scholarly journals Implementation of TPS Cooperative Learning Model for Improving Student Motivation Using Augmented Reality

2020 ◽  
Vol 1 (1) ◽  
pp. 1-7
Author(s):  
Ms. Mariyana
Keyword(s):  
Augmented Reality ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Student Motivation ◽  
Learning Model ◽  
Teaching Materials ◽  
Craft Knowledge ◽  
Vegetable Cultivation

This study aims to study the application of the TPS type of cooperative learning model to increase student motivation in class VII by trying Think Pair Share (TPS). The method used is thinking or thinking, pairing or pairing, sharing, or sharing. TPS type cooperative learning model in increasing student motivation to develop craft knowledge aided by augmented reality vegetable cultivation material. All learning strategies and models that students find and discuss how the construction and contribution of students using teaching materials assisted with augmented reality can be used to help cultivation material.

MODIFIKASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

2019 ◽  
Vol 2 ◽  
Author(s):  
Lea Christy Restu Kinasih ◽  
Dewi Fatimah ◽  
Veranica Julianti
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Model ◽  
Learning Models ◽  
Classroom Learning ◽  
Quality Of Learning ◽  
The Given

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

Modifikasi Model Pembelajaran Problem Based Learning (PBL) dengan Strategi Pembelajaran Tugas dan Paksa

2019 ◽  
Vol 2 ◽  
Author(s):  
Tita Mila Mustofani ◽  
Ita Hartinah
Keyword(s):  
Critical Thinking ◽  
Learning Strategies ◽  
Student Motivation ◽  
Problem Based Learning ◽  
Learning Model ◽  
Learning Material ◽  
Task Strategies ◽  
The Right ◽  
Increasing Student Learning

This writing aims to help teachers to increase motivation, activity, creativity, and critical thinking of students in solving problems in class. The way to increase student motivation in learning in class is to choose the right learning model with ongoing learning material. One learning model that increases students' creativity and critical thinking in problem solving is a Problem Based Learning (PBL) learning model. To improve students' insights in order to easily solve problems there is a need to do tasks, if students do not do the task then they must accept the agreed upon consequences when making learning contracts, thus modifying the Problem Based Learning (PBL) learning model with task strategies and forced. The results of the modification of learning with the Problem Based Learning (PBL) learning model through forced and forced strategies are expected to improve the learning process so that students become more disciplined and do not waste time doing assignments. The advantages of modifying the Problem Based Learning (PBL) learning model with task and forced learning strategies are increasing student learning motivation, improving the quality of learning, training students' understanding by giving assignments continuously, teaching discipline to students in order to be accountable for tasks assigned, and reducing laziness in students.

scholarly journals Motivasi dan Kemampuan Penalaran Matematis Siswa dengan Pembelajaran Kooperatif Tipe Pair Check Disertai Reward Pada Materi Fungsi

2019 ◽  
Vol 2 (2) ◽  
Author(s):  
Rivdya Eliza ◽  
Khadijah Khadijah ◽  
Utari Wulandari
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Test Score ◽  
Mathematical Reasoning ◽  
Hypothesis Test ◽  
Learning Model ◽  
Control Group ◽  
Reasoning Ability ◽  
Model Type ◽  
Class Test

The purpose of this study is 1) To know the motivation to learn mathematics of taught by using cooperative learning model type Pair Check with reward higher than student motivation taught by convensional learning,and 2) To know the mathematical reasoning ability which was taught by using cooperative learning model type Pair Check with reward on material function is higher than students mathematical reasoning ability taught by convensional learning. This type of research is Quasi Experimental Research with Randomized Control Group Only Design. The population in this study is all eighth grade student of SMPN 19 Padang. In obtaining the sample class it is need to be done normality, homogeneity and equality of classroom average tests the class selected as the experimental class is VIII.5 class and the control class is VIII.3. The result of the research shows that 1) learning motivation of students which was taught by using cooperative learning Pair Check model with Reward is higher than student’s motivation taught by convensional learning. Hypothesis test that is t-score (7.034) > t-table (1.67), 2) students' mathematical reasoning ability after being taught by cooperative model type Pair Check with reward is higher than the students' mathematical reasoning abilities taught by conventional learning models. Seen from the average score of the experimental class test score of 80.16 and the average of the control class test score of 74.13. After hypothesis testing using t-test, obtained tscore > t-table (1.867 > 1.67) at 95%. So it can be student mathematical reasoning ability of class VIII SMPN 19 Padang which is taught by cooperative learning model type Pair Check with reward is higher than taught by using conventional learning.Keywords: Mathematic Reasoning Ability And Student Motivation, Model Cooperative Type Pair Check, Reward Fungsi, And Mathematic

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 KOOPERATIF TIPE MAKE AND MATCH BERBANTUAN MEDIA AUDIO VISUAL UNTUK MENINGKATKAN MOTIVASI BELAJAR PESERTA DIDIK PADA PEMBELAJARAN IPA KELAS VIII - A SMPN 6 SUMENEP

2020 ◽  
Vol 1 (2) ◽  
pp. 116-124
Author(s):  
Yani Fadariyah
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Group Formation ◽  
Learning Model ◽  
Visual Media ◽  
Learning Motivation ◽  
Male Students ◽  
Research Subjects ◽  
Match Type ◽  
Class Viii

This study aims to increase student motivation, by using the cooperative learning model type a make a match assisted by audio visual media in science subjects class VIII-A SMPN 6 SUMENEP. This type of research is a classroom action research (CAR) with the approach used is a qualitative and quantitative approach that is descriptive and without using statistical analysis. The research subjects studied were SMP Negeri 6 Sumenep students in class VIII-A in the odd semester of 2017/2018 with 23 students consisting of 12 female students and 11 male students. Data collection instruments were carried out using sheets of the implementation of learning activities and observation sheets of student motivation. The results of student learning motivation in science subjects using the make a match type of cooperative learning model assisted by audio-visual media using card media distributed during learning and group formation to find partners makes students active and enthusiastic so that their motivation to learn increases. This can be seen from the percentage in cycle 1 students' learning motivation is still in the moderate category (57%). In cycle II it has increased, so it rises to the good category (76.5%).

scholarly journals PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK-PAIR-SHARE (TPS) DAN NUMBERED-HEADS-TOGETHER (NHT) TERHADAP MOTIVASI DAN HASIL BELAJAR MATEMATIKA

2018 ◽  
Vol 17 (2) ◽  
pp. 121-128
Author(s):  
Gunawan Maryoto
Keyword(s):  
Data Analysis ◽  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Experimental Research ◽  
Student Motivation ◽  
Learning Model ◽  
Motivation To Learn ◽  
Control Groups ◽  
Quasi Experimental ◽  
And Control

This quasi – experimental research aims to determinethe effect of cooperative learning model Think Pair Share (TPS) and Numbered Heads Together (NHT) on students' mathematics achievement, and the effect ofcooperative learning model TPSand NHT on student motivation.Three classes were randomly selected for experiment and control groups, each class consists of 32 students. A questionnaire of 26 items is used to measure motivation test, and a test consisting of nine questions is used for measuring mathematics achievement. T-test was used for data analysis. The findings show that there is significant effect of both cooperative learningTPS model and NHT model onstudent mathematics achievement. However, the effect of  TPS and NHT models on student motivation to learn mathematics is not significant.   Penelitian ini dimaksudkan untuk menganalisis  pengaruh pembelajaran kooperatif tipe TPS dan tipe NHT terhadap motivasi dan hasil belajar matematika. Penelitian ini melibatkan 3 kelas experimen dan kelas control, masing-masing terdiri dari 32 siswa. Instrumen yang digunakan berupa tes motivasi yang terdiri dari 26 indikator, dan tes matematika yang terdiri dari 9 pertanyaan. Hasil penelitian menunjukkan bahwa terdapat pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPS terhadap hasil belajar matematika siswa, demikian pula penggunaan model pembelajaran kooperatif tipe NHT juga berpengaruh positif terhadap hasil belajar matematika siswa.  Namun tidak ada perbedaan signifikan hasil belajar matematika menggunakan model pembelajaran kooperatif tipe TPS dengan model pembelajaran kooperatif tipe NHT. Di samping itu ditemukan pengaruh yang signifikan penggunaan model pembelajaran kooperatif tipe TPSdan Tipe NHT terhadap motivasi belajar matematika siswa.

scholarly journals Model Cooperative Learning Tipe Student Teams Achievement Divisions (STAD): Dampaknya terhadap Motivasi Belajar Siswa

2020 ◽  
Vol 3 (1) ◽  
pp. 1-8
Author(s):  
Erly Erly
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Electrochemical Reactions ◽  
Motivation To Learn ◽  
Student Teams ◽  
Analysis Technique ◽  
High Motivation

High motivation to learn will encourage and move students to always move and achieve the best results. The purpose of this study was to see an increase in student motivation through the cooperative learning model Student Teams Achievement Divisions (STAD) type. The method used in this study is the Classroom Action Research (CAR) method. The population in this study were all students of class XII Science in SMA 2 Bandar Lampung. Sampling is done by simple random sampling technique. The sample in this study was 38 people. The analysis technique uses an independent sample t-test. The results showed that the implementation of the Student Teams Achievement Division (STAD) type of cooperative learning model on the principles of redox and electrochemical reactions were used to test student learning. The results of this study also discussed increasing students' motivation to learn including motivation to cooperate with each other, discuss, help each other, and ask questions

scholarly journals PENGEMBANGAN PERANGKAT PEMBELAJARAN KIMIA MODEL KOOPERATIF DENGAN PENDEKATAN INKUIRI UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS SISWA SMA

2017 ◽  
Vol 5 (1) ◽  
pp. 720
Author(s):  
Nurkhasanah Nurkhasanah ◽  
Tukiran Tukiran ◽  
Wahono Widodo
Keyword(s):  
Critical Thinking ◽  
Cooperative Learning ◽  
Learning Process ◽  
Lesson Plan ◽  
Thinking Skills ◽  
Learning Model ◽  
Critical Thinking Skills ◽  
Teaching Materials ◽  
Inquiry Approach ◽  
Teaching Learning

This research is a research development of teaching materials a model cooperative with inquiry approach on chemistry learning sub-subject factors that affect the rate of reaction, including: syllabus, lesson plans, student worksheets, student’s book and assessment sheet. This research was conducted at SMAN 5 Tuban through three stages: 1) Development of teaching materials with the model Thiagarajan, 2) Validation of teaching materials, and 3) Field try out with design One Group Pretest-Posttest Design. The results of this study are: 1) Teaching materials arranged by using cooperative learning model with inquiry approach are declared valid to be used in learning; a) the results of validation toward teaching materials that had been developed have good category and it can be used in teaching learning process; b) The level of difficulty for teahing materials developed are low and easy to be understood; c) Readability of instrument is high and the materials easy to understand by student; 2) The teaching materials is effective to be used in learning process, supported by: a) Learning outcome (product) is increase of high categories, b) student’s critical thinking skills is increase of with high categories, c) students responded positively to the teaching materials developed, and 3) The teaching materials developed is practical to be used in learning process shown by; a) the lesson plan used is in good category; b) The student’s activities are  dominated by forms of inquiry activities, presentations, and group discussions. Based on the results of this research can be concluded that the teaching materials with cooperative learning model with inquiry approaches that have been developed fulfills the validity, effectiveness, and practical, feasible to implement to improving students' critical thinking skills. Penelitian ini merupakan penelitian pengembangan perangkat pembelajaran model kooperatif dengan pendekatan inkuiri pada pembelajaran kimia SMA sub pokok bahasan faktor-faktor yang mempengaruhi laju reaksi, meliputi: silabus, RPP, LKS, Buku Ajar Siswa, dan Lembar Penilaian. Penelitian ini dilaksanakan di SMAN 5 Tuban melalui tiga tahap, yaitu 1) Pengembangan perangkat pembelajaran menggunakan model Thiagarajan, 2) Validasi perangkat pembelajaran, dan 3) Uji coba lapangan dengan rancangan “One Group Pretest-Posttest Design”. Hasil dari penelitian ini adalah: 1) Perangkat pembelajaran model kooperatif dengan pendekatan inkuiri dinyatakan valid untuk digunakan dalam pembelajaran model kooperatif dengan pendekatan inkuiri; a) hasil validasi perangkat pembelajaran yang dikembangkan berkategori baik dan dapat diterapkan dalam kegiatan belajar mengajar; b) Tingkat kesulitan perangkat pembelajaran yang dikembangkan rendah dan mudah dipahami siswa; dan c) Keterbacaan perangkat pembelajaran tinggi dan materi mudah dipahami oleh siswa; 2) perangkat pembelajaran dinyatakan efektif untuk digunakan dalam proses pembelajaran, yang didukung oleh; a) Tes hasil belajar produk meningkat dengan kategori tinggi, b) Keterampilan berpikir kritis siswa mengalami peningkatan dengan kategori tinggi,  dan c) Siswa memberikan respon positif terhadap perangkat pembelajaran yang dikembangkan, dan 3) Perangkat pembelajaran yang dikembangkan bersifat praktis untuk digunakan dalam pembelajaran yang ditunjukkan dari; a) keterlaksanaan RPP dalam kategori baik; b) Aktivitas siswa didominasi bentuk-bentuk kegiatan inkuiri, presentasi, dan diskusi kelompok. Berdasarkan hasil penelitian dapat disimpulkan bahwa perangkat pembelajaran model kooperatif dengan pendekatan inkuiri yang telah dikembangkan memenuhi unsur kelayakan, keefektivan dan kepraktisan, sehingga layak diimplementasikan untuk meningkatkan keterampilan berpikir kritis siswa.

scholarly journals PENGARUH MODEL KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DAN TIPE JIGSAW TERHADAP PRESTASI DAN MOTIVASI BELAJAR SISWA SMP

Numeracy ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 150-162
Author(s):  
Asnawi Asnawi ◽  
M. Ikhsan ◽  
Hajidin Hajidin
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Motivation ◽  
Random Sampling ◽  
Group Discussion ◽  
Sampling Technique ◽  
Learning Model ◽  
Model Learning ◽  
Learning Achievement ◽  
Class Viii

Innovative and fun learning models place students at the center of learning including the STAD type cooperative learning model and the Jigsaw type cooperative learning model. Learning using the cooperative model type STAD and Jigsaw is considered capable of improving student achievement through group discussion and investigation through various sources used by students. The purpose of this study was to determine differences in learning achievement between students who were taught with the Jigsaw Type Cooperative Learning Model and students who were taught with the STAD Type Cooperative Learning Model on Statistics material. This research is an experimental research design with a Pretest-Posttest Control Design Group. The population in this study were all eighth grade students of SMP Negeri 1 Trienggadeng even semester 2016/2017 academic year. While the sample is a portion of the population taken using the Random Sampling technique taken by 2 classes, namely Class VIII-3 and Class VIII-5. Class VIII-3 for the Jigsaw learning model and Class VIII-5 for the STAD learning model. The instrument used to obtain research data in the form of student achievement tests and student motivation questionnaires. The statistical test used to analyze data on differences in learning achievement and student motivation questionnaires is the t-test. The results showed that there were differences in learning achievement and motivation between students who were taught with the Jigsaw type cooperative learning model and students who were taught with the STAD type cooperative learning model. Abstrak Model pembelajaran yang inovatif dan menyenangkan menempatkan siswa sebagai pusat belajar diantaranya adalah model pembelajaran kooperatif tipe STAD dan model pembelajaran kooperatif tipe Jigsaw. Pembelajaran menggunakan model kooperatif tipe STAD dan Jigsaw dinilai mampu meningkatkan prestasi belajar siswa melalui diskusi kelompok dan investigasi melalui berbagai sumber yang digunakan siswa. Tujuan penelitian ini untuk mengetahui perbedaan prestasi belajar antara siswa yang diajar dengan Model Pembelajaran Kooperatif Tipe Jigsaw dan siswa yang diajarkan dengan Model Pembelajaran Kooperatif Tipe STAD pada materi Statistik. Penelitian ini merupakan penelitian eksperimen dengan desain penelitian Pretest-Posttest Control Grup Desain. Populasi dalam penelitian ini adalah seluruh siswa kelas VIII SMP Negeri 1 Trienggadeng semester genap tahun pelajaran 2016/2017. Sedangkan sampelnya adalah sebagian dari populasi yang diambil dengan menggunakan teknik Random Sampling yang diambil 2 kelas yaitu Kelas VIII-3 dan Kelas VIII-5. Kelas VIII-3 untuk model pembelajaran Jigsaw dan kelas VIII-5 untuk model pembelajaran STAD. Instrumen yang digunakan untuk memperoleh data penelitian berupa tes prestasi belajar dan angket motivasi siswa. Uji statistik yang digunakan untuk mengalisis data perbedaan prestasi belajar dan angket motivasi siswa adalah Uji-t. Hasil penelitian menunjukkan bahwa terdapat perbedaan prestasi belajar dan motivasi antara siswa yang diajar dengan model pembelajaran kooperatif  tipe Jigsaw  dan siswa yang diajar dengan model pembelajaran kooperatif  tipe STAD. Kata Kunci:  Pembelajaran Jigsaw, Pembelajaran STAD, Prestasi Belajar, Motivasi

scholarly journals Small Discussion Method: Peningkatan Kompetensi Guru Madrasah Tsanawiyah Binaan Kota Yogyakarta dalam Menerapkan Model Cooperative Learning

2020 ◽  
Vol 4 (2) ◽  
pp. 181-189
Author(s):  
Murtinah Murtinah
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Model ◽  
Teacher Competence ◽  
Learning Models ◽  
Teaching Materials ◽  
First Semester ◽  
And Performance ◽  
Improve Student Learning

The weak teacher's competence in understanding learning models is an early cause of student achievement in the mastery of teaching materials. A weak symptom of the teacher's understanding of the learning model at MTs Muhammadiyah Karangkajen in understanding the learning model was found after the academic supervision of one semester in the first semester of lesson 2019/2020. This research aims to determine the extent to which the professional improvement of teachers through small discussion in understanding and implementing cooperative learning models in order to improve student learning achievement. This research using the method of study of Madrasah (PTS) is conducted in 2 cycles. Improved teacher competence in understanding and implementing cooperative learning models achieve satisfactory results. From a pre 41.43% cycle, it becomes 71.43% on the I cycle, and can increase to 80.33% in the II cycle. The results of this study show that coaching through academic supervision through small discussion can improve the professionalism and performance of teachers in understanding cooperative learning models with a 80% compensation.

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