scholarly journals Implementasi Model Pembelajaran Cooperative Learning Type Stad dengan Pendekatan Kontekstual untuk Meningkatkan Kemampuan Siswa dalam Memahami Trigonometri

Syntax Idea ◽  
2021 ◽  
Vol 3 (11) ◽  
pp. 2413
Author(s):  
Inan Nurrofiq
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Positive Impact ◽  
Deep Understanding ◽  
Learning Model ◽  
Learning Problems ◽  
Contextual Approach ◽  
Model Learning ◽  
Teacher Students ◽  
Comparison Of The Results

SMA Negeri 1 Sukapura in class X MIA has learning problems in Mathematics, namely Trigonometry. In Class X MIA SMA Negeri 1 Sukapura, many students do not understand the material presented by the Mathematics teacher. The low understanding of students towards Trigonometry is caused by students having difficulty understanding the material presented by the teacher., Students are not actively involved in learning and it is difficult to gain deep understanding. This results in students' ability to understand trigonometry. Therefore, this study takes the title "Implementation of STAD type Cooperative Learning Learning Model with a Contextual Approach to Improve Students' Ability to Understand Trigonometry in Class X MIA SMA Negeri 1 Sukapura Academic Year 2017/2018" Learning Model Cooperative Learning type STAD through a Contextual Approach is a teaching method that emphasizes activities and interactions between students to motivate each other and help each other in mastering the subject matter in order to achieve maximum performance by presenting real-world situations into the classroom. Comparison of research results, namely in the pre-cycle the number of students who finished studying was only 19 students or 76%, then in cycle 1 it increased to 20 students or 80%, and increased in cycle 2 to 22 students or 88%. From the comparison of the results of the study, It can be concluded that, with the concept of 4X meetings, the STAD Cooperative Learning model learning with a Contextual Approach has a positive impact on the process of increasing students' ability to understand Trigonometry

scholarly journals UPAYA PENGEMBANGAN POTENSI BELAJAR SISWA KELAS 5 SEKOLAH DASAR KANISIUS GENDONGAN SALATIGA MENGGUNAKAN COPERATIVE LEARNING

2019 ◽  
Vol 5 (3) ◽  
Author(s):  
Junita Junita ◽  
Mawardi Mawardi
Keyword(s):  
Cooperative Learning ◽  
Small Groups ◽  
Learning Process ◽  
Positive Impact ◽  
Learning Model ◽  
Learning Material ◽  
Class V ◽  
Fifth Grade Students ◽  
Teacher Students ◽  
Group Members

This study was aimed at knowing the importance of applying cooperative learning models or other terms of learning in small groups. With the existence of cooperative learning, it will be easier for fifth-grade students to have discussions or interactions while doing the assignments and responsibilities given by the teacher. Cooperative learning in its application in class V SD Kanisius Gendongan Salatiga has a positive impact on students. The positive impact in question is that the application of the cooperative learning model to students is easier to follow the learning process. Students are more flexible in expressing opinions to group members and with the application of this learning model in class V students get more knowledge and information about learning. In addition to students getting information from the teacher, students also get information from peers about the material discussed. Between students in the class exchange opinions and clarify information about the learning material being discussed so that students get a lot of knowledge/information through the application of a cooperative model. With the existence of cooperative learning in SD Kanisius Gendongan Salatiga, the writer proves that its application in the learning process gives development to students. The application of forming small groups in learning in class V can be carried out effectively and efficiently.

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 PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DENGAN MENGGUNAKAN HANDOUT TERHADAP HASIL BELAJAR SISWA SEKOLAH MENENGAH ATAS NEGERI 1 KAMPAR

2017 ◽  
Vol 1 (1) ◽  
pp. 81
Author(s):  
Feby Julianti ◽  
Lisa Utami
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Model ◽  
Senior High School ◽  
Final Test ◽  
Model Learning ◽  
Student Teams ◽  
Final Data ◽  
The Subject

AbstractThis research is based on the low outcomes of class XI students on their chemistry subject. Therefore, the experiment research by pretest and posttest to discover the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using Handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis is conducted. The subject of this research is the students of class XI Mia in 2015-2016 year by using 2 classroom samples: XI Mia 1 (exsperiment) dan XI Mia 4 (control). The data was collected by using observation, initial test (homogeneity), final test (pretest and postest), and documentation. To discover the effect of the model on learning outcomes, the formula of Kp is applied. The effect differences are analyzed by t-test sampel related. The analysis result of initial and final data is t-counting = 2.325 and t-table = 1,68 in the significant rate of 5%. The value of t-counting > t-table, therefore, Ho is rejected and Ha is accepted. This shows that there is the effect of cooperative learning model of Student Teams Achievement Divisions (STAD) by using handout toward learning outcomes of State Senior High School 1 Kampar on salt hydrolysis by the effect as much as 7.8%.  Key words:      Learning outcomes, model learning model of STAD, salt hydrolysis 

scholarly journals PENGGUNAAN MODEL COOPERATIVE LEARNING TIPE STUDENT TEAM ACHIEVEMENT DIVISION UNTUK MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR SISWA DALAM PEMBELAJARAN IPS DI KELAS III SEKOLAH DASAR

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Nasrul Nasrul
Keyword(s):  
Elementary School ◽  
Data Analysis ◽  
Cooperative Learning ◽  
Social Studies ◽  
Teaching Method ◽  
Research Result ◽  
Learning Model ◽  
Class Iii ◽  
Conventional Teaching ◽  
Student Team

Penelitian ini dilakukan berdasarkan fakta bahwa aktivitas dan pencapaian siswa pada ilmu-ilmu sosial yang masih rendah. Fakta ini disebabkan oleh, misalnya, penggunaan metode pengajaran yang konvensional oleh guru. Melalui tindakan penelitian menggunakan model pembelajaran kooperatif jenis STAD, ingin posisi siswa di tengah panggung. Hal ini disebut sebagai siswa pusat pembelajaran. Tujuan dari studi adalah untuk menggambarkan peningkatan kegiatan dan prestasi siswa pada ilmu-ilmu sosial yang menggunakan pembelajaran kooperatif jenis STAD. Hasil analisa data menunjukkan bahwa, sebagai hasil penelitian, ada kegiatan peningkatan dari 52,8% (siklus pertama) ke dalam 82% (kedua siklus) di sisi guru. Angirovement dibuat dari 68% (siklus saya) ke 93% (siklus II), di samping siswa, peningkatan dari 61% (siklus saya) menjadi 86% (siklus II). Peningkatan prestasi dibuat dari 67,57% (siklus saya) into74, 5% (siklus II). Dapat disimpulkan bahwa belajar ilmu-ilmu sosial melalui pembelajaran kooperatif jenis STAD bisa meningkatkan siswa aktivitas dan prestasi di kelas tiga SD N 16 Tanjung Aur, Padang.Kata kunci: Aktivitas pembelajaran kooperatif, STAD USAGE OF COOPERATIVE LEARNING MODEL TYPE STUDENT TEAM ACHIEVEMENT DIVISION TO INCREASE ACTIVITY AND STUDENT LEARNING RESULTS OF IPS LEARNING IN CLASS III ELEMENTARY SCHOOL AbstractThis research was conducted based on the faet that the students’ activity and achievement on social studies were still low. The faet was caused by, for example, the use of conventional teaching method by the teacher.Through action  research of using cooperative learning model of STAD type, the asited wanted to position the students in the center stage. It’s called as students center learning. The purpose of the study was to describe the improvement of the students’ activity and achievement on social studies using cooperative learning of STAD type. The Result of data analysis showed that, as the research result, there was activity improvement from 52,8% (first cycle) into 82% (second cycle) on the side of teacher. The angirovement was from 68% (Cycle I) into 93% (cycle II), on the side of students, the improvement was from 61%(cycle I) into 86% (cycle II). The achievement improvement was from  67,57% (cycle I) into74,5% (cyle II). It can be concluded that the learning of social studies through the use of cooperative learning of  STAD type could improve the students’ activity and achievement at third SD N 16 Tanjung Aur, Padang.Keywords: Cooperative Learning, STAD, Activity

scholarly journals Implementation of Cooperative Learning Model in Preschool

2016 ◽  
Vol 5 (3) ◽  
pp. 83 ◽  
Author(s):  
Nilüfer Okur Akçay
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Learning Model ◽  
Control Group ◽  
Traditional Teaching ◽  
Sense Organs ◽  
City Center ◽  
National Education ◽  
Jigsaw Method ◽  
And Control

<p>In this study, the effectivity of jigsaw method, one of the cooperative learning models, on teaching the concepts related to sense organs and their functions to four-five year-old children in nursery class was analyzed. The study is in the semi-experimental design consisting of experimental and control groups and pretest and posttest. The sample of this study consists of 38 children from the nursery class of Ministry of National Education in Ağrı city center, in 2015-2016 academic years. Two groups determined randomly have been formed. These are: Jigsaw Group (JG, N=20) and Control Group (CG, N=18). In the direction of the goals of this study, a data collection tool has been developed by the researcher to collect data. The test prepared by the researcher to determine the knowledge levels of the students about organs like ear, tongue, eye and skin and senses like hearing, smelling, tasting, seeing and sensing has been used. As a result of the obtained data, it has been determined that cooperative learning model is more effective in teaching the sense organs subject to the children compared to the traditional teaching method.</p>

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe TAI (Teams Assisted Individualization) terhadap Sikap Kerjasama dan Sikap Bertanggung Jawab Siswa

2015 ◽  
Vol 1 (1) ◽  
Author(s):  
Muchamad Ishak
Keyword(s):  
Cooperative Learning ◽  
Learning Model ◽  
Learning Problems ◽  
Control Group ◽  
Homogeneity Test ◽  
Learning Models ◽  
Conventional Model ◽  
Normality Test ◽  
Kolmogorov Smirnov ◽  
Responsible Attitude

This study aims to reveal the effectiveness of the TAI type of cooperative learning model in enhancing students' attitude of cooperation and responsible attitude. The learning model emphasizes more on solving individual learning problems as a group's responsibility, so that the model is believed to improve cooperation and responsibility. The method used is an experimental method with a "randomized control group pretest-posttest design" design. The population that became the object of this study were all students of class X SMK PGRI 3 Cimahi totaling 120 people, samples were taken as many as 60 people randomly. Then the initial test is done as a reference to divide into two different groups, namely the TAI type cooperative model and the conventional model. The instrument used in the form of a questionnaire regarding the attitude of cooperation and attitude of responsibility. Data obtained from initial and final tests are then processed and analyzed using SPSS Serie 16 with stages: Normality Test (Kolmogorov-Smirnov), Homogeneity Test (Lavene statistical), Analysis of variance (Independent samples t-test). First, there is an effect of the type of TAI cooperative learning model on student cooperation attitude. Second, there is an influence of the TAI type cooperative learning model on students' responsible attitude. Third, there is an influence of conventional learning models on student cooperation attitude. Fourth, there is an influence of conventional learning models on students' responsible attitudes. and Fifth, the TAI type of cooperative learning model is better than the conventional model of cooperative attitudes and students' responsible attitudes.

scholarly journals PENERAPAN PENDEKATAN KONTEKSTUAL DALAM MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENCAPAI HASIL BELAJAR MATERI PERPINDAHAN KALOR PADA SISWA KELAS VII SMP NEGERI 2 AMBON

2019 ◽  
Vol 4 (1) ◽  
pp. 208-223
Author(s):  
Nur Hamida Siregar
Keyword(s):  
Heat Transfer ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Quality Of Education ◽  
Average Score ◽  
Contextual Approach ◽  
Quantitative Descriptive

The quality of education in Indonesia was in the worst position in Asian from 12 countries surveyed in 2010 by PERC, so more efforts by teachers are needed to improve the quality of education. One of the efforts is through the application of good and appropriate learning models to the characteristics of subjects. This study aimed to determine the achievement of learning outcomes of heat transfer subject of students of class VII6 SMP Negeri 2 Ambon through application of a contextual approach in Jigsaw type cooperative learning model. This research was a quantitative descriptive, with 40 students. This study found that the average score of initial achievement was 29.22 (failed qualification). While during the learning process with Jigsaw cooperative learning model, the average cognitive achievement was 83.34 (good qualification), affective was 82.66 (good qualification), and psychomotor was 88.75 (good qualification). While there were formative test results obtained the average achievement score was 74.77 (sufficient qualification), and the average of the final score was 81.71 (good qualification). It can be concluded that the learning process by applying a contextual approach in Jigsaw type cooperative learning model was proven to help students in achieving the learning outcomes of heat transfer subject.

scholarly journals The Role of Playing Model Learning Based on Tri Hita Karana Improve Indonesian Language Learning Outcomes

2020 ◽  
Vol 4 (3) ◽  
pp. 302
Author(s):  
Komang Trisnawati ◽  
Adrianus I Wayan Ilia Yuda Sukmana
Keyword(s):  
Cooperative Learning ◽  
Language Learning ◽  
Learning Outcomes ◽  
Role Playing ◽  
Learning Model ◽  
Control Group ◽  
Model Learning ◽  
Control Group Design ◽  
Model Based ◽  
Class Iv

This study aims to determine the effect of the Tri Hita Karana-based Role-Playing type of cooperative learning model on Indonesian language learning outcomes. This research is a quasi-experimental study with a non-equivalent post-test only control group design. The population of this study was 177 people, the sample was determined using simple random sampling. The sample of this research was 28 students in class IV SD 1 Banjar Tegal and 28 students in class IV SD 1 Baktiseraga as many as 28 people. Indonesian learning outcomes data obtained through the method of providing multiple choice tests. Based on the results of hypothesis testing shows that there are significant differences in Indonesian learning outcomes between groups of students who are taught with a cooperative learning model based on Tri Hita Karana type and students who are not taught using the cooperative learning model based on Tri Hita Karana. Thus, the cooperative learning model of the type of Role Playing based on Tri Hita Karana because it affects the learning outcomes of Indonesian students. Based on the results of the study, it is recommended that this study can be used as a support or relevant study in subsequent studies to fund a type of cooperative learning model based on Tri Hita Karana. 

scholarly journals Pengaruh Pembelajaran Kooperatif Tipe STAD terhadap Kecerdasan Emosi Siswa SMK N 2 Somba OPU Kabupaten Gowa

2021 ◽  
Vol 6 (1) ◽  
pp. 97-105
Author(s):  
Muhammad Akbar Syafruddin ◽  
Herman Herman
Keyword(s):  
Emotional Intelligence ◽  
Cooperative Learning ◽  
Conventional Method ◽  
Teaching Method ◽  
Positive Impact ◽  
T Test ◽  
Learning Method ◽  
Student Teams

The research aimed to discover the influence of cooperativelearning method type STAD (Student Teams Achievement Division) toward emotional intelligencestudent’s of SMK Negeri 2 Somba Opu Kabupaten Gowa. The population of the research were all students at the school. There were 35 students as sample chosen randomly which treated by using cooperative learning method. Questionnaires were employed to collect the data and analyzed by using T-Test with SPSS 20 which were taken after Normality and HomogenityTest. The result showed that, 1) There was a significant effect from the cooperative learning methid toward stuedent’s intelligence, 2)Cooperative learning method was more effective than conventional method in developing student’s quation.Thus it can be infer that cooperative learning gives a positive impact toward student’s development in learning. Keywords: Cooperative learning, Student Teams Achivement Division, Emotional Intelligence, Conventional teching, Teaching method, AbstrakPenelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) terhadap kecerdasan emosisiswa SMK Negeri 2 Somba Opu Kabupaten Gowa.  Populasi pada penelitian ini adalah jumlah keseluruhan dari siswa SMK Negeri 2 Somba Opu Kabupaten Gowa dengan sampel berjumlah 35 (1 kelas) orang yang dipilih secara acak,dengan perlakuan menggunakan model pembelajaran kooperatiftipe STAD (Student Teams Achievement Division). Sedangkan untuk memperoleh data kecerdasan emosi siswa dilakukan dengan menggunakan angket kuisioner. Data dalam penelitian ini kemudian dianalisis dengan menggunakan uji T dengan bantuana plikasi SPSS 20 yang sebelumnya melewati uji prasyarat tes normal dan homogenitas. Berdasarkan hasil penelitian maka dihasilkan kesimpulan sebagai berikut : (1) Terdapat pengaruh model pembelajaran kooperatif   tipe STAD (Student Teams Achievement Division) terhadap kecerdasan emosi siswa. (2) Model pembelajaran kooperatif tipe STAD (Student Teams Achievement Division) lebih efektif dibandingkan model pembelajaran konvensional dalam meningkatkan kecerdasan emosi siswa. Kata Kunci: Model Pembelajaran, Pembelajaran Kooperatif KooperatifTipe STAD, Pembelajaran Konvensional, PendidikanJasmani, Kecerdasan Emosi. 

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