Innovation Attributes of F2F Computer Assisted Cooperative Learning in Teaching Reading Skills

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

Innovation Attributes of F2F Computer-Assisted Cooperative Learning in Teaching Reading Skills

This study aimed at investigating the innovation attributes of face-to-face Computer Assisted Cooperative Learning (CACL). It employed a mixed method design as the data were collected through a survey and semi-structured interviews. The findings showed that face to face CACL has a high degree of adoption in higher education institutes to teach EFL/ESL learners. Also, the regression analysis showed that the five factors are strong predictors of innovation adoption with complexity has the highest significance, followed by compatibility, relative advantage, observability and trialability respectively. The study found that accessibility is an emerging innovation attribute which increases the adoption of any innovation practice. The paper concluded that the human element of face-to-face cooperative learning increases the adoption of CACL, and that relative advantage has influence on the other innovation attributes. The study recommends using face-to-face CACL in teaching EFL/ESL learners, and using accessibility as an innovation attribute.

UPAYA MENINGKATKAN MUTU PEMBELAJARAN PAI DAN BUDI PEKERTI MELALUI COOPERATIVE LEARNING MODEL STUDENT TEAMS ACHIEMEMENT DIVISION

This study aims to improve the quality of learning Islamic Religious Education and Morals. Learning Islamic Religious Education and Morals with the application of the STAD Cooperative Learning method is expected to improve student achievement as well as interest in learning subjects of Islamic Religious Education and Character Education.This research is a classroom action research conducted in 2 cycles. The subjects of this study were third grade students of SDN Singasari with a total of 28 students. The results showed that efforts to improve the quality of learning PAI dan Budi Pekerti were successfull and interest in learning PAI and carácter was Good. The quality of learning can be seen in the changes in learning activities in the classroom. In cycle 1, the discusión activities were dominated by Smart students. In cycle 2, it appears that the students’ courage to ask questions and express their opinions is very large. In cycle 1, none of them received group awards, but in cycle 2 all groups received high award ( Super team ). The increase in learning achievement is indicated by the activeness of students, also indicated by classical learning mastery which rose from 7.14% to 85.20%, while the average student achievement rose from 64.67 in the first cycle to 82.37 in the second cycle. ABSTRAKPenelitian ini bertujuan untuk meningkatkan mutu pembelajaran Pendidikan Agama Islam dan Budi Pekerti. Pembelajaran Pendidikan Agama Islam dan Budi Pekerti dengan penerapan metode Cooperative Learning model STAD diharapkan dapat meningkatkan prestasi belajar siswa sekaligus minat belajar mata pelajaran Pendidikan Agama Islam dan Budi Pekerti. Penelitian ini adalah penelitian tindakan kelas yang dilaksanakan 2 siklus. Subyek dari penelitian ini adalah siswa kelas III SDN Singasari dengan jumlah siswa 28 anak. Hasil penelitian menunjukkan bahwa upaya untuk meningkatkan mutu belajar PAI dan Budi Pekerti berhasil dengan baik dan minat belajar PAI dan budi Pekerti. Mutu pembelajaran terlihat pada perubahan kegiatan pembelajaran di kelas.Pada siklus 1 kegiatan diskusi ternyata di dominasi oleh siswa yang pandai. Pada siklus 2, tampak keberanian siswa untuk bertanya dan menyampaikan pendapatnya sangat besar.Pada siklus 1 tidak ada satupun yang mendapat penghargaan kelompok, tetapi pada siklus 2 semua kelompok mendapat penghargaan yang tinggi (Super team). Peningkatan prestasi belajar ditunjukkan dengan keaktifan siswa, juga ditunjukkan dengan ketuntasan belajar secara klasikal naik dari 7,14% menjadi 85,20%, sedangkan rata-rata prestasi belajar siswa naik dari 64,67 pada siklus I menjadi 82,37 pada siklus 2

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEAM ASSISTED INDIVIDUALIZATION TERHADAP HASIL BELAJAR MOTOR BENSIN SISWA JURUSAN TKR SMK NEGERI 1 MOTOLING

Tujuan penelitian ini adalah untuk mengetahui pengaruh model pembelajaran kooperatif TAI (Team Assisted Individualization) terhadap hasil siswa pada mata pelajaran Motor Bensin kelas XI di SMK Negeri 1 Motoling. Penelitian ini dikategorikan dalam penelitian Eksperimen Semu (quasi exsperimental). Desain penelitian yang digunakan pada penelitian ini adalah desain jenis pre-test dan post-test group design. Berdasarkan uji hipotesis diperoleh nilai t hitung sebesar 4,4360 dan nilai t tabel 1,6772 artinya nilai t hitung lebih besar dari t tabel maka signifikan. Hasil tersebut menunjukkan bahwa terdapat perbedaan yang signifikan pada penggunaan model pembelajaran Kooperatif TAI (Team Assisted Individualization) dan konvensional terhadap pencapaian hasil belajar siswa di SMK N 1 Motoling. Kata Kunci: Hasil Belajar, Team Assisted Individualization. The purpose of this study was to determine the effect of the TAI (Team Assisted Individualization) cooperative learning model on student outcomes in the XI class of gasoline motorbike subjects at SMK Negeri 1 Motoling. This research is categorized as a quasi-experimental research. The research design used in this study was a pre-test and post-test group design. Based on the hypothesis test, the t value is 4.4360 and the t table value is 1.6772, which means that the t value is greater than the t table, so it is significant. These results indicate that there is a significant difference in the use of the cooperative learning model TAI (Team Assisted Individualization) and conventional to the achievement of student learning outcomes at SMK N 1 Motoling. Keywods: Learning Outcomes, Team Assisted Individualization.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DALAM MENINGKATKAN HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH

This research is a classroom action research (Classroom Action Research) which aims to improve the learning outcomes of history subjects through the jigsaw cooperative learning model in class X students of SMK Muhammadiyah Watansoppeng. The research was carried out in the odd semester of 2021/2022 with 17 students as research subjects consisting of 9 men and 8 women. The research procedure was carried out in 4 stages, namely planning, action, observing and reflecting. The number of cycles is 2 cycles, each cycle consists of 4 meetings. Data were collected through tests and non-tests (observation and recording) for the activities that occurred during the learning of history subjects. Data were analyzed using qualitative analysis techniques and quantitative analysis. While the data validation technique was done by saturation and triangulation. The results showed that the average score of student learning outcomes in the first cycle was 70.00 and in the second cycle there was an increase of 78.53.The percentage of students' completeness in the first cycle was 64.71% and the second cycle was 94,12 %. The results of observational research indicate that there is an increase in the quality of learning activities to cycle II both in terms of attendance, activeness in learning and active involvement in working individually and in groups with home groups and expert groups. The conclusion of the research results supports the research hypothesis that through the jigsaw type cooperative learning model can improve the learning outcomes of history subjects for class X students of SMK Muhammadiyah Watansoppeng, Soppeng Regency for the 2021/2022 academic year. ABSTRAKPenelitian ini adalah penelitian tindakan kelas ( Classroom Action Research) yang bertujuan untuk meningkatkan hasil belajar mata pelajaran sejarah melalui model pembelajaran kooperatif jigsaw pada siswa kelas X SMK Muhammadiyah Watansoppeng.Penelitian dilaksanakan pada semester ganjil tahun 2021/ 2022 dengan subyek penelitian 17 siswa yang terdiri dari 9 orang laki-laki dan 8 orang perempuan. Prosedur penelitian di lakukan dengan 4 tahap yaitu planning, action, observing dan reflecting. Jumlah siklus adalah 2 siklus yang tiap siklusnya terdiri atas 4 kali pertemuan. Data di kumpul melalui tes dan non tes (observasi dan perekaman) di maksud untuk aktivitas yang terjadi selama pembelajaran mata pelajaran sejarah berlangsung. Data dianalisis dengan mengunakan teknik analisis kualitatif dan analisis kuantitatif. Sedangkan teknik validasi data dilakukan saturasi dan triannggulasi.Hasil penelitian menunjukkan bahwa skor rata-rata hasil belajar siswa pada siklus I sebesar 70,00 dan pada siklus II mengalami peningkatan sebesar 78,53. Persentase ketuntasan siswa pada siklus I sebesar 64,71% dan siklus II sebesar 94,12% . Hasil penelitian observasi menunjukkan bahwa ada peningkatan kualitas aktivitas pembelajaran ke siklus II baik dari segi kehadiran,keaktifan dalam pembelajaran serta keterlibatan aktif dalam bekerja individu maupun berkelompok dengan kelompok asal maupun kelompok ahli. Kesimpulan hasil penelitian mendukung hipotesis penelitian yaitu melalui model pembelajaran kooperatif tipe jigsaw dapat meningkatkan hasil belajar mata pelajaran sejarah siswa kelas X SMK Muhammadiyah Watansoppeng Kabupaten Soppeng tahun pelajaran 2021/2022.

Penerapan Model Pembelajaran Kooperatif Tipe Stand (Student Team Achivement Division) Guna Meningkatkan Pemahaman dan Hasil Belajar Siswa pada Pelajaran Wadah Budidaya Perikanan di Kelas II TBP Sekolah Usaha Perikanan Menengah (SUPM) Negeri Sorong

This classroom action research (CAR) aims to improve the learning outcomes of class II TBP SUPM N Sorong through the STAD type learning model. For the outline, there are four stages of CAR, namely (1) planning, (2) implementation, (3) observation, and (4) reflection. This research was conducted in 3 cycles, cycle 1 as comparison data for cycles 2 and 3. The number of students who were active in this study was 30 students. The results showed that the STAD type of cooperative learning model can provide better learning outcomes. This can be seen by the average value acquisition in cycle 1 38.06 and learning completeness score 16.6% then an increase in the average value in cycles 2 and 3 with cooperative learning type STAD, namely, cycle 2 class average value of 73.3 with a percentage of completeness learning 76.6% and cycle 3 class average value of 74.16 with a percentage of learning completeness 90%. Likewise with student activity has increased.

The Impact of Cooperative Learning on University Students’ Academic Goals

Cooperative learning encourages the development of interpersonal skills and motivates students to participate more actively in the teaching and learning process. This study explores the impact of cooperative learning on the academic goals influencing university students’ behavior and leading to the attainment of a series of academic objectives. To this end, a quasi-experimental pretest-posttest control group design was used, with a sample of 509 university students from Preschool, Primary and Social Education undergraduate degree courses. Using the Academic Goals Questionnaire (AGQ), pretest and posttest measures were taken via self-reports to evaluate three types of academic goals: learning goals, social reinforcement goals and achievement goals. The results show that cooperative learning is an effective tool for encouraging university students to develop academic goals that motivate them to fully engage with the tasks they are set in order to acquire knowledge and skills (learning goals). In addition, when students are asked to work as part of a team on an autonomous basis without the structure and supervision necessary to ensure a minimum standard of cooperation, they display a greater tendency toward social reinforcement goals than toward learning and achievement goals. These findings contribute new knowledge to the conceptual framework on cooperative learning. Goals may be considered one of the most important variables influencing students’ learning and the use of cooperative learning techniques in university classrooms creates the necessary conditions for encouraging students to develop goals oriented toward learning.

Application of Web 2.0 Technology to Cooperative Learning Environment System Design of Football Teaching

In general, web 2.0 technology serves as an educational tool for teaching and learning aspects. The study is aimed at exploring the interactive system of football teaching in the information technology era. The coach and players will utilize the mobile learning resources to get effective learning about the fun. Using mobile learning technology, the coach has to implement different modes to make the players learn about the game. The study implemented the convolutional neural network (CNN) algorithm to evaluate the accuracy of using web 2.0 technology to cooperative learning environment system design of football teaching. The results show that the network teaching interactive learning system of football courses based on web 2.0 can achieve the intended function of the college educational administration management system.