THE EFFECTIVENESS OF COOPERATIVE LEARNING MODEL OF TEAM ASSISTED INDIVIDUALIZATION (TAI) TYPE AND STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) TYPE TOWARD MATHEMATICS LEARNING OUTCOMES
| Main Authors: | Sukmawati, Sharah Mita; Universitas Ahmad Dahlan, Widayati, Widayati; Universitas Ahmad Dahlan |
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| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Universitas Ahmad Dahlan
, 2017
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| Subjects: | |
| Online Access: |
http://journal.uad.ac.id/index.php/AdMathEdust/article/view/16317 http://journal.uad.ac.id/index.php/AdMathEdust/article/view/16317/8183 |
Daftar Isi:
- Learning in school is still dominated by the teacher, causing a lack of involvement of the student in participating in learning activities and have difficulty in understanding the material. This study aims to determine the effectiveness of the use of cooperative learning model type TAI and STAD on the results of student's mathematics learning in class VIII SMP Negeri 1 Kretek Bantul Academic Year 2015/2016. The population in this study were all students of class VIII SMP Negeri 1 Kretek Bantul consists of 6 classes. The sampling technique using random sampling techniques, derived class VIII B as the experimental class I (TAI), VIII D as the experimental class II (STAD), and VIII C as the control class. Designs in this study using Posttest-Only Control Design. The data collection technique using the test method. Instrument test using validity test and reliability test. Test requirements analysis includes tests of normality and homogeneity test. Analysis of data to test the hypothesis using analysis of variance and LSD test. Results of analysis of variance with a significance level of 5% and df = (2,79) show that: (1) there is a difference between the results of the students' mathematics learning using learning model type TAI, STAD learning model, with the conventional learning models. This is indicated by the value and and , then rejected and (2) learning model type TAI and STAD more effective than conventional learning models on the results of students' mathematics learning. This is indicated by the results of LSD in case I and LSD = 8,84, consequently so accepted. In Case II and LSD = 8,76, consequently so rejected. While in case III | and LSD = 8,76, consequently so rejected. It can be concluded .