Penerapan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dan kooperatif tipe Teams Game Tournament (TGT) terhadap hasil belajar siswa pada pokok bahasan perubahan benda-benda di sekitar kita

Gendol, Gendol (2016) Penerapan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dan kooperatif tipe Teams Game Tournament (TGT) terhadap hasil belajar siswa pada pokok bahasan perubahan benda-benda di sekitar kita. Undergraduate thesis, IAIN Palangka Raya.

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Abstract

Penelitian ini bertujuan untuk mengetahui terdapat atau tidaknya perbedaan yang signifikan antara hasil belajar siswa menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) dengan model pembelajaran kooperatif tipe kooperatif tipe Teams Game Tournament TGT pada materi perubahan benda-benda di sekitar kita.

This study uses a quasi-experimental design model of Non-Equivalent Control Group Design. The instrument used is the students' cognitive achievement test, questionnaire, learning management and student activity observation sheet. Achievement test items amounted to 15 valid questions that amounted to 10 questions and 5 questions that are not valid (3 matter revised) with a degree of reliability about 0.79 strong category. The study population was half of one class VII MTs Darul Amin Palangkaraya School Year 2015/2016, the study sample was VIIB class numbered 28 students as an experimental class 1 and class VIIC numbered 21 students as an experimental class 2. Data were analyzed using SPSS version 17.0 for windows.

Hasil penelitian menunjukan bahwa: (1) siswa yang belajar di kelas eksperimen 1 dengan model pembelajaran kooperatif tipe STAD memiliki rata-rata 71,11 sementara siswa yang belajar di kelas eksperimen 2 dengan model pembelajaran kooperatif tipe TGT memiliki rata-rata 72,38. (2) pengelolaan pembelajaran pada pembelajaran fisika secara keseluruhan dengan model pembelajaran kooperatif tipe STAD di kelas eksperimen 1 termasuk dalam kategori baik dengan persentase nilai rata-rata sebesar 3,72 %. Sementara itu, pengelolaan pembelajaran pada pembelajaran fisika secara keseluruhan dengan model pembelajaran kooperatif tipe TGT di kelas eksperimen 2 termasuk dalam kategori baik dengan persentase nilai rata-rata sebesar 3,81 %. (3) aktivitas siswa pada pembelajaran fisika secara keseluruhan dengan model pembelajaran kooperatif tipe STAD di kelas eksperimen 1 termasuk dalam kategori baik dengan persentase nilai rata-rata sebesar 78,29 %. Sementara itu, aktivitas siswa pada pembelajaran fisika secara keseluruhan dengan model pembelajaran kooperatif tipe TGT di kelas eksperimen 2 termasuk dalam kategori baik dengan persentase nilai rata-rata sebesar 82,46 %.

ABSTRACT

This study aims to determine whether or not there is a significant difference between the results of student learning using cooperative learning model Student Teams Achievement Division (STAD) with cooperative learning model cooperative Teams Tournament Game IGT to material changes in the objects around us.

This study uses a quasi-experimental design model of Non-Equivalent Control Group Design. The instrument used is the students' cognitive achievement test, questionnaire, learning management and student activity observation sheet. Achievement test items amounted to 15 valid questions about the numbered 9 and 6 about the invalid with the level of reliability about 0.79 strong category. The study population was half of one class VII MTs Darul Amin Palangkaraya School Year 2015/2016, the study sample was VIIB class numbered 28 students as an experimental class 1 and class VIIC numbered 21 students as an experimental class 2. Analysis of the data pre-test and post -test using SPSS version 17.0 for windows.

The results showed that: (1) students who study in the experimental class 1 with STAD cooperative learning model has an average of 71.11 while students who study in the experimental class 2 with cooperative learning model TGT has an average of 72.38. (2) management of learning in physics overall learning model type STAD cooperative learning in the classroom experiment 1 included in both categories with a percentage of the average value of 3.72%. Meanwhile, the management of learning in physics overall learning with cooperative learning model TGT in the experimental class 2 included in both categories with a percentage of the average value of 3.81%. (3) the activity of students in learning physics overall cooperative learning model STAD in the experimental class 1 included in both categories with a percentage of the average value of 78.29%. Meanwhile, the activities of students in the learning of physics as a whole with cooperative learning model TGT in the experimental class 2 included in both categories with a percentage of the average value of 82.46%.

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