EFFECTIVENESS APPLICATION OF AUDITORY INTELLECTUALLY REPETITION (AIR) LEARNING MODEL TO IMPROVE STUDENT’S LEARNING OUTCOMES ON SUBJECT TWO-DIMENSIONAL AND THREE-DIMENSIONAL SHAPES

Abstract

The application of appropriate learning models is one key to the success of a learning process. The purpose of this study was to determine the effectiveness of the application of Auditory Intellectually Repetition (AIR) learning models in improving student's learning outcomes on subject two-dimensional and three-dimensional shapes. This study uses participatory action research, with model of action research design. The data source are elementary school students grade V SDN 5 Keramas, Blahbatuh, Gianyar–Bali and the procedure is designed in three cycles of action. The findings from the t-test suggest that AIR learning model effectively implemented to improve student's learning outcomes in mathematics subject on two-dimensional and three-dimensional shapes. The average percentage improving student's learning outcomes between early action and action cycle 3 by 60.47 percent. Introduction:-Education occupies a very important position in improving the quality of human resources in the mastery of science and technology, so that the quality of education must be improved. One effort to improve the quality of education is through improving the quality of learning. Evaluation of learning outcomes as a basis of diagnosis disadvantages and advantages of students and its causes need to be used as a basis to organize the development of learning activities to improve student learning outcomes. A teacher must have a strategy and appropriate learning models, especially in communicating with students (Dimyati and Mudjiono, 2002). Sanjaya (2010) states that a teacher also must have the ability to choose and use methods and media as a teaching aid. Teachers as educators who provide knowledge and skills to students has a role as a source of learning, manager, demonstrator, facilitator, motivator and as an evaluator in achieving progress in learning. Real conditions in most of the elementary schools, shows student achievement for mathematics courses from year to year showed a low score of achievement. The classic problem of the low in this math scores due to low mastery of basic concepts and their misconceptions experienced by elementary school students in general. This is evident from the results of daily tests math lessons per subject always below than average of other subjects, especially the subject of geometry. In spite of conditions mentioned above, the determination of learning method is very important to be done in an effort to improve student learning outcomes in mathematics, which come from the quality of the learning