Penerapan Model Pembelajaran Cooperative learning STADAT dengan Media Kartu Quetion Ask (QA) Untuk Meningkatkan Hasil Belajar dan Perilaku Berkarakter Siswa Kelas VIII-I SMP Negeri 1 Banjar pada Materi Kesadaran Konstitusional dalam Bernegara Tahun Pelaja

2020 ◽  
Vol 5 (3) ◽  
pp. 356-366
Author(s):  
Sugeng Darwito
Keyword(s):  
Cooperative Learning ◽  
Student Teams

Hasil belajar mencapai Kriteria Ketuntasan Minimal (KKM) merupakan tujuan dari pembelajaran. Untuk memperoleh hasil belajar yang maksimal, guru perlu memiliki kemampuan memilih model pembelajaran sebagai alternatif  pilihan. Pada kenyataan dilapangan guru masih bersifat konvensional dalam mengajar PPKn yaitu dengan metode ceramah. Akibatnya siswa merasa jenuh dan menganggap Pendidikan Pancasila dan Kewarganeraan sebatas verbalisme, sehingga nilai yang diperoleh siswa berada dibawah KKM. Ini membuktikan bahwa guru belum mampu memilih model pembelajaran yag tepat untuk meningkatkan pemahaman dan motivasi siswa. Penggunaan metode pembelajaran kooperatif  tipe Student Teams Achievement Division And Tournament (STADAT),  merupakan solusi yang diajukan  untuk meningkatkan hasil belajar pada siswa. Untuk membuktikan  bahwa model ini dapat meningkatkan pemahaman siswa, maka dilaksanakan Peneltian Tindakkan Kelas pada siswa kelas VIII-I SMP Negeri 1 Banjar. Penelitian ini dilaksanakan dalam 2 siklus. Siklus pertama membahas tentang Sistem Pemerintahan di Indonesia, terdiri dari (1) Membuat perencanaan yaitu membuat perangkat pembelajaran (RPP-1, soal ulangan, penilaian KBM guru), (2) tindakan (KBM guru dikelas), (3) observasi (penilaian oleh kolaboarator selama KBM) dan (4)  Refleksi (membahas kelemahan dan kelebihan selama KBM antara guru pengajar dan kolaborator). Data diperoleh dari test formatif, hasil wawancara siswa dan penilaian kolaborator/pengamat. Siklus kedua dilaksanakan seperti pada siklus pertama dengan materi yaitu Presentasi tentang  Kedaulatan Negara Indonesia . Dari data hasil penelitian  diperoleh data bahwa penerapan pembelajaran kooperatif STADAT dengan media Kartu Quetion Ask (QA)  dapat meningkatkan perilaku berbudaya dan berkarakter bangsa siswa kelas VIII-I. Rata-rata persentase taraf keberhasilan tindakan meningkat dari 71,88% (perilaku memuaskan) pada siklus I menjadi 85,00% (perilaku sangat baik) pada siklus II.  Sedangkan pada proses kegiatan belajar mengajar penerapan pembelajaran kooperatif STADAT dengan media Kartu Quetion Ask (QA) dapat meningkatan hasil belajar PPKn siswa kelas VIII-I. Rata-rata ketuntasan belajar siswa sebesar  59% pada siklus I meningkat menjadi 88% pada siklus II.. Oleh karena hal tersebut, disarankan Model pembelajaran kooperatif tipe Student Teams Achievement Division And Tournament (STADAT) ini dapat dijadikan alternatif untuk meningkatkan pemahaman siswa dalam belajar, terutama pada PPKn.

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals Effects of Student Teams-Achievement Divisions Cooperative Learning with Models on Students’ Understanding of Electrochemical Cells

2016 ◽  
Vol 9 (11) ◽  
pp. 104 ◽  
Author(s):  
Ataman Karacop
Keyword(s):  
Cooperative Learning ◽  
Teaching Method ◽  
Teacher Education Program ◽  
Science Teacher Education ◽  
Control Group ◽  
Electrochemical Cells ◽  
Traditional Teaching ◽  
Learning Group ◽  
Student Teams ◽  
Undergraduate University Students

<p class="apa">The aim of this study was to determine the effect of Student Teams-Achievement Divisions cooperative learning with models on academic achievements of undergraduate university students attending classes in which the electrochemical cells. The sample of research was comprised of 70 students from first class of science teacher education program during the academic year 2014-2015. The data obtained by the Electrochemistry Achievement Test (EcAT). The study was carried out in three different groups. The research groups were randomly assigned as the cooperative learning with models group (CLMG), the cooperative learning group (CLG), and the control group (CG). The data obtained by the instrument was evaluated through descriptive statistics, one–way ANOVA, and ANCOVA. The results indicated that teaching electrochemical cells via STAD with Model method was more effective than the traditional teaching method and only STAD in increasing academic achievement. In addition, according to the EcAT results, students’ high levels of misunderstanding show that there are indicative of some deficiencies in teaching of the electrochemical cells in the molecular level.</p>

scholarly journals APPLICATION OF THE COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) LEARNING MODEL TO IMPROVE IPS LEARNING OUTCOMES CLASS IV STUDENTS OF SDN 006 SENCANO JAYA

JURNAL RANDAI ◽  
2021 ◽  
Vol 1 (2) ◽  
pp. 37-52
Author(s):  
Yusrizal
Keyword(s):  
Cooperative Learning ◽  
Social Studies ◽  
Initial Data ◽  
Learning Outcomes ◽  
Learning Model ◽  
Student Activity ◽  
Student Teams ◽  
The Social ◽  
Fourth Grade Students ◽  
Class Iv

The problem in this research is the low social studies learning outcomes. The purpose of this study was to improve the social studies learning outcomes of the fourth grade students of SDN 006 Sencano Jaya, by applying the Student Teams Achievement Division (STAD) type of cooperative learning model. The hypothesis in this study is that if the cooperative learning model (STAD) is applied, it can improve the social studies learning outcomes of students of SDN 006 Sencano Jaya class. The results showed that the teacher activity in the first cycle of the first meeting showed an average of 70.83%, in the first cycle of the second meeting an average of 83.33%. In the second cycle, the first meeting was 87.50%, in the second cycle the second meeting had an average of 95.83%. Teacher activity in this study increased. Student activity in the first cycle of the first meeting with an average of 58.33% in the first cycle of the second meeting was 70.83%, in the second cycle of the first meeting an average of 75.00% in the second cycle of the second meeting with an average of 91.66%. Student activity in this study also increased. The initial data of social studies learning results showed that only 11 students completed with a percentage of 40.74% who did not complete 16 people or 59.25% of students who obtained a basic score above the minimum completeness criteria standard (KKM). In the UH I who completed 15 people or the percentage of 55.55% who did not complete 12 people with a percentage of 44.41%. At UH II, 24 people or 88.88% who did not complete were only 3 students or with a percentage of 11.11%. Social studies learning outcomes in this study are increasing, so with the application of the Cooperative learning model type Students Teams Achievement Division (STAD).

scholarly journals PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET

2020 ◽  
Vol 6 (2) ◽  
Author(s):  
Davi Sofyan
Keyword(s):  
Cooperative Learning ◽  
Sampling Technique ◽  
Control Group ◽  
Student Teams ◽  
Post Test ◽  
Quasi Experimental ◽  
The Mean ◽  
The Difference ◽  
Experimental Group ◽  
Cluster Random Sampling

The purpose of this study was to determine how much influence the cooperative learning model type student team's achievement division has on basketball shoot lay-up skills. The research method used in this research is a quasi-experimental method. The type of research design used was the non-equivalent group design. The population in this study were students of class XI SMA Negeri 1 Majalengka in 2019 totaling 424 students. The sampling technique used in this study was cluster random sampling technique. The sample in this study amounted to 214 students consisting of class XI IPS 1-4 and XI MIPA 7-8. The experimental group class XI IPS 1-2 and XI MIPA, control group class XI IPS 3-4 and XI MIPA 8. The results showed that the mean pre-test lay-up shoot of the experimental group was 4.09 while the control group was 3.92. The mean post-test shoot lay-up of the experimental group was 6.76 while the control group was 4.72. Furthermore, by looking at 95% confidence interval of the difference, there is a difference between the shoot lay-up results of the experimental group and the control group, which is -0.190 to 2.412. Thus, it can be concluded that STAD is effective in improving basketball shoot lay-up skills.

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 

PENINGKATAN PEMAHAMAN KONSEP KONVERSI SATUAN LUAS MELALUI MODEL PEMBELAJARAN KOOPERATIF STUDENT TEAMS ACHIEVEMENT DIVISIONS

2021 ◽  
Author(s):  
Ris Tanti
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Test Data ◽  
Learning Model ◽  
Story Telling ◽  
Student Teams ◽  
The Subject ◽  
Written Test ◽  
Unit Conversion ◽  
Planning Action

The aims of this study was to improve output comprehension concept vast unit conversion using an cooperative learning model with type Student Teams Achievement Divisions (STAD). The kind of this study was action class research (ACR), teacher as a learning executor then student as a learning observer. This study used 2 cycle action class. Every cycle consisted of four stage that is planning, action implementation, observation and evaluation. This study was held on even semester, on February. The subject of this study was student at VI Mina class SD Islam Al Azhar 17 Bintaro consist of 35 students. The data obtained from observation, interviewed and written test. Data analysis used descriptive and presented in a table. The study indicated increase comprehension concept vast unit conversion of student. The first cycle showed 63% student’s score above Minimum Completeness Criteria (MCC), then on second cycle the student’s score increased up to 100% above MCC. Accordingly, cooperative learning model Student Teams Achievement Division (STAD) application can improve comprehension concept vast unit in math story telling question.

PENERAPAN MODEL COOPERATIVE LEARNING TIPE STAD DALAM PEMBELAJARAN IPA MATERI CAHAYA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2020 ◽  
Vol 6 (2) ◽  
pp. 32-55
Author(s):  
Surahman
Keyword(s):  
Cooperative Learning ◽  
Student Teams ◽  
Teacher Centered

Penelitian ini dilatarbelakangi oleh rendahnya hasil belajar dan keaktifan belajar siswa dalam pembelajaran IPA di kelas VIII A SMP Negeri 1 Kasokandel, Majalengka. Pemicunya adalah karena model pembelajaran yang diterapkan masih bersifat konvensional, berpusat pada guru (teacher centered). Untuk mengatasi kesulitan belajar tersebut ditawarkan melalui penerapan model pembelajaran cooperative learning tipe STAD (Student Teams Achievement Divisions). Studi ini dimaksudkan untuk menjawab permasalahan: 1) Bagaimanakah penerapan model cooperative learning tipe STAD pada pembelajaran IPA materi cahaya di kelas VIII A? 2) Bagaimana hasil belajar siswa pada pembelajaran IPA materi cahaya menggunakan model cooperative learning tipe STAD di kelas VIII A? Permasalahan tersebut dibahas melalui penelitian tindakan kelas yang dilakukan melalui 2 siklus. Setiap siklus terdiri dari tahap perencanaan, tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa penerapan model cooperative learning tipe STAD pada pembelajaran IPA materi cahaya di kelas VIII A berhasil meningkatkan hasil belajar dan keaktifan belajar siswa. Hal ini dapat dilihat dari tingkat ketuntasan belajar peserta didik per siklusnya. Pada pra siklus hanya terdapat 11 siswa atau 37% saja yang tuntas belajar, dengan nilai KKM 70. Namun itu mengalami kenaikan di siklus I menjadi 20 siswa atau 67%.  Pada siklus II meningkat lagi menjadi 26 siswa atau 87%. Sementara keaktifan belajar siswa pada siklus I sebanyak 18 siswa atau 60%. Pada siklus II terdiri dari 25 siswa atau 83%. Oleh karenya, model belajar cooperative learning tipe STAD sangat tepat digunakan dalam upaya meningkatkan hasil belajar dan keaktifan siswa dalam pembelajaran IPA di kelas VIII A SMP Negeri 1 Kasokandel, Majalengka.

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

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

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

scholarly journals 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

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