scholarly journals PENERAPAN MODEL PEMBELAJARAN COOPERATIVE LEARNING MELALUI TIPE TGT (TEAMS GAMES TOURNAMENT) UNTUK MENINGKATKAN PRESTASI BELAJAR AQIDAH AKHLAK KD MEMAHAMI TASAWUF KELAS XI IPS1 MAN 1 JOMBANG

2021 ◽  
Vol 1 (2) ◽  
pp. 176-189
Author(s):  
IDA INAYAHWATI
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Learning Activity ◽  
Average Score ◽  
Face To Face ◽  
Team Games ◽  
Social Traits ◽  
Improve Student Achievement

This study aims to improve student achievement in Aqidah Akhlak subjects, especially KD Understanding Sufism. The assessment of this Sufism material is not only in the realm of knowledge (cognitive) but includes the entire domain of attitude (there is a change in attitude) and skills (application of religious understanding) for each student. That's why researchers formulate strategies that can generate student achievement, where in this learning activity, apart from being able to achieve all the aspects that are expected, students are also able to instill social traits in each of them. The learning strategy offered is cooperative learning (Cooperative Learning Strategy), namely by using the Team Games Tournament (TGT) type. Conducted in class XI IPS1 MAN 1 Jombang. This research was conducted in two cycles, each consisting of two face-to-face meetings. Before carrying out the research action, the researcher conducted a pre-test in the class being studied (before the implementation of cooperative learning strategies, in this pret test the results obtained by students on this material with an average of 79. Furthermore, after the cooperative learning model through the TGT type (Teams Games Tournaments) then in the second cycle obtained an average learning completeness of 84, and in the third cycle the increase in the average score became 95, very significant. ABSTRAKPenelitian ini bertujuan untuk meningkatkan prestasi belajar siswa pada mata pelajaran Aqidah Akhlak khususnya KD Memahami Tasawuf. Penilaian pada materi tasawuf ini bukan hanya padah ranah pengetahuan (kognitif) melainkan mencakup seluruh ranah sikap (ada perubahan sikap) dan Ketrampilan (penerapan pemahaman religi) pada setiap siswa. Karena itulah peneliti merumuskan strategi yang dapat membangkitkan prestasi belajar siswa, dimana dalam kegiatan pembelajaran ini selain mampu mencapai seluruh aspek yang diharapkan siswa juga mampu menanamkan sifat social dalam diri mereka masing-masing. Strategi pembelajaran yang ditawarkan adalah pembelajaran kooperatif (Cooperative Learning Strategy), yaitu dengan menggunakan tipe Teams Games Tournament (TGT). Dilakukan pada kelas XI IPS1 MAN 1 Jombang. Penelitian dengan menggunakan model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) ini dilakukan dalam dua kali siklus, masing-masing terdiri dari dua kali pertemuan tatap muka. Sebelum melakukan tindakan penelitian, peneliti melakukan pre test terlebih dahulu pada kelas yang diteliti (sebelum diterapkannya strategi pembelajaran kooperatif, pada pret test ini didapatkan hasil nilai yang didapat siswa pada materi ini dengan rata-rata 79. Selanjutnya setelah model pembelajaran cooperative learning melalui tipe TGT (Teams Games Tournaments) maka pada siklus kedua diperoleh rata-rata ketruntasan belajar 84, dan pada siklus ke tiga peningkatan nilai rata-rata mejadi 95, sangat signifikan.

scholarly journals Pakistani EFL Adult Learners’ Beliefs towards Corrective Feedback in Cooperative Learning Strategy

2018 ◽  
pp. 749-753
Author(s):  
Mehmood Ul Hassan ◽  
Dr. Hisham Dzakiria
Keyword(s):  
Adult Learners ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Corrective Feedback ◽  
L2 Reading ◽  
Face To Face ◽  
Peer Reviews ◽  
Group Evaluation ◽  
Efl Students

The purpose of the study was to investigate beliefs of Pakistani EFL learners towards corrective feedback in cooperative learning environment. The study is qualitative in nature and used narrative approach. This study emphasized on each student’s learning experiences with corrective feedback in cooperative learning strategy. 50 EFL students were divided into five groups. They were engaged in interdependence, group evaluation and face-to-face interaction for cooperative purpose for six week. The researcher observed that during first week some students in each group were hesitant in face-to-face and group evaluation activities. Later, in the third week they tried to play their part and increase their corrective feedback in L2 reading, writing and speaking activities. The interview questions were used to collect data from students. Observation was made, notes were prepared and interviews were recorded from each participant in order to understand their views about corrective feedback in Cooperative learning strategies. The findings of this study provided inspirations and motivation for English teachers to offer L2 learners suitable environment for corrective feedback. The results showed that students quickly realized being able to solve problems as a group that they could not solve as individuals. Students were satisfied by corrective feedback in peer coaching, and peer reviews.

IMPLEMENTATION OF STAD LEARNING STRATEGIES (STUDENTS-TEAM-ACHIEVEMENT-DIVISION) TO IMPROVE STUDENT'S ABILITY IN ENGLISH

2020 ◽  
Vol 7 (2) ◽  
pp. 16-32
Author(s):  
Yusniarti Runggo
Keyword(s):  
Academic Achievement ◽  
Student Achievement ◽  
Action Research ◽  
Cooperative Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Strategy Implementation ◽  
Learning Achievement ◽  
Study Researcher ◽  
Classroom Action Research

The research aims to improve student's ability in english  by using the stad learning strategy implementation (students-team-achievement-division). The design of this research is classroom action research, in which a researcher and collaborator take part actively in the class to conduct teaching and make observations during the activity. In this study, researcher used cooperative learning type STAD or Students-Team-Achivement-Division. In the type of STAD cooperative learning, students will be divided into groups of 4-6 people who prioritize class heterogeneity in academic achievement. The researchers provided a lesson, and students in the group are expected to master the lesson. The results of the research showed that the STAD type cooperative learning is effective in improving students' ability in English. The implementation of cycle 1 and cycle 2 showed an increase in student achievement. There were 9 (45%) students who were successful and 11 (55%) of them failed. Then, the success increased to 20 (100%) students in cycle 2. In other words, all students can achieve learning achievement in cycle 2.

scholarly journals Penerapan Model Discvery Learning pada Materi Ikatan Kimia untuk Meningkatkan Aktifitas dan Prestasi Belajar Peserta Didik di kelas X TP-D SMK Negeri 5 Banjarmasin oleh : Budi Harso

2021 ◽  
Author(s):  
Jurnal Julak
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Learning Process ◽  
Learning Model ◽  
Discovery Learning ◽  
Learning Activities ◽  
Learning Activity ◽  
A Value ◽  
Improve Student Achievement

This study aims to answer the problem, first how the activities of students in following the learning process using the discovery learning, Second, how do teachers apply the cooperative learning model type discovery learning to improve student achievement. And third, whether the discovery learning model can improve student achievement in Class X TP-D of SMK Negeri 5 Banjarmasin.Discovery learning emphasizes the discovery of previously unknown concepts or principles, problems faced by students, such as problems engineered by the teacher. Whereas in inquiry the problem is not the result of engineering, so students must exert all their minds and skills to get findings in the problem through the research process.This research is Classroom Action Research (CAR) carried out in 2 cycles, each cycle consists of 3 meetings, 2 meetings are allocated for the learning process and 1 meeting for the final meeting of the cycle. The results showed that in Cycle I, the learning activity score was 36.84%. The discovery learning model had good and very good criteria. And the learning outcomes of students who have good and very good category scores are 4 people (21.05%) while from the minimum completeness criteria there are 12 people who have a value of <70 (63.16%). While in Cycle 2, the score of learning activities increased to 85.2%, including very good criteria. While the learning outcomes of students who have good and very good category scores are 15 people (73.68%) while from the minimum completeness criteria there are 17 people who have a value of > 70 (89.50%).

scholarly journals Strategi Pembelajaran Kooperatif Tipe Jigsaw Versus Pembelajaran Langsung

UNIVERSUM ◽  
2016 ◽  
Vol 10 (2) ◽  
Author(s):  
Mashudi Mashudi
Keyword(s):  
Cooperative Learning ◽  
Group Process ◽  
Positive Attitude ◽  
Learning Strategy ◽  
Authentic Assessment ◽  
Individual Responsibility ◽  
Learning Activity ◽  
Learning Method ◽  
Attention In Learning ◽  
Face To Face

One of problem that needs attention in learning activity is learning method, technique, and strategy. Cooperative learning strategy has some elements namely (1) positive inter-dependency, (2) face-to-face, (3) individual responsibility, (4) group and interpersonal skill, and (5) group process effectiveness. The theory basis of cooperative learning comes from different perspective. This article elaborates cooperative learning with behaviorism and constructivism theories, especially cooperative learning Jigsaw type. As Slavin stated that the techniques that use the appropriate approach are Jigsaw, Group investigation, and Learning Together. The advantages of cooperative learning are (1) increasing positive attitude toward learning activity, (2) rousing interaction among students, (3) increasing learning achievement, and (4) authentic assessment.

scholarly journals Upaya Meningkatkan Hasil Belajar Dengan Model Pembelajaran Kooperatif Pada Materi Pembelajaran Pecahan

2021 ◽  
Vol 3 (4) ◽  
pp. 85
Author(s):  
Indah Marwati
Keyword(s):  
Student Achievement ◽  
Cooperative Learning ◽  
Learning Outcomes ◽  
Quantitative Description ◽  
Student Learning Outcomes ◽  
Lesson Plans ◽  
Average Score ◽  
Analysis Technique ◽  
Improve Student Achievement ◽  
Grade Ii

<p><em>This research is motivated by the low student achievement in the fractional material. The students' learning outcomes in the material have not been able to reach the KKM. The purpose of this research is to determine the effect of the cooperative learning model. The subjects of this study were teachers and all grade II students of SDN Tengko 01, amounting to 24 students. This research was carried out in two cycles. The instruments used were lesson plans, question sheets, lesson plans analysis sheets and APKG sheets. Data collection techniques in this study used test techniques and observation techniques. The data analysis technique used was quantitative description. The results showed that the use of cooperative learning models can be used to improve student achievement. This is evidenced by changes in abilities and an increase in the average score obtained by students after improving learning. In cycle 1 the value is 69 and in cycle 2 it becomes 82. this number can be found say that there is an increase in student learning outcomes that are quite good, seen from the results of the cycle 1 test to the final results after learning.</em></p>

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN HASIL BELAJAR IPS SISWA KELAS IVC SEKOLAH DASAR NEGERI 108 PEKANBARU

2014 ◽  
Vol 3 (1) ◽  
pp. 40
Author(s):  
Lazim. N ◽  
Zulkifli ' ◽  
Rima '
Keyword(s):  
Cooperative Learning ◽  
Social Science ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Average Score ◽  
Team Games ◽  
Social Science Study ◽  
Minimum Criteria ◽  
Daily Test

The problem on this research was that the low score of students’ learning on social science study. There werestill a lot of students that did not understand basic concepts and tended to memorize examples. It was showed by58,07% from 31 students achieving minimum criteria completeness (KKM) from students’ test score in IVCclass of SDN 108 Pekanbaru for Koperasi subject. The students’ average score was 62,4, and the KKM stated byschool was 68. Based on this problem it was needed to do an action research using cooperative learning modelsTeams Games Tournaments (TGT) type. This research aims to know whether the implementation of cooperativelearning models Teams Games Tournaments (TGT) type can improve students’ social science learningoutcomes at IVC class of SDN 108 Pekanbaru in 2013/2014 with 31students. This research was done in twocycles. First cycle consists of three meetings with one daily test and first tournament, and cycle II consists ofthree meetings with one daily test and second tournament. Instruments to collect data in this research areteacher’s observation sheets, students’ observation sheet, and tests. By implementing using cooperative learningmodels Teams Games Tournaments (TGT) type can improve students’ mathematics learning outcomes.Percentage of completeness in basic score was 54,8% (62,40 in average), and it changed into 77,4% (75,6 inaverage) in cycle I and 87,1% (81,1 in average) in cycle II. Percentage of teacher’ activity in cycle I was 81,9%and 92,3% in cycle II. Then percentage of students’ activity in cycle I was 75,4% and 92,2% in cycle II. Fromthose data it proves that the implementation of cooperative learning models Teams Games Tournaments (TGT)type can improve students’ learning outcomes at IVC class of SDN 108 Pekanbaru.Key Words : cooperative teaching and learning model, Teams Games Tournaments (TGT),learning outcomes

Dynamic Changes and Individual Differences in Learners’ Perceptions of Cooperative Learning During a Project Activity

RELC Journal ◽  
2021 ◽  
pp. 003368822110127
Author(s):  
Masahiro Yoshimura ◽  
Tomohito Hiromori ◽  
Ryo Kirimura
Keyword(s):  
Cooperative Learning ◽  
Learning Activity ◽  
Successful Implementation ◽  
Dynamic Changes ◽  
Face To Face ◽  
Group Processing ◽  
Social Skills Group ◽  
Skills Group ◽  
Five Elements ◽  
Weekly Journal

Although cooperative learning is a well-researched framework with many reports on its effective implementation in education, successful cooperative learning practice remains elusive in the classroom. The literature suggests certain elements of cooperative learning are key, but few studies have addressed their importance with respect to the dynamics of the learning activity and differences in individual learners’ attitudes. The objective of this study is to examine (1) whether learners’ perception of cooperative learning changes throughout a project, and (2) how differently individual learners perceive their activities with reference to the five elements (i.e. positive interdependence; face-to-face promotive interaction; individual accountability; social skills; group processing), and thereby to explore measures for successful implementation of cooperative learning. Analyses of a questionnaire survey and weekly journal entries revealed that there were dynamic changes in learners’ perception of cooperative learning in accordance with the shifts in phases of the project. The results also showed that there were significant differences in individual learners’ perceptions and that their engagement in cooperative learning could be affected by certain factors that were not weighed by the five elements. The results of this study can provide hints for better pedagogical interventions for teachers introducing cooperative learning into the classroom.

scholarly journals THE IMPLEMENTATION OF TEAM GAME TOURNAMENT (TGT) TYPE COOPERATIVE LEARNING MODEL TO IMPROVE LEARNING MOTIVATION AND LEARNING ACHIEVEMENT

2017 ◽  
Vol 15 (1) ◽  
Author(s):  
Nurul Hidayah ◽  
Abdullah Taman
Keyword(s):  
Cooperative Learning ◽  
Research Result ◽  
Learning Model ◽  
Learning Motivation ◽  
Average Score ◽  
Learning Achievement ◽  
Team Games ◽  
Team Game ◽  
Motivation And Learning ◽  
Academic Year

The objective of this research was improving learning motivation and learning achievement of XI Accounting 1 Students of SMK Negeri 1 Pengasih Academic Year 2016/2017 using Cooperative Learning Model Team Game Tournament (TGT) on the subject Accounting for Trading Company. This research was Classroom Action Research (CAR) collaborating with teacher in two cycle. Data collection technique used were questionnare, documentation, and test. Based on research result concluded that implementation of Cooperative Learning Model Team Games Tournament (TGT) could improve Learning Motivation and Learning Achievement of XI Accounting 1 student of SMK 1 Pengasih Academic Year 2016/2017  evidenced by improvement of motivation score and achievement score. Motivation questionnare result shown improvement of students’ learning motivation improved to 5.97% from cycle I of 72.41% increased to 78.13% in cycle II. Improvement of Accounting Learning Achievement calculated from the average score increase of 23.78% in first cycle and increased of 19.61% in the second cycle.Keywords: Cooperative Learning, Team Game Tournament, Learning Motivation, Learning Achievement

scholarly journals Peningkatan Hasil Belajar Tarikh Islam Melalui Strategi Pembelajaran Everyone is a Teacher Here pada Siswi Kelas 2 KMI Pondok Modern Darussalam Gontor Putri

2020 ◽  
Vol 17 (2) ◽  
pp. 171-186
Author(s):  
Ihwan Mahmudi ◽  
Martha Laily Shofro
Keyword(s):  
Student Achievement ◽  
Action Research ◽  
Student Learning ◽  
Learning Strategies ◽  
Learning Strategy ◽  
Action Observation ◽  
Female Students ◽  
School Year ◽  
The Subject ◽  
Planning Action

Abstrak Penelitian ini bertujuan untuk mengetahui peningkatan hasil belajar Tarikh Islam Siswa KMI Pondok Modern Darussalam Gontor Putri 1 menggunakan strategi pembelajaran every one is teacher here. Subjek penelitian adalah siswi KMI Gontor Putri kelas 2 H. Penelitian menggunakan jenis penelitian tindakan kelas (PTK) dengan model Kemmis dan McTaggart. Penelitian dilakukan dalam dua siklus, dan setiap siklus terdiri dari empat tahapan yaitu: perencanaan, tindakan, observasi dan refleksi. Hasil penelitian menunjukkan bahwa strategi pembelajaran Everyone Is A Teacher Here efektif meningkatkan hasil belajar Tarikh Islam siswa Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Kampus 1 tahun ajaran 1440-1441 H. Ketuntasan belajar siswi pada siklus pertama sebesar 46,2%, meningkat pada siklus kedua menjadi 96,2%.     Abstract This study aims to determine the increase in student achievement of Tarikh Islam, students of KMI Pondok Modern Darussalam Gontor Putri 1 using learning strategies every one is teacher here. The subject of the study was KMI Gontor for female students of Class 2 H. The study used a type of classroom action research (CAR) with the Kemmis and McTaggart models. The study was conducted in two cycles, and each cycle consisted of four stages: planning, action, observation and reflection. The results showed that Everyone Is A Teacher Here learning strategy was effective in improving the student achievement of students Kulliyyatu-l-Muallimat Al-Islamiyyah Pondok Modern Darussalam Gontor Putri Campus 1 school year 1440-1441 H. Completion of student learning in the first cycle by 46.2 %, increased in the second cycle to 96.2%.

scholarly journals COOPERATIVE LEARNING STRATEGY IN CRITICAL READING ENGLISH TEXT THROUGH TEAM GAME TOURNAMENT (TGT) AND JENGA

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Fuzi Fauziyah ◽  
Siti Gina Meilani ◽  
Salsabila Salsabila
Keyword(s):  
Cooperative Learning ◽  
Learning Strategies ◽  
Hate Speech ◽  
Learning Strategy ◽  
Rapid Development ◽  
Critical Reading ◽  
Literature Study ◽  
English Reading ◽  
Team Game ◽  
Learning Team

The rapid development of information has the potential to spread negative content such as hoax news, hate speech, or issues of radicalism and intolerance. In this case, critical reading skills are needed. By reading critically, readers can become more objective, able to sort and not easily swayed. However, the learning implementation of critical reading is not easy, especially coupled with the students' low reading interest and ability, especially towards English reading texts. This narrative review aims to examine cooperative learning strategies in critical reading of English texts through Team Game Tournament (TGT) and Jenga. The method used is literature study by examining various sources from journal articles in various databases, proceedings, and official websites on critical reading, cooperative learning, TGT, and Jenga games. The selected data is then reduced, classified, analyzed, and concluded. The results of literature search show that in critical reading students not only understand the content of the text but also analyze and evaluate the text they read. In this case, cooperative learning facilitates students to critically exchange ideas about the insights, ideas, and points of view they get from the text. TGT, as a form of cooperative technique, has advantages of making students work together to try to improve critical reading scores quickly and accurately in groups. In practice, Jenga which is believed to have the superiority of cooperative, communicative, and effective aspects can be used by modifying and adding questions related to critical reading so that students try to understand and analyze the text accurately. Seeing the advantages of TGT as a cooperative learning strategy and the benefits of the Jenga in critical reading, the integration between the two can facilitate three important aspects, namely critical, fast and accurate so that it has the potential to develop students' critical reading skill in reading English text.Keywords: critical reading, cooperative learning, team game tournament (TGT), jenga 

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