PENERAPAN MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) UNTUK MENINGKATKAN HASIL BELAJAR PESERTA DIDIK DALAM PEMBELAJARAN IPS : Penelitian Tindakan Kelas di Kelas VIII C SMP Al-Amanah Bandung

• Main Author: Saepuddin B S, Asep (Author)
• Format: Book
• Published: 2017-06-19.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

This research has background as students assumption about Social Studies lesson which tend to bored because Social Studies lesson is still transferring knowledge from teacher to students. The most teachers uses lecture method, so that is not completely encourage students involvement to active learning. This passive learning causing student result of learning being low. According to this condition so need to do repairing social studies lesson being able to student result of learning. Review to problem that researched relating to process of learning, so researcher choose the act of class research design by Kemmis & Taggart model (1988) consists of planning, acting & observing, and reflecting. Model of learning considered appropriate to increase student result of learning is Cooperative Learning model Student Team Achievement Division (STAD). Implementation learning process through cooperative learning model Student Team Achievement Divisions (STAD) type on increasing student result of learning it can be said successfully after through three cycles, goal achievement that expected at the final showing on increasing LKS value each group, and individual assessment quiz. The conclusion that the implementation cooperative learning model Student Team Achievement Divisions (STAD) type is very effective to increase student result of learning in social studies lesson.---- Penelitian ini bertolak dari asumsi peserta didik mengenai pembelajaran IPS yang cenderung membosankan karena pembelajaran IPS yang masih bersifat transfer pengetahuan dari guru ke peserta didik. Terlebih lagi guru lebih banyak menggunakan metode ceramah, sehingga tidak sepenuhnya mendorong keterlibatan peserta didik untuk belajar aktif. Pembelajaran dengan peserta didik tidak aktif ini pada akhirnya mengakibatkan hasil belajar peserta didik rendah. Melihat keadaan tersebut maka perlu dilakukan perbaikan dalam pembelajaran IPS yang mampu hasil belajar peserta didik. Meninjau permasalahan yang diteliti berkaitan dengan proses pembelajaran, maka peneliti memilih Penelitian Tindakan Kelas (PTK) dengan desain penelitian model Kemmis & Taggart (1988) yang terdiri dari : planning (perencanaan), acting & observing (pelaksanaan dan pengamatan), serta reflecting (refleksi). Model pembelajaran yang dianggap tepat untuk meningkatkan hasil belajar peserta didik adalah model pembelajaran cooperative learning tipe Student Team Achievement Divisions (STAD). Pelaksanaan proses pembelajaran melalui model cooperative learning tipe Student Team Achievement Divisions (STAD) dalam meningkatkan hasil belajar peserta didik dapat dikatakan berhasil setelah melalui tiga siklus, pencapaian tujuan yang diharapkan pada akhirnya tergambar pada peningkatan nilai LKS perkelompok, serta penilaian kuis individual. Kesimpulannya, penerapan model pembelajaran cooperative learning tipe Student Team Achievement Divisions (STAD) sangat efektif untuk meningkatkan hasil belajar peserta didik dalam pembelajaran IPS.

Item Description

http://repository.upi.edu/32780/11/S_PSIPS_1006832_Title.pdf
http://repository.upi.edu/32780/1/S_PSIPS_1006832_Abstract.pdf
http://repository.upi.edu/32780/2/S_PSIPS_1006832_Table_of_content.pdf
http://repository.upi.edu/32780/3/S_PSIPS_1006832_Chapter1.pdf
http://repository.upi.edu/32780/4/S_PSIPS_1006832_Chapter2.pdf
http://repository.upi.edu/32780/5/S_PSIPS_1006832_Chapter3.pdf
http://repository.upi.edu/32780/6/S_PSIPS_1006832_Chapter4.pdf
http://repository.upi.edu/32780/7/S_PSIPS_1006832_Chapter5.pdf
http://repository.upi.edu/32780/8/S_PSIPS_1006832_Bibliography.pdf
http://repository.upi.edu/32780/9/S_PSIPS_1006832_Appendix1.pdf
http://repository.upi.edu/32780/10/S_PSIPS_1006832_Appendix2.pdf