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

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

Team Training for Interprofessional Insight, Networking and Guidance (T2IPING) points: a study protocol

Effective teamwork remains a crucial component in providing high-quality care to patients in today’s complex healthcare environment. A prevalent ‘us’ versus ‘them’ mentality among professions, however, impedes reliable team function in the clinical setting. More importantly, its corrosive influence extends to health professional students who model the ineffective behaviour as they learn from practicing clinicians. Simulation-based training (SBT) of health professional students in team-based competencies recognized to improve performance could potentially mitigate such negative influences. This quasi-experimental prospective study will evaluate the effectiveness and impact of incorporating a multi-year, health science centre-wide SBT curriculum for interprofessional student teams. It targets health professional students from the Schools of Medicine, Nursing and Allied Health at Louisiana State University (LSU) Health New Orleans. The intervention will teach interprofessional student teams key team-based competencies for highly reliable team behaviour using SBT. The study will use the Kirkpatrick framework to evaluate training effectiveness. Primary outcomes will focus on the impact of the training on immediate improvements in team-based skills and attitudes (Level 2). Secondary outcomes include students’ perception of the SBT (Level 1), its immediate impact on attitudes towards interprofessional education (Level 2) and its impact on team-based attitudes over time (Level 3).The Institutional Review Board at LSU Health New Orleans approved this research as part of an exempt protocol with a waiver of documentation of informed consent due to its educational nature. The research description for participants provides information on the nature of the project, privacy, dissemination of results and opting out of the research.

EFEKTIVITAS PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TERHADAP KEMANDIRIAN DAN PRESTASI BELAJAR PESERTA DIDIK PADA MATERI PERANGKAT LUNAK PENGOLAH ANGKA

Kemandirian belajar peserta didik menjadi hal yang penting dan perlu dicapai dalam sebuah proses pendidikan karena salah satunya diduga akan berdampak pada pencapaian prestasi belajar. Penelitian ini bertujuan untuk mengetahui efektivitas pembelajaran kooperatif tipe Student Teams-Achievment Divisons (STAD) terhadap kemandirian dan prestasi belajar pada materi perangkat lunak pengolah angka, serta untuk mengetahui hubungan antara kemandirian dan prestasi belajar peserta didik. Penelitian ini merupakan penelitian eksperimen yang dilaksanakan di SMK BPI Baturompe kota Tasikmalaya dengan populasi kelas X BDPM. Sampel penelitian dilakukan dengan teknik Simple Random Sampling. Teknik pengumpulan data menggunakan metode non tes dan tes. Instrumen yang digunakan berupa angket kemandirian belajar, dokumentasi dan soal tes prestasi belajar. Hasil penelitian menunjukkan (1) Nilai uji t post test angket kemandirian belajar 7,953 > t tabel 2,02. (2) Nilai uji t post test prestasi belajar 3,990 > t tabel 2,02. (3) Uji korelasi antara kemandirian dan prestasi belajar peserta didik nilai r hitung 0,730 > r tabel 0,433 dengan nilai signifikansi 0,000. Dengan demikian model pembelajaran kooperatif tipe STAD efektif terhadap kemandirian dan prestasi belajar serta terdapat hubungan antara kemandirian belajar dengan prestasi belajar peserta didik dengan tingkat hubungan berada pada kategori kuat.

Evektifitas Pembelajaran Kooperatif Tipe Student Team Achievement Division (STAD) pada Materi Segiempat Kelas VII

Penelitian ini merupakan penelitian eksperimen yang diawali dengan penelitian pengembangan. Adapun tujuan dari penelitian ini adalah (1) Menjelaskan proses dan hasil dari perangkat pembelajaran kooperatif tipe student team achievement division (STAD) pada materi segiempat di kelas VII yang berkualitas baik (2) Mendeskripsikan keefektifan pembelajaran kooperatif tipe student team achievement division (STAD) pada materi segiempat di kelas VII. (3) mengetahui apakah hasil belajar siswa yang diajar menggunakan pembelajaran kooperatif tipe STAD lebih baik dari pada hasil belajar siswa yang diajar menggunakan pembelajaran konvensional pada materi segiempat kelas VII. Berdasarkan hasil uji coba perangkat, diperoleh perangkat pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) dalam kategori baik. Hasil penelitian pada kelas eksperimen berdasarkan analisis deskriptif diperoleh hasil bahwa model pembelajaran kooperatif tipe Students Teams Achievement Divisions (STAD) efektif untuk digunakan dalam mengajarkan materi segiempat. Sedangkan berdasarkan analisis statistik inferensial dapat disimpulkan bahwa hasil belajar siswa yang mengikuti pembelajaran kooperatif tipe Student Teams Achievement Divisions (STAD) lebih baik dibandingkan dengan hasil belajar siswa yang mengikuti pembelajaran konvensional untuk materi segiempat di kelas VII.

Peningkatan Self Regulation Learning melalui Layanan Bimbingan Belajar Daring Model STAD Berbantuan Media Thinglink

Penelitian ini bertujuan untuk meningkatkan self regulation learning peserta didik melalui layanan bimbingan belajar daring model Student Teams Achievement Divisions (STAD) berbantuan media thinglink. Subyek penelitian adalah peserta didik kelas XI MIPA-1 SMA Negeri 2 Yogyakarta tahun pelajaran 2020/2021. Jenis penelitian yang dilaksanakan merupakan Penelitian Tindakan Kelas Bimbingan Konseling (PTK BK) yang mengikuti model Stephen Kemmis dan Robin McTaggart, melalui tahapan perencanaan (planning), tindakan (acting), pengamatan (observing), dan refleksi (reflecting). Metode penelitian adalah observasi dengan menggunakan instrumen yang disusun peneliti dengan mengacu pada kajian teori yang digunakan. Teknik analisis data mengunakan teknik deskriptif kualitatif, yakni mendeskripsikan pelaksanaan layanan bimbingan belajar daring model STAD berbantuan media thinglink dari tahap perencanaan, pelaksanaan tindakan, observasi dan refleksi pada setiap siklus. Hasil penelitian menunjukan bahwa ada peningkatan kemampuan self regulation learning peserta didik, pada aspek metakognisi sebelum tindakan berada pada posisi 77.20%, setelah tindakan siklus II menjadi 89.90% meningkat sebesar 12.70%. Pada aspek motivasi sebelum tindakan 76.70% setelah tindakan siklus II meningkat menjadi 87.40%, peningkatan pada aspek motivasi sebesar 10.70%. Selanjutnya pada aspek perilaku sebelum dilakukan tindakan sebesar 74% setelah tindakan siklus II menjadi 83.30%. Peningkatan indikator pada aspek perilaku meningkat 9.30%. Dari hasil penelitian tindakan kelas bimbingan konseling ini dapat disimpulkan bahwa layanan bimbingan belajar daring model STAD berbantuan media thinglink dapat meningkatkan self regulation learning peserta didik kelas XI MIPA-1 SMA Negeri 2 Yogyakarta.

Actively Engaging with Social Entrepreneurs: The Social Enterprise Audit

Social entrepreneurship is on the rise. For educators, it is no longer a question of if we should teach social entrepreneurship, but rather how we might best do so. The Social Enterprise Audit is introduced as an innovative way to combine in-class learning with active engagement in the social entrepreneurship community. Student teams are matched with local social enterprises. As foundational concepts of social entrepreneurship are taught in the classroom, student teams visit and meet with their social enterprise partner to apply the concepts. The final deliverable includes an analysis and critique of the social enterprise along with a set of recommendations. The structured approach is easy for the instructor to implement and aligns directly with course material. Students benefit by nurturing their identity as a social entrepreneur while developing a skillset that equips them to make a difference.

PERBEDAAN HASIL BELAJAR MATEMATIKA MENGGUNAKAN MODEL PEMBELAJARAN STUDENT TEAMS ACHIEVEMENT DIVISION DAN MODEL PEMBELAJARAN TEAMS GAMES TOURNAMENTS PADA MATERI SEGITIGA DAN SEGIEMPAT

The purpose of this study was to determine the differences in students' mathematics learning outcomes who were taught using the STAD learning model and the TGT learning model on triangles and quadrilaterals (In Grade VII Even Semester 2014-2015 Academic Year at SMP Muhammadiyah 31 East Jakarta). The method used is the experimental method. The material tested is about triangles and quadrilaterals. Before being used to collect respondent data, a test test was carried out first and the validity was calculated using the Biserial Point Correlation (rpbis). Calculation of the validity of the instrument on triangle and quadrilateral material obtained 26 valid questions and 14 invalid questions, while the reliability was calculated with KR-20 which was 0.948. It means that the reliability is high. Based on the calculations obtained data that the average student learning outcomes through the STAD learning model has an average of 61.70 standard deviations, 11.06 medians, 64.6 and the mode is 61. Furthermore, the TGT learning model has an average of 71.84 standard deviations of 12, 01 median 78 and mode 64. Hypothesis testing using t-test is obtained t = 2.98 at a significant level of 0.05 and dk = 46 t = 1.67 because t t is 2.98 1.67 so it can be concluded that there are differences in the mathematics learning outcomes of students who are taught using the STAD learning model and the TGT learning model in solving problems on triangle and quadrilateral material. ABSTRAKTujuan dari penelitian ini adalah untuk mengetahui adanya Perbedaan hasil belajar matematika peserta didik yang diajarkan menggunakan model pembelajaran STAD dan model pembelajaran TGT pada materi segitiga dan segiempat (Di kelas VII Semester Genap Tahun Pelajaran 2014-2015 Di SMP Muhammadiyah 31 Jakarta Timur). Metode yang digunakan adalah metode eksperimen. Materi yang diujikan tentang materi segitiga dan segiempat. Sebelum dipergunakan untuk mengambil data responden dilakukan terlebih dahulu uji coba soal dan dihitung validitasnya dengan Korelasi Point Biserial (rpbis). Perhitungan validitas instrument pada materi segitiga dan segiempat diperoleh 26 soal yang valid dan 14 soal yang tidak valid sedangkan reliabilitasnya dihitung dengan KR-20 yaitu 0,948. Berarti reliabelitas tergolong tinggi. Berdasarkan perhitungan diperoleh data bahwa rata-rata hasil belajar siswa melalui model pembelajaran STAD memiliki rata-rata 61,70 simpangan baku 11,06 median 64,6 serta modusnya 61. Selanjutnya model pembelajaran TGT memiliki rata-rata 71,84 simpangan baku 12,01 median 78 serta modusnya 64. Uji hipotesis menggunakan uji-t di peroleh t = 2,98 pada taraf signifikan 0,05 dan dk = 46 t = 1,67 karena t ? t yaitu 2,98 ? 1,67 sehingga dapat disimpulkan bahwa terdapat perbedaan hasil belajar matematika peserta didik yang diajarkan menggunakan model pembelajaran STAD dan model pembelajaran TGT dalam menyelesaikan soal-soal pada materi segitiga dan segiempat.

UPAYA MENINGKATKAN KETERAMPILAN PROSES SAINS PADA MATERI SISTEM EKSKRESI DENGAN MENGGUNAKAN MODEL PEMBELAJARAN STAD (STUDENT TEAMS ACHIEVEMENT DIVISION) PADA SISWA KELAS XI IPA 3

This Classroom Action Research (CAR) aims to get a real description of the results of the science process skills of class XI students on the excretory system material using the STAD learning model, knowing the process of science process skills of class XI IPA 3 students in the excretory system material before and after using the STAD learning model. and find out how much the increase in the results of the science process skills of class XI IPA 3 students on the excretory system material using the STAD model. The research subjects were students of class XI IPA 3 of SMA Negeri 1 Cisaat in the 2018/2019 school year, totaling 40 students, 29 girls and 11 boys. The research was carried out in two cycles, using a descriptive analytical model to determine the STAD (Student Teams Achievement Division) learning process, increasing science process skills on student learning outcomes. The results of the study indicate that the learning process using the STAD (Student Teams Achievement Division) cooperative learning model can increase students' test scores, can increase the number of students who reach the KKM. The highest percentage of student activity in cycle 1 was 20% while in cycle 2 there was an increase of 30%, most of which still had to be increased again. The value of the test results from the first cycle to the second cycle there was an increase. In the first cycle, the highest test result was 72.75, while in the second cycle, the score was 87. The test scores increased from the first cycle to the second cycle, both the average score and the number of students who reached the KKM. In the first cycle, an average of 77.5% of students whose test scores have reached the KKM, means that 22.5% have not reached the KKM. In the second cycle, students whose test scores have reached the KKM are 87.5%, and 12.5% ??have not reached the KKM. Based on this research, it was concluded that the application of the STAD (Student Teams Achievement Division) learning model in Biology subjects could improve the activity science process skills and test results of students in class XI IPA 3 SMA Negeri 1 Cisaat even semester of 2019. ABSTRAKPenelitian Tindakan Kelas (PTK) ini, bertujuan untuk mendapatkan deskripsi nyata hasil keterampilan proses sains siswa kelas XI pada materi sistem ekskresi dengan menggunakan model pembelajaran STAD, mengetahui proses keterampilan proses sains siswa kelas XI IPA 3 dalam materi sistem ekskresi sebelum dan sesudah menggunakan model pembelajaran STAD dan mengetahui seberapa besar peningkatan hasil keterampilan proses sains siswa kelas XI IPA 3 pada materi sistem ekskresi dengan menggunakan model STAD. Subjek penelitian adalah siswa kelas XI IPA 3 SMA Negeri 1 Cisaat tahun pelajaran 2018/2019 yang berjumlah 40 siswa, 29 perempuan dan 11 laki-laki. Penelitian dilaksanakan dalam dua siklus, menggunakan metode deskriptif analitik model untuk mengetahui proses pembelajaran STAD (Student Teams Achievement Division), peningkatan keterampilan proses sains terhadap hasil belajar peserta didik. Hasil penelitian menunjukkan bahwa proses pembelajaran menggunakan model pembelajaran kooperatif STAD (Student Teams Achievement Division) dapat meningkatkan nilai tes peserta didik, dapat meningkatkan jumlah peserta didik yang mencapai KKM. Prosentase aktifitas siswa tertinggi pada siklus 1 sebesar 20% sedangkan pada siklus 2 ada peningkatan sebesar 30%, sebagian besar masih harus ditingkatkan lagi aktivitas nya. Nilai hasil tes dari siklus pertama ke siklus kedua terdapat peningkatan. Pada siklus pertama diperoleh hasil tes tertinggi 72,75 sedangkan pada siklus kedua diperoleh nilai 87. Nilai tes mengalami kenaikan dari siklus pertama ke siklus ke dua, baik rata-rata nilai maupun jumlah peserta didik yang mencapai KKM. Pada siklus pertama rata-rata 77,5% peserta didik yang nilai hasil tesnya sudah mencapai KKM, berarti 22,5% belum mencapai KKM. Pada siklus kedua peserta didik yang nilai hasil tes sudah mencapai KKM adalah 87,5%, dan 12,5% belum mencapai KKM. Berdasarkan penelitian tersebut disimpulkan bahwa penerapan model pembelajaran STAD (Student Teams Achievement Division) pada mata pelajaran Biologi dapat meningkatkan keterampilan proses sains aktivitas dan hasil tes peserta didik kelas XI IPA 3 SMA Negeri 1 Cisaat semester genap tahun 2019.

Longitudinal Interprofessional Family-Based Experience (LIFE): An Authentic Experiential Interprofessional Education Learning Framework

The Longitudinal Interprofessional Family-Based Experience (LIFE) was developed to address the need for longitudinal, experiential IPE opportunities that bring students together with real patient-family units with an intentional plan for multiple qualitative and quantitative evaluation measures. LIFE engaged 48 early learners from eight health science schools at a large midwestern university in ongoing team skill-based interactions coupled with real patient experiential learning over 11 weeks. Student teams were introduced and encouraged to apply the socio-ecological model (SEM) and social determinants of health (SDH) while collaboratively exploring the impact of the patient-family’s interface with the healthcare system and community during two consecutive patient-family interviews. A creative collaboration with the health system’s Office of Patient Experience, provided eight patients who had experienced chronic illness and treatment in the healthcare system, who engaged with the learners as both teachers as well as evaluators in this experience. LIFE is a framework model that has applicability and adaptability for designing, implementing, and sustaining experiential IPE. Initial summary data regarding outcomes for students are presented as well as considerations to increase accessible and sustainable authentic IPE experiences through untapped patient and community collaborations.