Upaya Meningkatkan Hasil Belajar PAI Materi Puasa Ramadhan Melalui Pendekatan Cooperative Model STAD

Penelitian ini bertujuan untuk meningkatkan hasil belajar PAI materi puasa ramadhan melalui pendekatan cooperative model STAD pada siswa kelas VB SDN Gabus 01. Jenis penelitiannya adalah Penelitian Tindakan Kelas. Penelitian dilaksanakan dalam tiga siklus. Setiap siklus terdiri perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Tempat penelitian SD Negeri Gabus 01. Subyek penelitian siswa kelas VB yang berjumlah 27 siswa terdiri 14 siswa dan 13 siswi. Teknik pengumpulan datanya adalah teknik tes dan teknik nontes yang meliputi observasi, catatan lapangan, dan dokumentasi. Selanjutnya data dianalisis. Hasil penelitian pra siklus presentase ketuntasan hanya 41% dengan rata-rata 59,81, setelah dilakukan tindakan mengalami peningkatan. Pada siklus I mencapai 66,67% dengan rata-rata 71,15, pada siklus II meningkat menjadi 74,08% dengan rata-rata 76,85, dan siklus III meningkat hingga 86,36% dengan rata-rata 86,29. Berdasarkan hasil penelitian disimpulkan bahwa melalui pendekatan cooperative model STAD dapat meningkatkan hasil belajar PAI materi puasa ramadhan siswa kelas VB SDN Gabus 01 Pati.

The Application of Jigsaw Cooperative Learning Model through Lesson Study in the Grade X of State Vocational High School/SMK in Sukoharjo

<p>Cooperative learning model Jigsaw which collaborated with lesson study is one of the strategies used to stimulate the students’ participation in the learning process, especially in solving and explaining each answer of problems given by the teacher so that the learning process is not only centered on the teacher but also the students. The purposes of this research are to: (1) determine the application of the appropriate steps in order to increase students’ participation and students’ learning outcome through Jigsaw cooperative learning model with lesson study; (2) to know the improvement of students’ participation and students’ learning outcome for the Engineering Mechanics subject of grade X of state SMK in Sukoharjo through the implementation of Jigsaw cooperative learning model with lesson study. This research is a classroom action research which conducted in three cycles.</p><p>The results showed that: (1) there was appropriate application of steps in improving the students’ participation and students’ learning outcome in accordance with the Jigsaw cooperative learning model through lesson study; (2) students became more active in participating in grade, such as asking, giving opinion, and discussion. The percentage of completeness of students’ learning outcome in the cognitive area of pre-cycle was 30%, 64.71% in the first cycle, 79.41% in the second cycle, and 82.35% in the third cycle. Then, in term of students’ learning outcome in the affective area, most students were predicated Very Good and Good. Next, the percentage of completeness student learning outcome in the pre-cycle of psychomotor was 26.67%, 61.76% in the first cycle, 79.41% in the second cycle, and 85.29% in the third cycle. From this analysis, it can be concluded that the implementation of Jigsaw cooperative model through lesson study with appropriate steps has succesfully increased the students’ participation and students’ learning outcome of grade X of state SMK in Sukoharjo on the subjects of Engineering Mechanics.</p>

Peningkatan Hasil Belajar Materi Memahami Teknik Melempar Bola Melalui Penerapan Model Kooperatif Tipe Snowball Throwing

After a year and a half of online learning due to the Covid-19 pandemic, face-to-face learning is limited to taking into account strict health procedures. Limited face-to-face learning (PTMT) is not necessarily the same as face-to-face learning before the Covid-19 pandemic occurred, because it contains elements that collaborate face-to-face learning with online learning, which in contemporary terms is called hybrid learning. Therefore, the intensification of face-to-face learning activities is a determinant of learning success so that the learning outcomes obtained by students can be maximized. The purpose of this study was to determine whether or not there was an increase in learning outcomes in Understanding Ball Throwing Techniques through the application of the Snowball Throwing Cooperative model in grade 3-A students of SD Negeri Wonokusumo IV/43 Surabaya. This research was conducted at SD Negeri Wonokusumo IV/43, Semampir sub-district, Surabaya City with a two-cycle action research mechanism. Based on data analysis, from this study it can be concluded that there is an increase in learning outcomes in Understanding Ball Throwing Techniques through the application of the Snowball Throwing Cooperative model in grade 3-A students of SD Negeri Wonokusumo IV/43 Surabaya.

The STAD Model Assisted by Audio Visual Media Increases Student Motivation and Learning Achievement

The low learning motivation of students in the learning process. The initial motivation of students is 69% (less), namely out of 14 students, only four students meet the indicators of success. It is because teachers still dominate teaching and learning activities so that learning is teacher-centered. In the learning process, some students did not pay attention to the lessons given by the teacher. This study aims to determine the increase in motivation and learning achievement of students through the cooperative model of the Student Teams Achievement Divisions type assisted by audio-visual media. This type of research is classroom action research. The research procedure was carried out in two cycles. The source of the data taken is the entire class V, totaling 14 students. Data collection methods used are documentation, questionnaires, and interviews. The data analysis technique used is quantitative and descriptive qualitative analysis. The results showed an increase in student motivation. Students' learning motivation in the first cycle reached 74% (enough) as many as 8 students had met the success indicators, and in the second cycle, it was 81% (good) as many as 12 students had met the success indicators. Based on the results of the analysis and discussion, it can be concluded that the Student Teams Achievement Divisions type cooperative model can increase students' motivation and learning achievement.

PENINGKATAN PROSES DAN HASIL BELAJAR IPA MENGGUNAKAN MODEL KOOPERATIF SNOWBALL THROWING DI SEKOLAH DASAR

This research is motivated by the low process and learning outcomes of elementary school students in grade IV SD Negeri No. 002/XI Pasar Sungai Penuh. So it is necessary to do research with the aim of improving the process and learning outcomes of science after using the cooperative model of the snowball throwing type. The research was carried out using classroom action research (CAR) which consisted of two cycles. Each cycle consists of four stages, namely planning, implementation, observation, and evaluation. The subject of this research is the fourth grade students of SD Negeri No. 002/XI Pasar Sungai Penuh as many as 28 people. Data collection instruments in the form of observation sheets and learning outcomes test questions. Analysis of the data used is descriptive qualitative analysis method. The results showed that (1) an increase in the learning process carried out by teachers from the first cycle reached 83% and an increase in the second cycle reached 94.04%. In addition, the student learning process also experienced a very good increase, where in the first cycle it reached 71.4% and increased in the second cycle it reached 89.3%. (2) there is an increase in students' science learning outcomes with the achievement of learning outcomes test scores in the first cycle reaching 76.6% and experiencing a very good increase in the second cycle reaching 88.6%. Thus, the use of the cooperative model of the snowball throwing type can improve the process and learning outcomes of fourth grade science students.

MODEL KOOPERATIF WHO AM I MENGGUNAKAN ZOOM MENDORONG LITERASI ANAK DALAM PEMBELAJARAN DARING

Technological advances can help learning during the Covid-19 pandemic. The development of internet-based technology provides zoom video conference applications. The use of zoom helps teachers and students in virtual face-to-face interactions separated by space and distance. The Who Am I cooperative model uses zoom meetings to stimulate student literacy in online learning so as to increase literacy during the Covid 19 pandemic. Literacy stimulation is an inner drive (without coercion) to carry out reading and writing activities. Who Am I model that uses game tournaments as a learning-while-playing strategy. Learning while playing is able to provide a good stimulus for literacy activities. The characteristics of the Who Am I learning model provide a stimulus to literacy. These characteristics are: 1) learning in groups, 2) learning while playing, 3) fun learning, 4) learning vocabulary mastery.

IMPROVING ELEMENTARY SCHOOL TEACHERS’ SKILLS IN USING THINK TALK WRITE LEARNING MODEL THROUGH ACADEMIC SUPERVISION

This research was motivated by the fact that most of the learning processes were not in accordance with the characteristics of elementary school students so that it had an impact on the quality of learning at schools that did not achieve the goal. The learning process included the process of planning, implementing, and assessing of the primary school teacher. The purpose of this study was to improve the teachers’ skills in carrying out the learning process by using a cooperative model of Think Talk Write type. This research was a school action research that adapted Mc Taggart and Kemmist's classroom action research design. This research consisted of stages of planning, implementation, observation and reflection. This research activity was carried out at SDN 23 Ujung Gurun Padang involving 10 teachers. The data collection technique was an observation sheet measuring the results of the learning process which including planning skills, implementation abilities, and assessment abilities. The data analysis technique consisted of quantitative data. The research found that the teacher's average score in carrying out the learning process using the Think Talk Write type cooperative model in cycle 1 was 68.30 and got an average score of 85.46 in cycle 2. This proved that there was an increase in teachers’ skills in carrying out the learning process by using a Think Talk Write type cooperative model through academic supervision activities. The implications of this research was that this model could be used as a reference for academic supervisors to improve the quality of learning for elementary school teachers.

THE EFFECT OF LEARNING MOTIVATION ON LEARNING OUTCOMES THROUGH JIGSAW TYPE COOPERATIVE MODEL AT GRADE V SD RK BUDI LUHUR MEDAN

This study aimed to determine the effect of learning motivation on learning outcomes through a jigsaw type cooperative model on Theme 8 at Grade V SD RK Budi Luhur Medan. The research method used was an experimental type of quantitative research. The data were obtained by using data collection tools in the form of documentation, a questionnaire of 25 statements and 33 questions. The research was conducted at grade V SD RK Budi Luhur Medan on 20 to 21 May 2021. The number of samples were 35 students selected by saturated sampling technique. Based on statistical analysis of the data, it was obtained that the results of learning motivation questionnaire with student enthusiasm were 48% in very high category and the results of the pretest were answered by students was an average value of 65.8 in moderate category. Furthermore, the results of the post test scores obtained by students from the answers was an average value of 86.74 with very good category. The results of the correlation analysis of the influence of learning motivation on learning outcomes through Jigsaw Cooperative model obtained a correlation value of rcount = 0.880 with rtable = 0.334. Thus, the value of rcount was higher than the value of rtable, so the correlation was very significant. Hypothesis testing with t-test obtained tcount = 10,618 ttable 1,697. It was concluded that there was a significant influence between learning motivation on learning outcomes through Jigsaw Cooperative Model.