Perbandingan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) dengan Student Team Achievement Division (STAD) terhadap pemahaman konsep geografi kelas X SMAN 1 Gondanglegi / Eneng Erna
| Main Author: | Erna, Eneng |
|---|---|
| Format: | Thesis NonPeerReviewed |
| Terbitan: |
, 2017
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| Subjects: | |
| Online Access: |
http://repository.um.ac.id/53578/ |
Daftar Isi:
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ABSTRAKErnaEneng.2017.PerbandinganModelPembelajaranKooperatifTipeTwoStayTwoStray(TSTS)DenganStudentTeamAchievementDivisions(STAD)TerhadapPemahamanKonsepGeografiKelasXSMAN1Gondanglegi.SkripsiProgramStudiPendidikanGeografiJurusanGeografiFakultasIlmuSosialUniversitasNegeriMalang.Pembimbing(I)Drs.HadiSoekamtoS.HM.PdM.Si(II)Drs.SudarnoHerlambangM.Si.KataKunciModelPembelajaranTwoStayTwoStrayStudentTeamAchievementDivisionsPemahamanKonsepGeografiPemahamankonsepgeografiperluditingkatkandalampembelajarandiSekolahMenegahAtas(SMA).Meningkatkanpemahamankonsepgeografimembutuhkansuatumodelpembelajaranyangtepat.TwoStayTwoStraydanStudentTeamAchievementDivisionsadalahmodelpembelajaranyangdapatmeningkatkanpemahamankonsepgeografi.PenelitianinibertujuanuntukmengetahuiperbedaanpenerapanmodelpembelajaranTwoStayTwoStraydanStudentTeamAchievementDivisionsterhadappemahamankonsepgeografisiswakelasXSMANegeri01GondanglegidanuntukmengetahuimodelmanayanglebihbaikantaramodelpembelajaranTwoStayTwoStraydanStudentTeamAchievementDivisions.Penelitianinidirancangmenggunakaneksperimensemudengandesainpenelitiantwogrouppretestspostestdesign.SubjekdalampenelitianiniadalahkelasX-IPS3(eksperimen1)mendapatperlakuanmodelpembelajaranTwoStayTwoStraydankelasX-IPS4(eksperimen2)mendapatperlakuanmodelpembelajaranStudentTeamAchievementDivisions.Instrumentpenelitianiniberupasoalessaitespemahamankonsepgeografiyangdikumpulkansebelumperlakuandansetelahperlakuanmodelpembelajaran.Instrumentpenelitianinidiujicobamenggunakanvaliditasdanrealibilitas.Teknikanalisisyangdigunakanadalahuji-tyangdapatdiselesaikandenganbantuanSPSS1600forwindows.Hasilanalisisdatadiketahuibahwapadasiswakelaseksperimen1rata-ratapemahamankonsepgeografi1557sedangkanpadasiswakelaseksperimen2rata-ratapemahamankonsepgeografi1059.Hasilanalisisdenganmenggunakanuji-tmenunjukkannilaisignifikansisebesar0016.Jadinilaisignifikansi0016005makaH0ditolakdanH1diterima.HasilanalisisdatamenunjukkanbahwaadaperbedaanpemahamankonsepgeografisiswayangdibelajarkandenganmodelpembelajaranTwoStayTwoStraydanStudentTeamAchievementDivisionspadasiswakelasXSMANegeri1GondanglegidanmodelpembelajaranTwoStayTwoStraylebihbaikdibandingkandenganmodelpembelajaranStudentTeamAchievementDivisions.BerdasarkanhasilpenelitianinidisarankanagarmodelpembelajaranTwoStayTwoStraydanStudentTeamAchievementDivisionsdapatditerapkanuntukmeningkatkanpemahamankonsepgeografisiswapadamateriatmosfer.Bagigurudiharapkanditerapkandikelasterutamapadamateripembelajaranyangmenuntutsiswauntukberdiskusi.Bagipihaksekolahdiharapkandapatmemberikanfasilitasberupasumberbelajar.sedangkanuntukpenelitilanjutdisarankanagarmenambahvaribelterikatsepertikeaktifandanmotivasibelajarsiswa.ABSTRACTErnaEneng.2017.ComparisonbetweenTwoStayTwoStray(TSTS)andStudentTeamAchievementDivisions(STAD)CooperativeLearningModeltotheUnderstandingofGeographicConceptin10thGradeSMAN1Gondanglegi.MiniThesisStudyProgramofGeographyEducationDepartmentofGeograpyFacultyofSocialScienceStateUniversityofMalang.Supervisors(I)Drs.HadiSoekamtoS.HM.PdM.Si(II)Drs.SudarnoHerlambangM.Si.KeywordsLearningModelTwoStayTwoStrayStudentTeamAchievementDivisionsTheUnderstandingofGeographicConceptTheunderstandingofgeographicconceptneedstobeimprovedtowardsthelearninginSeniorHighSchool(SMA)level.Inordertoimprovetheunderstandingofgeographicconceptitneedsanappropriatelearningmodel.TwoStayTwoStrayandStudentTeamAchievementDivisionsislearningmodelthatcanimprovetheunderstandingofgeographicconcept.ThisresearchaimstoknowthedifferenceofimplementationbetweenTwoStayTwoStrayandStudentTeamAchievementDivisionslearningmodeltotheunderstandingofgeographicconceptforstudentsinthe10thGradeSMANegeri(PublicSeniorHighSchool)01GondanglegiandtoknowwhichmodelisbetterTwoStayTwoStrayorStudentTeamAchievementDivisionslearningmodel.Thisresearchdesignedbyusingquasiexperimentalresearchwithtwogrouppretestposttestresearchdesign.Subjectinthisresearchwas10thGradeofSocialScience-3(experiment1)thattreatedbyTwoStayTwoStraylearningmodeland10thGradeofSocialScience-4(experiment2)thattreatedbyStudentTeamAchievementDivisionslearningmodel.Theresearchinstrumentwasessayquestionstotheunderstandingofgeographicconceptwhichcollectedbeforethetreatmentgivenandaftergivenbytreatmentoflearningmodel.Thisresearchinstrumenttestedbyusingvalidityandreliabilitytest.Analysistechniqueusedinthisresearchwast-testwiththeassistanceofSPSS16.00forWindows.Theresultofdataanalysisfoundthatstudentsintheexperimentalclass1hadaverageunderstandingofgeographicconceptfor15.57whilestudentsintheexperimentalclass2hadaverageunderstandingofgeographicconceptfor10.59.Analysisresultbyusingt-testshowedsignificancevalueof0.016.Thussignificancevaluewas0.0160.05thenH0unconfirmedandH1confirmed.TheresultofdataanalysisshowedthattherewasdifferenceofunderstandingofgeographicconcepttothestudentstaughtbyusingTwoStayTwoStrayandStudentTeamAchievementDivisionslearningmodelinthe10thGradeSMANegeri1GondanglegiandTwoStayTwoStraylearningmodelwasbetterthanStudentTeamAchievementDivisionslearningmodel.BasedontheresearchresultitissuggestedtoimplementTwoStayTwoStrayandStudentTeamAchievementDivisionslearningmodelinordertoimprovetheunderstandingofgeographicconceptforstudentstowardsatmospherematerial.Forteachersshouldimplementthoselearningmodelsintheclassespeciallytothelearningmaterialsdemandstudentstoconductdiscussion.Fortheschoolshouldprovidefacilityoflearningsourceswhileforthenextresearcherssuggestedtoadddependentvariablessuchasstudentactivenessandlearningmotivation.