PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVMENT DIVISION TERHADAP SIKAP TANGGUNG JAWAB DAN HASIL BELAJAR KETERAMPILAN BERMAIN SEPAKBOLA DI SMPN 1 LEMBANG

• Main Author: Aditya Al Asyari Siradjduin, - (Author)
• Format: Book
• Published: 2020-12-28.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/58250/1/S_JKR_1701337_Title.pdf; http://repository.upi.edu/58250/2/S_JKR_1701337_Chapter1.pdf; http://repository.upi.edu/58250/3/S_JKR_1701337_Chapter2.pdf; http://repository.upi.edu/58250/4/S_JKR_1701337_Chapter3.pdf; http://repository.upi.edu/58250/5/S_JKR_1701337_Chapter4.pdf; http://repository.upi.edu/58250/6/S_JKR_1701337_Chapter5.pdf; http://repository.upi.edu/58250/7/S_JKR_1701337_Appendix.pdf
• Keywords: L Education (General); LB1603 Secondary Education. High schools

Tujuan penelitian ini dilakukan untuk mengetahui pengaruh model pembelajaran kooperatif tipe student team achievment division terhadap sikap tanggung jawab dan hasil belajar keterampilan bermain sepakbola di SMPN 1 Lembang. Sampel yang digunakan yaitu 20 siswa yang mengikuti ekstrakurikuler sepakbola. Penelitian ini menggunakan metode eksperimen dengan desain pre test post test control group design. Hasil uji paired sample t test menunjukkan bahwa nilai signifikansi (2-tailed) sikap tanggung jawab pada kelompok eksperimen yaitu 0,013<0,05, sedangkan keterampilan bermain yaitu 0,000<0,05, maka dari itu H0 ditolak dan Ha diterima. Hasil uji independent sample t test menyatakan bahwa nilai signifikansi (2-tailed) sikap tanggung jawab besarnya 0,024<0,025, sedangkan keterampilan bermain yaitu 0,000<0,025, maka dapat disimpulkan bahwa, rata-rata sikap tanggung jawab maupun hasil belajar keterampilan bermain sepakbola pada kelompok eksperimen berbeda dengan kelompok kontrol. Selain itu, dari hasil uji N-Gain Score membuktikan bahwa persentase rata-rata sikap tanggung jawab siswa untuk kelompok eksperimen sebesar 44,68%, nilainya berada dikisaran 40-45 yang artinya, penggunaan model pembelajaran kooperatif tipe student team achievment division kurang efektif. Sedangkan persentase rata-rata keterampilan bermain pada kelompok eksperimen yaitu 65,57%, nilainya berada dikisaran 56-75 yang berarti bahwa, penggunaan model pembelajaran kooperatif tipe student team achievment division cukup efektif. Kata kunci: Pendidikan Jasmani, Model Pembelajaran Kooperatif, Sikap Tanggung Jawab, Hasil Belajar, Permainan Sepakbola. ABSTRACT INFLUENCE COOPERATIVE LEARNING MODEL TIPE STUDENT TEAM ACHIEVMENT DIVISION FOR RESPONSIBILITY ATTITUDE AND LEARNING RESULT OF FOOTBALL PLAYI SKILL AT 1 LEMBANG JUNIOR HIGH SCHOOL STATE Preceptor I : Drs. Mudjihartono, M.Pd. Preceptor II : Dr. Nuryadi, M.Pd. Aditya Al Asyari Siradjudin 1701337 The research purpose will find influence of cooperative learning model tipe student team avchievment division for responsibility attitudes and learning result of football play skill at 1 Lembang Junior High School State. The sample use 20 student of football extracurricular followed. This study used experimental research method with pre test post test control group design. The results of paired sample t test showed the significance value (2-tailed) of the responsibility attitude in the experimental group was 0.013<0,05, while play skill was 0.000<0,05, therefore H0 is rejected and Ha is accepted. The results of independent sample t test explained the significance value (2-tailed) of the responsibility attitude was 0.024<0,025, while play skill was 0.000<0,025, so it can be concluded that, on average the responsibility attitude and learning result of football play skill in the experimental group are different from the control group. In addition, the results of N-Gain Score test, showed the average percentage of student responsibility attitudes for the experimental group was 44.68%, the value in the range of 40-45, which means that the used of cooperative learning model type student team achievement division was less effective. While the average percentage of football play skill in the experimental group is 65.57%, the value in the range of 56-75, which means that the used of cooperative learning model type student team achievement division is quite effective. Keywords: Physical Education, Cooperative Learning Models, Responsibility, Learning Outcomes, Football Games.