Lihat Juga

• 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 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 BERKIRIM SALAM DAN SOAL UNTUK MENINGKATKAN HASIL BELAJAR MATA PELAJARAN SOSIOLOGI KELAS XI IPS 3 SMA BATIK 2 SURAKARTA TAHUN PELAJARAN 2013/2014
  oleh: -, SETIYORINI -; ABSTRACT This research aimed to improve the learning outcome of sociology subject in the XI IPS (Social Science) 3 Grade of SMA Batik 2 Surakarta by applying greeting sending and problem types of cooperative learning. This study was a Classroom Action Research (CAR). The research was conducted in two cycles. Each cycle consisted of such stages as: planning, acting, observation, and reflecting. The first and second cycles discussed the social group material. The subject of research was the XI IPS 3 of SMA Batik 2 Surakarta in the school year of 2013/2014 consisting of 31 students. The data source derived from teacher and students. Techniques of collecting data used were observation, test, interview and documentation. The data analysis was conducted using a descriptive comparative technique of analysis. Considering the result of data analysis, it could be found that the student learning outcome in cognitive domain improved. The mean class score obtained was 63.87 in prior action, increasing to 71.16 in cycle I, and to 76.39 in cycle II. In addition, the student learning passing in cognitive domain was 38.71% in prior action, increasing to 67.74% in cycle I and to 93.55% in cycle II. The student learning outcome in affective domain also improved. It was 61.89% in cycle I and increasing to 78.67% in cycle II. Then, the student learning outcome in psychomotor domain also improved; it was 58.78% in cycle I and increasing to 77.5% in cycle II. The conclusion of research was that the application of greeting sending and problem types of cooperative learning model could improve the Sociology subject learning outcome in the XI IPS 3 Grade of SMA Batik 2 Surakarta in the School year of 2013/2014. Keywords: cooperative learning model, greeting sending and problem types, learning outcome.
  Terbitan: (2014)
• PENERAPAN MODEL COOPERATIVE LEARNINGTIPE NUMBERED HEADS TOGETHER(NHT) UNTUK MENINGKATKAN KEAKTIFAN DAN PRESTASI BELAJAR MATA PELAJARAN SOSIOLOGI PADA SISWA KELAS XI IIS 4 SMA NEGERI 2 SURAKARTA TAHUN PELAJARAN 2014/2015
  oleh: FIBRIANTO, ALAN SIGIT; ABSTRACT Alan Sigit Fibrianto. K8411004. THE IMPLEMENTATION OF NUMBER HEAD TOGETHER (NHT) AS A TYPE OF COOPERATIVE LEARNING MODEL TO IMPROVE STUDENTS’ ACTIVENESS AND ACHIEVEMENT IN SOCIOLOGY IN CLASS XI IIS 4 SMA NEGERI 2 SURAKARTA ACADEMIC YEAR 2014/2015. Thesis, Surakarta: Teacher Training and Education Faculty. Sebeleas Maret University. January 2014. This research was aimed to improve the activeness and achievement of students of class XI IIS 4 SMA Negeri 2 Surakarta in academic year 2014/2015 by implementing a type of cooperative learning that is Numbered Head Together (NHT). This is a classroom action research that includes two cycles during the collecting data process. Each cycle included planning, acting, observing, and reflecting stages. The subject was thirty one students of class XI IIS 4 SMA Negeri 2 Surakarta. Both teachers and students became the sources of the data. Observation and test were used as the main techniques of collecting data, while interview and documentation were used as secondary technique. The data were analyzed through descriptive analysis technique. The result shows that the implementation of Numbered Head Together (NHT) as a cooperative learning type can improve students’ activeness and achievement in sociology in class XI IIS 4 SMA Negeri 2 Surakarta. The improvement can be seen by through pre-cycle, cycle I, and cycle II. The percentage of students’ activeness improved from 19,35% in the pre-cycle to 45,16% in cycle I and 83,87% in cycle II. The improvement from the affective aspect seen in cycles stage that is 86, 23 % in cycle I to 95, 83 % in cycle II. The last improvement is seen from students’ achievement. The students’ mean score in pre cycle was 82,19 that improved to 84,48 in cycle I and finally imroved to 88,87% in cycle II. Based on the research, it can be taken a conclusion that the implementation of Numbered Head Together (NHT) as a cooperative learning type can improve students’ activeness and achievement in sociology in class XI IIS 4 SMA Negeri 2 Surakarta. Key Words: Classroom action research, Numbered Heads Together (NHT), learning activeness and achievement.
  Terbitan: (2015)
• 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)