR IPA MELALUI IMPLEMENTASI MODEL KOOPERATIF TEKNIK PICTURE AND PICTURE

2019 ◽  
Vol 4 (2) ◽  
pp. 66-77
Author(s):  
Mahdi .
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Initial Conditions ◽  
Mastery Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Average Value ◽  
Animal Organs

The aim of this research is to improve the learning outcomes of science subjects in human and animal organs through the use of the Picture and Picture Technique Cooperative Learning Model in class V of the Julok Cut Elementary School in the second semester of the 2016-2017 academic year. The benefits of this research are to add new references and theories in the field of education, especially the implementation of Classroom Action Research by applying various models or learning methods so as to improve student learning outcomes. To achieve this, the steps that need to be implemented are using the Picture and Picture Technique Cooperative Learning Model. Data analysis method used in this study uses descriptive analysis whose data is sourced from formative tests and classroom observations. This research was conducted in 2 cycles, each cycle consisting of two meetings. Indicators of success in this study are expected to increase students' mastery learning which reached 85% classically. The results showed, in the first cycle the average value of students amounted to 64 and mastery learning reached 44%. These results indicate an improvement from the initial conditions with an average score of only 54.8 and a new learning completeness of 28%. While in cycle II the average value of students was 79.2 and mastery learning reached 92%. The conclusion of this study is the use of the Picture and Picture Technique Cooperative Learning Model in natural science learning materials of human and animal organs can positively influence the improvement of student learning outcomes in the second semester of the second semester of SD Negeri Julok Cut, Julok District, East Aceh Regency.

scholarly journals PERBANDINGAN HASIL BELAJAR SISWA MENGGUNAKAN PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) DENGAN MEDIA ULAR TANGGA DAN MEDIA PUZZLE DI KELAS XI SMA NEGERI 01 BENGKULU TENGAH

Alotrop ◽  
2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Aisha Syafitri ◽  
Hermansyah Amir ◽  
Elvinawati Elvinawati
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Cognitive Learning ◽  
Student Learning Outcomes ◽  
Class Ii ◽  
Colloidal System ◽  
Average Value ◽  
Team Games ◽  
Cognitive Learning Outcomes

This study aims to determine the comparison of student learning outcomes using cooperative learning type Teams Games Tournament (TGT) with media snake ladder and media puzzle in class XI SMA Negeri 01 Bengkulu Tengah Year 2017/2018 on the subject of colloidal system. This research is a quasi experimental research with the population of all students of class XI SMA Negeri 01 Bengkulu Tengah and the sample is XI MIPA 3 experiment I applying Snake Ladder media and XI MIPA 4 as experiment class II which apply puzzle media. Student learning outcomes in this study is seen from the difference between pretest and posttest values. In the experimental class I which uses snake ladder media, the average value of the increase in students' cognitive learning outcomes is 43.30. Whereas in the experimental class II that uses media puzzle, the average value of the increase in students' cognitive learning outcomes is 35.97. From a series of statistical tests conducted hypothesis testing using t-test with a significant level of 0.01 obtained tHitung> tTable (2.42> 2.39). The results showed that there was a significant difference between the learning outcomes of students who were taught by cooperative learning using Snake Media Appliance and Puzzle media. The result of this research can be concluded that  in general the result of student learning by applying cooperative learning model of Team Games Tournament (TGT) type with snake ladder media is higher than with puzzle media on colloidal system subject.

scholarly journals ANALISIS KUALITAS BUKU AJAR KIMIA BERBASIS KURIKULUM 2013

2017 ◽  
Vol 1 (2) ◽  
pp. 159-164
Author(s):  
Molani Paulina Hasibuan ◽  
Ramlan Silaban
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
T Test ◽  
Chemistry Teachers ◽  
Significance Level ◽  
Average Value ◽  
Analysis Technique ◽  
Quantitative Descriptive

Abstrak. Penelitian ini bertujuan menganalisis kualitas buku ajar kimia di SMA/MA Kelas XI Semester 1 yang dihasilkan dalam penelitian ini sehingga memenuhi standar kualitas seperti yang dipersyaratkan oleh BSNP dan sesuai dengan kurikulum 2013. Populasi dari penelitian ini adalah guru-guru kimia  di SMA/MA yang ada di Kota Medan, Propinsi Sumatera Utara. Sampel penelitian diambil secara purposive. Pendekatan yang digunakan untuk mencapai tujuan yang telah dirumuskan adalah penelitian deskriptif kualitatif dan kuantitatif. Data berupa penilaian kualitas buku diperoleh dari angket yang diberikan pada responden yaitu guru-guru kimia SMA/MA di Kota Medan. Teknik analisis data menggunakan independent sample t-test dengan SPSS 20 for windows pada taraf signifikansi α = 0,05. Hasil penelitian menunjukkan bahwa model pembelajaran kooperatif berbasis masalah dapat meningkatkan hasil belajar siswa. Hal ini ditunjukkan dari hasil penelitian yang menunjukkan rata-rata nilai hasil belajar siswa dengan model pembelajaran kooperatif berbasis masalah lebih tinggi dibandingkan rata-rata nilai hasil belajar siswa dengan model pembelajaran kooperatif. Kata Kunci: buku ajar, kurikulum 2013  Abstract. This study aims to analyze the quality of chemistry textbooks in SMA/MA Class XI Semester 1 which is produced in this research so as to meet the quality standards as required by BSNP and in accordance with the curriculum 2013. The population of this research is chemistry teachers in SMA/MA is in the city of Medan, North Sumatra Province. The sample was taken purposively. The approach used to achieve the objectives that have been formulated is qualitative and quantitative descriptive research. Data in the form of book quality assessment obtained from questionnaires given to respondents ie high school chemistry teachers MA in Medan City. Data analysis technique using independent sample t-test with SPSS 20 for windows at significance level α=0,05. The results showed that the problem-based cooperative learning model can improve student learning outcomes. This is shown from the results of research that shows the average value of student learning outcomes with model-based cooperative learning is higher than the average value of student learning outcomes with cooperative learning model.Keyword: textbooks, curriculum 2013

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