Hasil Pencarian  ::  Simpan CSV :: Kembali

Abstrak :
ABSTRAK
Penelitian ini bertujuan untuk membuktikan apakah penguasaan kosakata bahasa Inggris siswa yang diajar dengan menggunakan model pembelajaran kooperatif tipe turnamen game dalam tim (TGT) lebih banyak dibandingkan dengan siswa yang diajar dengan menggunakan model pembelajaran konvensional (baik secara keseluruhan, kelompok tinggi maupun kelompok rendah). Penelitian ini adalah penelitian kuantitatif dan kualitatif dengan Pretest-posttest Control Group Design. Data dikumpulkan melalui tes, kuesioner dan observasi. Tes dianalisis dengan menggunakan uji-T. Populasi dari penelitian ini adalah siswa kelas VII SMP Perguruan Buddhi kota Tangerang.

Hasil penelitian menunjukkan bahwa pembelajaran kooperatif tipe turnamen game dalam tim (TGT) mampu meningkatkan penguasaan kosakata bahasa Inggris siswa baik secara keseluruhan, kelompok tinggi maupun kelompok rendah. Hal ini terjadi karena dalam pembelajaran kooperatif tipe TGT, siswa dituntut untuk aktif dan kreatif serta terampil dalam berkomunikasi, tidak terlalu bergantung kepada guru, memiliki tanggungjawab individu, memiliki hubungan interpersonal, keterampilan mengelola waktu, dan sikap positif serta adanya proses evaluasi pada akhir proses pembelajaran.

---

ABSTRACT
This research is aimed at proving whether the mastery of English vocabulary who were taught by using Team Game Tournament (TGT) cooperative learning is higher than those who were taught by using conventional method (to all students; upper group; and lower group). In conducting the research, the researcher used quantitative and qualitative research method with a Pretest-posttest Control Group Design. The data was collected by administering a test, distributing questionnaire and doing observation. The test was analyzed by using a T-test. The population of this research was the seventh grade students (VII) of Perguruan Buddhi Junior High School in Tangerang.

The result of the research shows that the mastery of English vocabulary of the students who were taught by using team games tournament cooperative learning (TGT) was higher than those who were taught by using the conventional method (to all students; upper group; and lower group). In applying the team games tournament cooperative learning (TGT), the students are required to be active and creative in communication, to be independent, to have interpersonal relationship, to have ability in time management, positive attitude and to have an evaluation at the end of the learning process.

Abstrak :
This study aims to identify the effectiveness of cooperative learning of Jigsaw and STAD models at elementary school students. Specifically this study aims to (I) identify the learning activities of students in Jigsaw and STAD model, and (ii) identify the effect of cooperative learning on student outomes, and (iii) identify the effects of cooperative learning on social skill on elementary school students. Subjects are fourth grade elementary school student of SD Sambungan 01 and 02 in Sub District of Undaan in Kudus Regency, was randomly selected through cluster sampling technique includes two experimental groups. It consists of 20 students for STAD model and 21 students for Jigsaw model. Collecting the data in the form of student learning outcomesn conducted during the 2009.1 academic year through tests and non test. Data was analyzed using ANOVA and testing requirements through the normality test and homogeneity of variance. Data processing activities and skills gained through observation and then be processed through descriptive analysis. Research results revealed that the implementation of cooperative learning model of Jigsaw and STAD model was capable to improve student learning activities. While the use of both models show that students only skillful in capturing the concept. The value of the influence of process skills with Jigsaw model is 59.6% and with the STAD model is 55.5%. Average yield study showed significance differences that Jigsaw model is better than STAD model. This means that the Jigsaw model is more able to improve student learning activity compared with STAD model. It is concluded that the Jigzaw model is better than STAD model. Teachers are advised to apply Jigsaw method of cooperative learning model as an alternative to teaching in the classroom.

Abstrak :
Economics is one of social subjects learnt by vocational high school students.Therefore , cooperative integrated reading and composition (CJRC) could improve the students learning result at the second grade TN 1 SMK negeri 1 Padang panjang.

Abstrak :
Geography is one of the six important subjects learnt by social class. Students still find to hard to study.. Classically , it improved 100% . Therefor, the reasearcher found the students more active and motivated.

Abstrak :
During three years latest, the achievement of non regular education students offering BB in Animal Development course relatively low, with average gain C+ (57,5-67,5) because of the learning method used could activate students not well. For surpass that condition, the learning innovation that can increase student’s activity were needed. This expansion purposed to increase motivation and achievement of the students offering BB in Animal Development course by applying of jigsaw’s cooperative learning . The design used in this expansion is classroom action research in two cycles that applied in five and six meeting time in even semester 2007/2008. The student’s motivation were observed by perceived their interest, activity, effort, concentration and efficiency working during the learning process. The results indicate the increasing of good category’s classical learning motivation from 60.74 at 1st cycle to 77.78 at the 2nd , and the classical achievement from 62.96% to 85.19%. Its can concluded that the applied of jigsaw’s cooperative learning can improve student’s motivation and achievement.

Abstrak :
Penelitian ini bertujuan untuk meneliti efektifitas pembelajaran kooperatif tipe jigsaw yang diberikan melaluimetode eksperimen untuk meningkatkan belajar berdasar regulasi diri pada mahasiswa serta prestasi belajar siswa. Skala Belajar Berdasar Regulasi Diri dikembangkan oleh Pintrich et al. (1991) yang mengungkap profil pembelajar aktif. Penelitian ini sangat penting untuk dikembangkan mengingat perubahan pola pembelajaran di pendidikan tinggi dari pembelajarn berpusat pada Dosen ke pembelajaran berpusat pada mahasiswa (student active learning). Subjek penelitian ini adalah mahasiswa tahun pertama program diploma Fakultas Ilmu Keperawatan di Semarang yang terbagi dalam dua kelompok yaitu kelompok Kontrol sejumlah 33 mahasiswa dan kelompok perlakuan sejumlah 34 mahasiswa. Berdasarkan hasil analisis diketahui bahwa ada pengaruh pembelajaran kooperatif tipe jigsaw terhadap belajar berdasar regulasi diri, namun pengaruh padaregulasi strategi belajar tidak ditemukan.

---

The main purpose of this study was to examine effectiveness of cooperative learning type jigsaw to enhance self regulated learning. Experiment design is used by implementing jigsaw classroom for improving self regulated learning. Data were collected by self regulated learning scale adapted from MSLQ (developed by Pintrich et al., 1991) to know the student?s profile of active learning. As known, the changes of paradigm in instruction from teacher or lecture center to student active learning have many problems. One of the causes of this condition is most of lecture still use traditional models of instruction that led lecture more active than students. Sixtyseven student from diploma degree in nurse faculty of Sultan Agung Islamic University involved in this study. Then, subject divided equally into two groups, 33 student for control group and 34 student for experiment group. The result showed that cooperative learning type jigsaw has significantly effect to self regulated learning. Jigsaw learning can improve student motivation significantly, however, the effect on the regulation of learning strategies was not found.

Abstrak :
One of the teaching method is called his jigsaw method that can make the math makes lesson more interesting and increase the result of the test. In this method the student study in group and they solve problems together so that the teaching and learning process will be : exploration , elaboration, confrimation can be seen and applied . and the knowledge that they had got can be fixed in their mind.