Lihat Juga

• PENERAPAN MODEL COOPERATIVE LEARNING TIPE TWO STAY TWO STRAY (TSTS) UNTUK MENINGKATKAN PRESTASI BELAJAR MATA PELAJARAN SOSIOLOGI PADA SISWA KELAS X 4 SMA NEGERI KEBAKKRAMAT TAHUN PELAJARAN 2013/2014
  oleh: Akbar, Muhammad Dafiq; ABSTRACT Muhammad Dafiq Akbar. K8410035. THE IMPLEMENTATION OF TWO STAY TWO STRAY (TSTS) TECHNIQUE IN COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’ LEARNING ACHIEVEMENT ON SOCIOLOGY IN X 4 STUDENTS SMA NEGERI KEBAKKRAMAT SEMESTER 1 ACADEMIC YEAR 2013/2014. Thesis, Surakarta: Teacher Training and Education Faculty. Sebelas Maret University. April 2014. This research aims to improve students of X 4 SMA Negeri Kebakkramat Karanganyar learning achievement by the implementation of Two Stay Two Stray (TSTS) technique in cooperative learning model. This research is a Class Action Research (CAR) which is conducted in two cycles, with every cycle consists of planning, acting, observing, and reflecting. The subject of this research is the students of X 4 SMA Negeri Kebakkramat Karanganyar academic year 2013/2014. The data was taken from the teacher and the students. The techniques of collecting data are observation, test, interview, and documentation. The validity of the data use content validity, triangulation technique and expert opinion. The analysis of the data use descriptive analysis and critical technique. The result of the research shows that the implementation of Two Tray Two Stray (TSTS) technique in cooperative learning model can improve students’ learning achievement. The results showed that the application of cooperative learning model Two Stay Two Stray (TSTS) can improve student achievement start from pre-cycle to the first cycle, and from cycle I to cycle II. This is shown by the increased percentage of student activity that is the aspect of asking, answering, and argues that in the first cycle 77,77 % to 80,55 % in the second cycle, the aspects of student interaction within the group of 80,55 % in the first cycle and 83,33 % in the second cycle. The average value students in each cycle also increased , the pre-cycle average value of 64 increased to 74,58 in the first cycle and increased to 82,75 in the second cycle. The conclusions of this research is the application of cooperative learning model Two Stay Two Stray (TSTS) can improve student achievement class X 4 SMA Negeri Kebakkramat. Keywords: Class Action Research, Two Tray Two Stray (TSTS), Learning Achievement
  Terbitan: (2014)
• PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW UNTUK MENINGKATKAN HASIL DAN KEAKTIFAN BELAJAR PADA MATA PELAJARAN SOSIOLOGI SISWA KELAS XI IPS 6 SMA NEGERI 2 SURAKARTA TAHUN PELAJARAN 2013/2014
  oleh: Alviyanto, Adi -; ABSTRACT Adi Alviyanto. K8410002. IMPLEMENTATION COOPERATIVE LEARNING MODEL TYPE JIGSAW TO IMPROVE OUTCOME AND ACTIVENESS OF LEARNING ON SUBJECT SOCIOLOGY GRADE XI IPS 6 IN HIGH SCHOOL OF 2 SURAKARTA ACADEMIC YEAR 2013/2014. Thesis, Surakarta: Teacher Training and Education Faculty of Surakarta Sebelas Maret University. June 2014. The purposes of this research are to improve outcome and activeness learning on class XI IPS 6 in High School of 2 Surakarta at lesson Sociology Academic Year 2013/2014 by applied cooperative learning model type jigsaw. Collecting data uses observation technique and test. The data analysis technique used the analysis of qualitative and quantitative data with analytical models Miles and Huberman Interactive. The validity of the data used sources triangulation technique. The result of research showed an increase in student's learning outcome and student's learning activeness. Student's activeness at the first and the second large group discussion in the first cycle increased from 59% to 61,32%. Activeness of the students included in the good category. Activeness of students increased at the third and the fourth large discussion in the second cycle are 66,81% and 77,28%. Activeness of the students included in the very good category. Moreover, student learning outcome also increased. The evaluation results of the first cycle showed that the class average grade is 69,69 (59,37%), increased 5.31 points from the average value of the class is pre-cycle is 64,37 (34,4%). The evaluation results of the second cycle showed of the class average increased 81,71 points to 12,03 (76,9%). Result of the application of cooperative learning model jigsaw in class XI IPS 6 on the subject of sociology is to increase learning outcome by 26% is enough and the percentage of learning activeness shows more than 75% (very good liveliness). Based on the results of this research concluded that implementation of cooperative learning model type Jigsaw can improve learning outcome and learning activeness of students class XI IPS 6 High School 2 Surakarta on Subject Sociology Academic Year 2013/2014. Keyword: Jigsaw, learning outcomes, activeness of learning.
  Terbitan: (2014)
• PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE COURSE REVIEW HORAY UNTUK MENINGKATKAN HASIL BELAJAR SOSIOLOGI SISWA KELAS XI IPS 1 SMA MUHAMMADIYAH 1 SURAKARTATAHUN PELAJARAN 2013/2014
  oleh: PARAHITA, BAGAS NARENDRA; ABSTRACT Bagas Narendra Parahita. K8410011. APPLICATION COOPERATIVE LEARNING MODEL TYPE COURSE REVIEW HORAY FOR IMPROVING LEARNING OUTCOMES SOCIOLOGY GRADE XI IPS 1 SMA MUHAMMADIYAH 1 SURAKARTA IN ACADEMIC YEAR 2013/2014. Thesis, Surakarta: Faculty of Teacher Training and Education. Sebelas Maret University, June 2014. The purpose of this research is to improve the learning outcomes of sociology with the implementation of cooperative learning model Course Review Horay in class XI IPS 1 SMA Muhammadiyah 1 Surakarta Lesson year 2013/2014. This research is a class action research consisting of two cycles, and each cycle consists of four stages: plan, implementation, observed and reflection. Subjects were students of class XI IPS 1 SMA Muhammadiyah 1 Surakarta academic year 2013/2014, amounting to 30 people. Data collection techniques include documentation, observation, interviews, questionnaires, and evaluation. Analysis of the data used in this study consisted of data reduction, data display, and conclusion. Performance indicators that must be achieved is improving student learning outcomes of each cycle, the teacher can improve the performance of the learning process, achieving 80% success indicators for the individual student mastery and mastery of the classical learning material taught. Results of this study show that when seen from the percentage increase in student affective when pre-action research obtained 49.8%, 65.5% for cycle 1, cycle 2 to 79.1% (Affective students very well). Increasing the percentage of students psychomotor when pre-action research obtained 47.8%, 64% cycle 1, cycle 2 to 75.5% (StudensPsychomotor isgood). Increasing the percentage of teacher performance when pre-action research obtained 63.75%, 73.75% of cycle 1, cycle 2 to 78.75% (excellent teacher performance). The percentage level of achievement cooperative learning model Course Review Horay during cycle 1 was obtained 73% increase in cycle 2 to 85.5% (Achievement model is very successful). The increase in the average value of the significance of a class of only 7.77 points, or 11.26% (Enough) starting from values obtained pre-action research class average 71.23, 77.23 for 1 cycle, 2 cycles to 79. Increasing the percentage of completeness cognitive learning outcomes of students at the time pre-action research obtained 40%, 70% cycle 1, cycle 2 to 86% (mastery learning high category). Based on the results of this study concluded that with the implementation of cooperative learning model Course Review Horay can improve learning outcomes sociology class XI IPS 1 SMA Muhammadiyah 1 Surakarta Lesson year 2013/2014. Keywords: Cooperative Learning Model, Course Review Horay, Learning Outcomes.
  Terbitan: (2014)
• PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE SNOWBALL THROWING UNTUK MENINGKATKAN HASIL BELAJAR SOSIOLOGI SISWA KELAS XI IPS 1 SMA NEGERI 6 SURAKARTA TAHUN AJARAN 2013/2014
  oleh: W K W, PERUCHA NURAINI; ABSTRACT PERUCHA NURAINI WKW, K8410043. APPLICATION OF COOPERATIVE LEARNING MODEL OF SNOWBALL THROWING TYPE TO IMPROVE SOCIOLOGY LEARNING OUTCOMES OF STUDENT CLASS XI IPS 1 SMA 6 SURAKARTA IN ACADEMIC YEAR OF 2013/2014. Thesis. Surakarta: Teacher Training and Education Faculty. Sebelas Maret University of Surakarta. May 2014. The aim of this research is to determine application of cooperative learning of snowball throwing model can improve sociology learning outcomes of students class XI IPS 1 SMAN 6 Surakarta in Academic Year of 2013/2014. This research used the classroom action research approach that conducted in 2 cycles. Each cycle consists of four steps, namely: planning, implementation of the action, observation, and reflection. The subjects of the research were students of class XI IPS 1 SMA Negeri 6 Surakarta, amounting to 34 students. The collection data techniques used the method of observation, interviews, tests, and documentation. Data analysis used qualitative descriptions. The results showed that the application of cooperative learning model snowball throwing can improved learning outcomes of student class XI IPS 1. This is evident in the initial conditions prior to the implementation of cooperative learning of snowball throwing model, cognitive assessment results indicate that the students’ average value of 71.64 with completeness percentage of 47.05%. In the cycle I the average value of 79.65 with the completeness percentage of 70.58%, while in the cycle I students’ average value was 85.64 with completeness percentage of 94.12%. In the affective assessment also have improvement, in the cycle I student’s activity percentage of 79.41%, independence of 82.35%, skill of 67.65% and honesty of 91.17%. The increasing occurred in the cycle II with the student’s activity percentage of 88.23%, independence of 97.06%, proficiency of 88.23%, and honesty of 94.12%. In addition to cognitive and affective assessment, assessment was also performed on psychomotor aspects. In the psychomotor assessment, in the cycle I, the percentage of students make question of 82.35% and the percentage of the learning procedure followed of 73.53%. While in the cycle II the percentage increased in percentage of make question of 97.05% and percentage of followed the learning procedures of 94.12%. The conclusions of this research is the application of cooperative learning of snowball throwing model can improved sociology learning outcomes of students class XI IPS 1 SMAN 6 Surakarta in academic year of 2013/2014.
  Terbitan: (2014)
• PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TEKNIK JIGSAW UNTUK MENINGKATKAN PRESTASI BELAJAR SOSIOLOGI KELAS X-7 SMA NEGERI KEBAKKRAMAT SEMESTER 1 TAHUN AJARAN 2013 / 2014
  oleh: Susila, Purbandaru Adi; ABSTRACT This research aims to increase students of X-7 SMA Negeri Kebakkramat Karanganyar learning achievement by the implementation of Jigsaw technique in cooperative learning model. This research is a Class Action Research (CAR) which is conducted in two cycles, with every cycle consists of planning, acting, observing, and reflecting. The subject of this research is the students of X-7 SMA Negeri Kebakkramat Karanganyar academic year 2013/2014. The data was taken from the teacher and the students. The techniques of collecting data are observation, test, interview, and documentation. The validity of the data use content validity, triangulation technique and expert opinion. The analysis of the data use descriptive analysis and critical technique. The result of the research shows that the implementation of Jigsaw technique in cooperative learning model can increase students’ learning achievement. Activity concentration of students interaction in group discussion is increasing from 69,44% in cycle I to 88,89% in cycle II. Students learning achievement which is taken from evaluation also increased in every cycle which is followed by the increase of the class mean in which the mean before action is 61,67 become 75,11 after cycle I and increased to be 81,08 in cycle II. The evaluation score of the students increase in every cycle. This followed by the number of students that obtain score above minimum requirement, which is 75, is also increased. The percentage before action is 36,11% and become 66,67% in cycle I and then become 83,33% in cycle II. The conclusion is the implementation of Jigsaw technique in cooperative learning model can increase students’ learning achievement in class X-7 SMA Negeri Kebakkramat. Keywords: Class Action Research, Jigsaw, Learning Achievement
  Terbitan: (2014)