scholarly journals PENGGUNAAN MODEL PEMBELAJARAN COOPERATIVE LEARNING DAN MEDIA ANIMASI UNTUK MENINGKATKAN KEMAMPUAN SISWA KELAS X- IPS MATERI TRIGONOMETRI PELAJARAN MATEMATIKA PADA SMA NEGERI 3 BANDA ACEH

2015 ◽  
Vol 7 (1) ◽  
pp. 67-85
Author(s):  
Sri Muryani
Keyword(s):  
Cooperative Learning ◽  
Banda Aceh

Adapun yang menjadi rumusan masalah dalam penelitian ini adalah Apakah melalui penggunaan model pembelajaran Cooperatif learning dan media Animasi dapat meningkatkan kemampuan siswa kelas X-IPS, Materi Trigonometri pelajaran matematika pada SMA Negeri 3 Banda Aceh. tujuan penelitian ini adalah untuk meningkatan kemampuan siswa kelas X-IPS materi Trigonometri pelajaran matematika pada SMA Negeri 3 Banda Aceh. Subyek penelitian dalam penelitian ini adalah siswa kelasX- IPS,2 SMA Negeri 3 Banda Aceh. Berdasarkan hasil tes kemampuan awal dengan hasil tes kemampuan siklus I dapat dilihat adanya pengurangan jumlah siswa yang masih di bawah Kriteria ketuntasan Minimal. Pada pra siklus jumlah siswa yang dibawah KKM sebanyak 15 anak dan pada akhir siklus I berkurang menjadi 7 anak. Nilai rata-rata kelas meningkat dari 4,83 menjadi 6,67. Jumlah siswa yang mencapai ketuntasan belajar mengalami peningkatan. Pada siklus II diketahui bahwa yang mendapatkan nilai sangat baik (A) adalah 22,2 % atau 4 siswa, sedangkan yang terbanyak yaitu yang mendapat nilai baik (B) adalah 66,7 % atau 12 siswa. Dan yang mendapat nilai C (cukup) adalah 11,1 % atau sebanyak 2 siswa.Sedangkan yang mendapat nilai D dan E tidak ada. Sedangkan nilai rata-rata kelas 7,66Pada akhir pembelajaran terdapat perubahan positif pada siswa dalam memahami konsep dasar trigonometri . Dari hasil penelitian, dapat dilihat dan telah terjadi peningkatan pemahaman siswa tenrang trigonometri pada siswa kelas X, IPS,2 SMA Negeri 3 Banda Aceh pada semester 2 tahun pelajaran 2015/ 2016 melalui penerapan pembelajaran kooperatif learning dan media animasi. Peningkatan nilai rata- rata yaitu 4,83 pada kondisi awal menjadi 6,67 pada siklus I dan menjadi 7,66 pada siklus II. Nilai rata-rata siklus I meningkat 38,09 %dari kondisi awal, nilai rata-rata siklus II meningkat 24,84 % dari siklus I. Sedangkan ketuntasan belajar pada siklus I ada peningkatan sebesar 233,37 % dari kondisi awal, siklus II meningkat 228,62 %dari siklus II. Peningkatan nilai rata-rata kelas secara keseluruhan sebesar 158,59% .Dengan demikian penggunaan model pembelajaran Kooperatif Learning dan media Animasi ternyata mampu meningkatkan prestasi belajar siswa IPS,2 pada kompetensi dasar trigonometri matematika kelas X.

Ta’līm Al-Nahw Bi Madkhal Al-Ta’allum Al-Ta’āwunī Bi Uslūb (STAD) Bi Ma’had Dār Al-‘Ulūm Al-‘Ashrī Banda Aceh

2020 ◽  
Vol 4 (2) ◽  
pp. 181-195
Author(s):  
Rizka Utami
Keyword(s):  
Cooperative Learning ◽  
Post Test ◽  
Banda Aceh

Qawā’id merupakan komponen penting dari bahasa yang dipelajari siswa dalam belajar bahasa Arab. Dan pelajaran Nahwu salah satu pelajaran yang dipelajari oleh siswa Pesantren Modern Darul Ulum, Banda Aceh. Metode pembelajaran yang digunakan di pesantren ini adalah metode tradisional dan kurang efektif dalam pelaksanaan pembelajaran Nahwu dengan petunjuk yang diperoleh setelah peneliti melalukan  observasi bahwa siswa-siswa lemah dalam penguasaan materi Nahwu, mereka tidak mampu mengaplikasikan materi yang telah dipelajari dalam pembelajaran Nahwu, baik dari segi keterampilan mendengar, berbicara, membaca maupun menulis. Dari uraian tersebut, maka penelitian ini bertujuan untuk mengetahui nilai siswa-siswa Pesantren Modern Darul Ulum dalam pembelajaran Nahwu menggunakan pendekatan pembelajaran Cooperative Learning dengan teknik STAD. Untuk mencapai tujuan yang dimaksudkan, peneliti merancang penelitian eksperimental untuk penelitian ini. Adapun metode yang digunakan untuk mengumpulkan data, peneliti melakukan metode post-test. Hasil penelitian menunjukkan bahwa pembelajaran Nahwu menggunakan pendekatan pembelajaran kooperatif dengan teknik STAD meningkatkan nilai siswa-siswa Pesantren Modern Darul Ulum.

scholarly journals Penerapan Model Kooperatif Tipe Jigsaw Untuk Meningkatkan Hasil Belajar Sejarah Pada Siswa Kelas X SMA Negeri 7 Banda Aceh Tahun Ajaran 2015/2016

2021 ◽  
Vol 3 (4) ◽  
Author(s):  
Zahniwaty A. Wahab
Keyword(s):  
Cooperative Learning ◽  
Banda Aceh

Tujuan penelitian ini    untuk mengetahui penerapan model kooperatif tipe jigsaw pada pembelajaran Sejarah di kelas X SMA Negeri 7 Banda Aceh. Subjek penelitian ini adalah siswa kelas X-1 SMA Negeri 7 Banda Aceh. Sedangkan waktu Penelitian dilaksanakan pada Semester I tahun ajaran 2015/2016, dimulai pada bulan September hingga Desember 2015.  Berdasarkan hasil analisis dan pembahasan pada Bab IV tentang peninggalan sejarah menggunakan model cooperative learning tipe jigsaw diperoleh kesimpulan sebagai berikut: Hasil evaluasi menunjukkan ada peningkatkan yang terlihat pada siklus I, nilai rata-rata kelompok yaitu 61,67, dan siklus II yaitu 81,67. Nilai rata-rata individu siklus I yaitu 59,67, dan siklus II yaitu 77,67. Siswa mencapai hasil yang baik setelah mendapat perhatian dan motivasi yang baik dari guru. Peningkatan hasil belajar siswa karena penggunaan model kooperatif tipe jigsaw yang disertai dengan penggunaan media gambar dan peta yang sesuai, dapat memberikan pengaruh positif terhadap aktivitas dan kreativitas siswa, baik dalam kelompok asal maupun dalam kelompok ahli. Dengan demikian, penggunaa model kooperatif tipe jigsaw pada pembelajaran Sejarah di kelas X SMA Negeri 7 Banda Aceh terbukti dan meyakinkan dapat meningkatkan aktivitas, kreativitas, dan hasil belajar siswa.

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DI SMA NEGERI 12 BANDA ACEH

2014 ◽  
Vol 2 (1) ◽  
pp. 68
Author(s):  
Amna Emda
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Student Involvement ◽  
Active Role ◽  
Learning Model ◽  
Learning Motivation ◽  
Learning Activities ◽  
Mutual Cooperation ◽  
Banda Aceh ◽  
The Way

Students are studying subjects that are required to play an active role in learning activities. The way that can be done to enable such students through the implementation of cooperative learning model, one of which is TPS. TPS application of cooperative learning in the learning of chemistry can stimulate students to express opinions or ideas, mutual cooperation, respect the opinions of others, helping to solve problems and develop students' creativity. Active student involvement in learning will lead to learning motivation that will have an impact on the improvement of learning outcomes

scholarly journals Penerapan Model Mengajar Menginduksi Perubahan Konsep (M3PK) Simson Tarigan Dan Cooperative Learning Tipe STAD Dengan Menggunakan Multimedia Berbasis Komputer Dalam Meningkatkan Sikap Toleransi Dan Hasil Belajar Larutan Penyangga Pada Siswa Kelas XI MAN

2014 ◽  
Vol 2 (1) ◽  
pp. 48
Author(s):  
Teuku Badlisyah
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Learning Strategies ◽  
Multimedia Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Real Thing ◽  
Real Objects ◽  
Banda Aceh

This study aims to determine: (1) The effect of the application of M3PK and Cooperative Learning STAD to tolerance towards students and student learning outcomes. (2) Effect of computer-based multimedia and media tolerance of real objects on students and student learning outcomes. (3) The interaction between M3PK and Cooperative Learning STAD with computer-based multimedia and real objects media to tolerance towards students and student learning outcomes. (4) The most optimal learning model to improve the tolerance of students and student learning outcomes. The population in this study were all students of Madrasah Aliyah is in Banda Aceh second semester of academic year 2012/2013, and the sample was 115 people came from two classes of experiments in Madrasah Aliyah Negeri 1 Banda Aceh, and two classes of experiments in Madrasah Aliyah Negeri 3 Banda Aceh. 1 experimental class taught by Teaching Model Induces Changes in Concept (M3PK) multimedia-based computer. 1 experimental class taught by Teaching Model Induces Changes in Concept (M3PK) using media real thing. 3 experimental class taught by cooperative learning STAD type of multimedia-based computer. 4 experimental class taught by cooperative learning STAD type using media real thing. The research data were collected from a sample of students' tolerance is data obtained from observation and student learning outcome data were obtained from the achievement test in the form of multiple choice. Has made the data requirements in the form of normality and homogeneity test, which showed that normal data and homogeneous. The hypothesis was tested by Two Way ANOVA at the significant level of 0.05 using SPSS program for Windows 19 version. Based on the data analysis and hypothesis testing are carried out found that: (1) There is a significant effect of learning strategies to students' tolerance. (2) There is a significant effect of learning strategies on learning outcomes of students. (3) There is no significant effect of multimedia learning tolerance attitude towards students. (4) There is no significant effect of multimedia learning on student learning outcomes. (5) There is interaction between learning strategy and learning multimedia tolerance attitude towards students. (6) There is interaction between learning strategy with multimedia learning on student learning outcomes. (7) The model of learning that the most optimal in improving tolerance M3PK students are learning model that integrates with media use real objects in the learning process. (8) The model lesson that the most optimal in improving student learning outcomes is M3PK learning model that integrates with media use real objects in the learning process.

scholarly journals Upaya Peningkatan Pembelajaran Pada Kompetensi Dasar Protista Dan Fungi Melalui Penggunaan Learning Strategy

2015 ◽  
Vol 1 (1) ◽  
pp. 19
Author(s):  
Marlina Marlina
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Concept Map ◽  
Good Condition ◽  
Classroom Teachers ◽  
Note Taking ◽  
Student Centered ◽  
Banda Aceh ◽  
Passing Grade

Hasil pengamatan di SMA Negeri 5 Banda Aceh, penggunaan strategi mengajar yang dilakukan sebagian guru masih mengedepankan peran guru. Belum secara keseluruhan dapat menjadikan pembelajaran menjadi aktif secara kooperatif. Untuk menjadikan pembelajaran menjadi aktif sebenarnya banyak strategi belajar yang dapat diterapkan oleh guru. Diantaranya adalah strategi belajar dengan peta konsep, menggarisbawahi, dan membuat catatan penting. Tujuan penelitian ini untuk mengetahui: 1) Ketuntasan belajar siswa pada kompetensi dasar Protista dan Fungi dengan menggunakan strategi belajar (peta konsep, menggarisbawahi, dan catatan penting). 2) Akitivitas guru dan siswa selama kegiatan pembelajaran; 3) Respon siswa terhadap pembelajaran dengan menggunakan strategi belajar. Penelitian ini merupakan penelitian tindakan kelas dengan 6 siklus. Sumber data penelitian adalah siswa kelas X-5 SMA Negeri 5 Banda Aceh berjumlah 30 siswa. Data diperoleh dengan melakukan pretes dan postes untuk setiap siklus. Data untuk mengetahui ketuntasan belajar dilakukan setelah semua siklus pembelajaran selesai. Analisis data dilakukan secara deskriptif. Hasil penelitian dapat disimpulkan: 1) Ketuntasan belajar pada kompetensi dasar protista dan fungi mencapai 96,67%; 2) Aktifitas guru dan siswa selama proses pembelajaran sudah baik, dan pembelajaran sudah berpusat pada siswa. 3)Respon siswa terhadap penbelajaran menunjukkan hal yang sangat baik, dimana 90% siswa menyatakan senang terhadap strategi belajar yang digunakan guru. Kata Kunci: Peningkatan Pembelajaran, Protista dan Fungi dan Learning Strategy The result of observation done at SMAN 5 Banda Aceh showed that the teaching strategies used by some teachers was still teacher-centered. They were not implementing active and cooperative learning yet. Actually, to create an active atmosphere in the classroom, teachers can implement some learning strategies such as concept map, underlining, and note taking. This research is aiming at knowing: 1) the students’ passing grade in the basic competence of Protista and Fungi by using learning strategies (concept map, underlining, and note taking); 2) The activity of teacher and students in teaching learnig; 3) students’ response toward the implementation of learning strategy. This research is an action research done for 6 cycles. It used 30 students of class X-5 of SMAN 5 Banda Aceh as the sample. In every cycles, there was a pre-test and pot-test given to students. The passing grade was calculated at the end of the lesson. The data were then analyzed descriptively. The result showed that the students achieve 96,67% of passing grade in the basic competence of Protista and Fungi. The activity of teacher and students was in a good condition. The teaching was student-centered. The students responsed positively. There were 90% of students stated that they were happy to learn the concept by using the learning strategy. Keywords: Increased Learning, Protists and Fungi and Learning Strategy

scholarly journals Peningkatan Keterampilan Membaca Teks Report Dengan Menggunakan Think Pair Share di Kelas IX SMPLB YPAC Banda Aceh

2021 ◽  
Vol 3 (1) ◽  
Author(s):  
Junus Muhammad Junus
Keyword(s):  
Cooperative Learning ◽  
Banda Aceh

Banyak siswa khususnya siswa kelas IX SMPLB YPAC Banda Aceh tidak menguasai dengan benar teks dalam Bahasa Inggris sehingga mengalami kesulitan dalam mengaplikasikannya dalam kehidupan sehari-hari. Salah satu pendekatan Bahasa Inggris dikaitkan dengan kehidupan sehari-hari adalah pendekatan Cooperative Learning dengan metode Think Pair Share. Tujuan penelitian ini adalah untuk meningkatkan pemahaman dalam teks narrative. Subjek dalam penelitian ini adalah siswa kelas IX SMPLB YPAC Banda Aceh yang berjumlah 27 orang. Objek dalam penelitian ini adalah penerapan metode berfikir berpasangan berempat. Penelitian ini dilakukan melalui prosedur yang terdapat pada penelitian tindakan kelas (PTK) yaitu perencanaan, pelaksanaan, pengamatan dan refleksi yang. Pengumpulan data adalah hasil tes dan lembaran observasi. Indikator keberhasilan PTK adalah apabila jumlah siswa tuntas belajar minimal mendapat nilai 65 dan aktifitas pembelajaran minimal 75%. Hasil penelitian penerapan pendekatan cooperative learning dapat meningkatkan keterampilan membaca teks Report bagi siswa kelas IX SMPLB Ypac Banda Aceh Tahun Pelajaran 2015/2016

scholarly journals PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD TERHADAP HASIL BELAJAR KOGNITIF, MOTIVASI, DAN AKTIVITAS BELAJAR SISWA PADA KONSEP EKOSISTEM DI MTSN MODEL BANDA ACEH

2013 ◽  
Vol 4 (2) ◽  
pp. 57-76
Author(s):  
Nurmahni Harahap
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Motivation ◽  
Cognitive Learning ◽  
Learning Model ◽  
Learning Activity ◽  
Activity Data ◽  
Banda Aceh ◽  
Cognitive Learning Outcomes

This research was aimed to know the differences of cognitive learning outcomes, motivation, student learning activity in the implementation of cooperative learning model of STAD type and conventional learning, and the relation between motivation and student learning activity towards cognitive learning outcomes in the implementation of cooperative learning model of STAD type. The method in this research used was quasi experiment. The population in this research was all of seventh grade students of MTsN Model Banda Aceh totaling 396 students from 11 classrooms. Sampling was done with random sampling technique. The research instrument was used cognitive learning outcomes test, student motivation questionnaire, and observation sheet student learning activity. Data analysis was used t test and multiple correlation test at significance level of 0.05. The cognitive learning outcomes obtained tcount = 2.18. Students motivation obtained tcount = 4.05. Student learning activity obtained tcount = 17.25. This means there are the differences of cognitive learning outcomes, student motivation, student learning activity in both classes. The relation between motivation and student learning activity towards cognitive learning outcomes obtained R = 0.56 which means it has enough relation. The conclusion of this research is there are differences in cognitive learning outcomes, motivation, of student learning activity in the implementation of cooperative learning model of STAD type and conventional learning, and there is a relation between motivation and student learning activity towards cognitive learning outcomes in the implementation of cooperative learning model STAD type. As an effort to improve cognitive learning outcomes, motivation and of student learning activity optimally, it is expected that biology teachers can apply the cooperative learning model of STAD type that anable students to engage actively in the learning process.

scholarly journals The Application of Jigsaw Cooperative Learning Model towards the Improvement of Students' Critical Thinking Ability in Public Senior High School 15 Banda Aceh, Indonesia

2020 ◽  
Vol 3 (2) ◽  
pp. 1113-1122
Author(s):  
Ismail Ismail
Keyword(s):  
High School ◽  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Model ◽  
Senior High School ◽  
Critical Thinking Ability ◽  
High Category ◽  
Thinking Ability ◽  
Initial Research ◽  
Banda Aceh

The purpose of this study is to analyze the application of Jigsaw Cooperative Learning model towards the improvement of students' critical thinking ability in Public Senior High School 15 Banda Aceh, Indonesia. The results showed that the students' ability in answering questions before learning using the jigsaw learning model was still in the low category or the initial research proved that most students were not able to answer the questions well, so the researchers took the next action, namely learning by using a jigsaw type cooperative learning model , the results of information obtained from learning conducted before the implementation of the study, while the information from the control class is low category consisting of 3 students, while the medium category is 9 students, and while the high category there are 7 students while the information in the experimental class is low category consists of 1 student, 11 students and a high category of 8 students, which can be concluded that there are differences in students' critical thinking outcomes with the use of a jigsaw type cooperative learning model.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw Terhadap Peningkatan Kemampuan Berpikir Kritis pada Konsep Pencemaran Lingkungan di SMA Negeri 12 Banda Aceh

2017 ◽  
Vol 4 (1) ◽  
pp. 8
Author(s):  
Almukarram Almukarram ◽  
Muhammad Ali Sarong ◽  
Evi Apriana
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Environmental Pollution ◽  
Thinking Skills ◽  
T Test ◽  
Critical Thinking Skills ◽  
Test Results ◽  
Multiple Choice Questions ◽  
Thinking Ability ◽  
Banda Aceh

This study aims to determine differences in the students' critical thinking skills through the application of cooperative learning jigsaw with conventional learning the concepts of environmental pollution in SMA 12 Banda Aceh. Data were collected in April 2016. The method used in this study was an experimental method with pretest posttest control design. The research was conducted in two classes, namely X-IPA 1 as the experimental class and X-IPA 2 as the control class. The instrument used in this study using multiple choice questions to assess students' critical thinking. Data analysis used independent sample t-test with SPSS 16.0 for Windows at significant level of 0.05. T test results showed tvalue>t table was to think critically 6.633> 2.68. The conclusions show that there are differences in critical thinking ability of students to use the application model of cooperative learning jigsaw with the conventional concept of environmental pollution in SMA 12 Banda Aceh.

Epistemic and relational conflicts in sharing identical vs. complementary information during cooperative learning

2002 ◽  
Vol 61 (3) ◽  
pp. 139-151 ◽  
Author(s):  
Céline Darnon ◽  
Céline Buchs ◽  
Fabrizio Butera
Keyword(s):  
Cooperative Learning ◽  
Social Comparison ◽  
Positive Relationship ◽  
Learning Task ◽  
Control Group ◽  
Complementary Information ◽  
Relational Conflict ◽  
The Social ◽  
The University

When interacting on a learning task, which is typical of several academic situations, individuals may experience two different motives: Understanding the problem, or showing their competences. When a conflict (confrontation of divergent propositions) emerges from this interaction, it can be solved either in an epistemic way (focused on the task) or in a relational way (focused on the social comparison of competences). The latter is believed to be detrimental for learning. Moreover, research on cooperative learning shows that when they share identical information, partners are led to compare to each other, and are less encouraged to cooperate than when they share complementary information. An epistemic vs. relational conflict vs. no conflict was provoked in dyads composed by a participant and a confederate, working either on identical or on complementary information (N = 122). Results showed that, if relational and epistemic conflicts both entailed more perceived interactions and divergence than the control group, only relational conflict entailed more perceived comparison activities and a less positive relationship than the control group. Epistemic conflict resulted in a more positive perceived relationship than the control group. As far as performance is concerned, relational conflict led to a worse learning than epistemic conflict, and - after a delay - than the control group. An interaction between the two variables on delayed performance showed that epistemic and relational conflicts were different only when working with complementary information. This study shows the importance of the quality of relationship when sharing information during cooperative learning, a crucial factor to be taken into account when planning educational settings at the university.

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