Penerapan model pembelajaran kooperatif tipe team assisted individualization untuk meningkatkan hasil belajar kognitif siswa kelas vi di salah satu sd kristen di Tangerang

Pambunan, Sri Restianingsi (2019) Penerapan model pembelajaran kooperatif tipe team assisted individualization untuk meningkatkan hasil belajar kognitif siswa kelas vi di salah satu sd kristen di Tangerang. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Penerapan metode yang baik dapat menunjang tercapainya tujuan pembelajaran baik itu kognitif, afektif maupun psikomotorik. Aspek kognitif siswa merupakan aspek yang sangat penting untuk dikuasai. Namun dalam pelaksanaannya, Peneliti menemukan kurangnya pencapaian hasil belajar kognitif siswa dalam kelas. Siswa kurang mampu memahami dan menyelesaikan masalah yang ada sehingga hasil belajar kognitif mereka cukup rendah ditinjau dari hasil tes formative siswa. Salah satu penyebabnya adalah karena pengajaran yang berfokus hanya pada metode ceramah. Berdasarkan teori dan jurnal, peneliti memutuskan untuk menerapkan metode Team Assisted Individualization untuk meningkatkan hasil belajar kognitif siswa dan menganalisis bagaimana metode ini dapat meningkatkan hasil belajar siswa. Metode penelitian yang digunakan adalah metode Penelitian Tindakan Kelas model Pelton. Penelitian tindakan kelas ini dilakukan selama dua penerapan ini dilaksanakan pada tanggal 13 Agustus – 22 Oktober 2018 dengan melibatkan 26 siswa. Instrumen yang digunakan dalam penelitian ini adalah RPP, jurnal refleksi, umpan balik mentor, lembah observasi penerapan metode, lembar observasi hasil aktivitas siswa serta hasil kuis siswa. Hasil analisis data menunjukan bahwa metode Team Assisted Individualization dapat meningkatkan hasil belajar kognitif siswa. Pada penerapan pertama hasil belajar kognitif siswa meningkat dari 57,69 % menjadi, 84,61 % pada penerapan pertama dan 88% pada penerapan kedua. Peningkatan ini dipengaruhi oleh langkah penerapan metode beserta perbaikannya dalam pemberian waktu yang cukup dan diskusi kelompok. / The Implementation of good method can reach the lesson objectives in cognitive, affective and psychomotor aspect. The cognitive aspect is very important for students. Otherwise, in the implementation of the teaching method, the researcher found that most of the students had low cognitive achievement in the classroom. The students could not understand and solve the problem so that their cognitive achievement was low. One of the reasons is caused by teaching method that focused only lecturing method most of the time. Based on the theories and journals, the researcher decided to implement cooperative learning model type Team Assisted Individualization to improve students’ cognitive achievement and analyse how Team Assisted Individualization method could increase their cognitive achievement The research method used was Pelton’s Model of Classroom Action Research. The research was conducted in two implementation from August 13th to October 22nd, 2018 involving 26 students. The instruments used in this research were lesson plan, reflection journal, mentor feedback, observation sheet for method implementation, observation students’ activities sheet and individual quiz sheet. The data result and analysis showed that Team Assisted individualization method could improve students’ cognitive achievement. In this implementation, percentage of students cognitive achievement increased from 57,69 % to 84,61% in first implementation and to 88% in second implementation. Based on the data, the researcher conclude that cooperative learning model type Team Assisted Individualization can increase students cognitive achievement. This improvement has influenced by the steps of the implementation of method and also providing enough time and classroom discussion.

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