PENERAPAN MODEL KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT UNTUK MENINGKATKAN HASIL BELAJAR SISWA

Abstract

Based on the results of observations made in the fifth grade of Panyingkiran II Elementary School in the material Relationship between living things in the ecosystem there are problems in the learning process that have an impact on student learning outcomes. This is due to the performance of teachers who pay less attention to the use of learning methods and models. Less innovative and creative learning makes students less motivated so students quickly feel bored and bored which results in less optimal learning outcomes. This research was conducted as an effective effort to improve the process and learning outcomes of students. The action used to correct it is to use the cooperative learning model of the student team avaivement division. This study aims to improve the learning outcomes of fifth grade students of Panyingkiran Elementary School in Sumedang Regency. This type of research is classroom action research (CAR). The subject of this study was the fifth grade students of Panyingkiran II Elementary School 2018/2019 Year, which amounted to 24 students, consisting of 12 male students and 12 female students. The design of this study used the Kemmis and Mc Taggart models. This research was conducted in three cycles. Data collection techniques are observation, tests, and documentation. The research instrument uses observation sheets, test questions, and cameras. The indicator of this study is at least 85% of all students who take part in the study, and have reached the minimum specified completeness criteria, that is ≥ 70. The results of this study show that STAD type cooperative learning can increase social science learning outcomes and participation in fifth grade students of Panyingkiran II District Elementary School Sumedang. Increased social studies learning participation can be demonstrated through each indicator of material presentation, group learning activities, quizzes and group awards. In the first cycle students who had high social studies learning outcomes were 14 students (58.33%), while students who had low learning outcomes were 10 students (41.67%). While the second cycle increased, students who achieved high social studies learning outcomes were 20 students (83.33%), while students who had low learning outcomes were 4 students (16.67%). And in the third cycle there was an increase, students had an increase in social studies learning outcomes up to 23 students (95.33%) as well as students with low learning outcomes of 1 person, namely the percentage (4.67%) can be seen from the scores obtained by students.