PENERAPAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN STRATEGI TURNAMEN SEBAGAI UPAYA UNTUK MENINGKATKAN KEAKTIFAN DAN KEMANDIRIAN BELAJAR SISWA KELAS XI IPS 2 SMA NEGERI GONDANGREJO KARANGANYAR TAHUN AJARAN 2014/2015

ANDRIYANI, MIRA (2015) PENERAPAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN STRATEGI TURNAMEN SEBAGAI UPAYA UNTUK MENINGKATKAN KEAKTIFAN DAN KEMANDIRIAN BELAJAR SISWA KELAS XI IPS 2 SMA NEGERI GONDANGREJO KARANGANYAR TAHUN AJARAN 2014/2015. Other thesis, Universitas Sebelas Maret.

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    Abstract

    This classroom action research aims to describe learning steps of Team Assisted Individualization (TAI) with tournament strategy which can improve student’s activity and self directed learning in the class XI IPS 2 in SMA Negeri Gondangrejo. Beside that, it also aims to describe student’s activitity and self directed learning improvement during the teaching process using TAI with tournament strategy, and to find out wheter this improvement can be followed with the improvement of student’s learning outcome. Data of this research concentrated around data of the implementation of TAI learning model with tournament strategy, data of student’s activity and self directed learning, and data of student’s learning outcome. Data of TAI-learning-with-tournament-strategy implementation, student’s activity, and student’s self directed learning obtained from observation result. While student’s mathematic learning outcome obtained from result of the final test in each cycle. The succesful indicators of this research are 75% of all student reach B category in learning activity and at each aspects of learning activity (visual activities, oral activities, writing activities), student that reaches at least B category improve 75%. While for self directed learning, 75% student reach B category; at motivation aspect, student that reaches B category improve 75%; at source and strategy learning, student that reaches B category improve 75%; and at planning aspect, student that reaches B category improve 50%. While at monitoring aspect, there is no student that on D or E category. The result of this research shows that step of TAI learning model with tournament strategy that can improve student’s activitity and self directed learning is begun with teacher gives apperception (discuss homework), motivation, tells about aims, and explains steps of learning that will be done. Then students are devided to group of 4-5 students based on result of previous test. Every student is given LKS that consist of 4 parts (intruction/material, practice level 1 and 2, and formative test A and B, resume part). In group, student begins discussion about material and then carry out level 1. If every student in a group already can do level 1 perfectly, this group can continue to level 2. If there is member that can not carry out well, he/she can carry out aother number on level 1 until he/she can do it perfectly and the group can continue to level 2. Group must work hardly to make every member can do level 1 and 2 well until time bound. If every member have done two level, group can do formative test A like level 2. Thework of formative test A are corrected byanother studentin group. If there is a member that can not do 50% of formative test A well, the answer of this test is discussed and then she/he must carries out formative test B like formative test A. Teacher teaches in every group alternately. The next step is tournament that every student must answer question like level 2. The work of tournament test then exchange with other group and be estimated base on criterium score by teacher. Group score is gotten from sum of average-of-tournament-score and homework score of every member. After that, teacher gives reward for group with best score and then students with instruction from teacher conclude material that have discussed. The last step is teacher closedthe teaching by giving homework or information about next meeting and gives motivation. During teaching and learning, activity and self directed learning of student improved. For activity learning, student that reached B category improved 100%. At each aspects of activity, student that reached B categoty also improved.At visual activitiesaspect improved 96,3%, at oral activities aspect improved 78,29%, and at writing activities improved 100%. For self directed learning, student that reached B category improved 89,14%. At each aspects of self directed learning, student that reached B category improved.At motivation aspect improved 89,65%, at learning source and learning strategy improved 88,89%, at planning aspect improved 55,76%, and at monitoring aspect there are not student at D or E category. Mathematic learning outcome improved 28,57% student that can reached score minimal bound.

    Item Type: Thesis (Other)
    Subjects: L Education > L Education (General)
    Divisions: Fakultas Keguruan dan Ilmu Pendidikan > Pendidikan Matematika
    Depositing User: Minardi Aris
    Date Deposited: 25 Nov 2015 16:57
    Last Modified: 25 Nov 2015 16:57
    URI: https://eprints.uns.ac.id/id/eprint/21974

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