Model pembelajaran students team achievement division untuk meningkatkan keaktifan dan hasil belajar IPS

Abstract

Tujuan penelitian untuk mengetahui (1) upaya meningkatkan keaktifan belajar dan hasil belajar peserta didik SMP dengan model pembelajaran kooperatif students team achievement division, (2) peningkatan keaktifan belajar dan hasil belajar peserta didik SMP dengan model pembelajaran tersebut. Penelitian dilakukan dengan menggunakan metode penelitian tindakan kelas, dengan subjek penelitian peserta didik kelas VII D SMP Negeri 14 Surakarta berjumlah 32 orang. Teknik pengumpulan data menggunakan observasi, tes, dan dokumentasi. Teknik analisis data yang digunakan teknik analisis data kualitatif model Miles & Huberman. Hasil penelitian menunjukkan bahwa: (1) model pembelajaran students teams achievement division dilakukan dengan langkah-langkah: pembagian kelompok, menentukan skor awal, pemaparan materi, mengerjakan kuis, menghitung skor individu dan kelompok, merekognisi prestasi kelompok; (2) model pembelajaran students teams achievement division mampu meningkatkan keaktifan belajar sebesar 15% dan hasil belajar IPS sebesar 8,0. Learning model of students team achievement division to improve the activeness and learning outcomes of IPS in students in junior high school The research objective was to find out (1) improvement learning activeness and outcomes of junior high school students with student team achievement division model, and (2) increasing learning activeness and outcomes of junior high school students by the model. The research conducted using classroom action research, with subject of students of class VII D SMP Negeri 14 Surakarta, totaling 32 people. Data collection techniques using observation, tests, and documentation. The technique of data analysis used qualitative data analysis technique of Miles & Huberman model. The results showed that: (1) the students teams achievement division learning model was carried out with the following steps: group division, determining initial scores, building groups, material exposure, group study, taking quizzes, calculating individual and group scores, recognizing group achievement, and returns quiz results with an emphasis on group discussion, and individual skills; (2) the student team achievement division learning model was able to increase learning activeness 15% and social studies learning outcomes 8.0.