Email this article 
Hide
Show all
Pengaruh Model Pembelajaran Kooperatif Tipe Teams Games Tournaments dan Tipe Scramble Terhadap Motivasi dan Hasil Belajar Siswa Kelas XI IPA pada Materi Larutan Asam-Basa di SMAN 1 Bunta
Abstract
This study aimed to determine the effect of cooperative learning model teams games tournaments and scramble towards the student's motivation and learning outcomes of class XI IPA on the material of acid-base solutions in SMAN 1 Bunta. This research was a pre-experimental with the static pretest-posttest group design. The samples used in the study were students XI IPA 2 (n=30) as a class experiment 1 and students XI IPA 3 (n=28) as an experiment 2. The results of data analysis, the average value of class experiment 1 () was 78.2 and the experimental class 2 () was 73.21. Results of hypotheses testing by statistical t-test two parties it was obtained -ttable ≤tcal≥ + ttable (tcal = 36.72 for class experiment 1; tcal = 24.65 for class experiment 2 and ttable = 1.67) with a significance level a = 0.05 and degrees of freedom 56, then H0 was rejected and Ha was accepted. The results of the students learning motivation questionnaire showed that the experimental class 1 was the attitude of "strong agree" with the positive category 85.12% and the experimental class 2 was in the attitude of "agree" with the positive category 84.17%. It can be concluded that there is an influence of cooperative learning model teams games tournaments and scramble to the student's motivation and learning outcomes of class XI IPA on the material of acid-base solutions in SMAN 1 Bunta.
Keywords
References
Arif, A. (2011). Tanya jawab masalah pendidikan dan pembelajaran. Palu: EnDeCe Press Kerja sama Yayasan Foslamic Makassar.
Durukun, E. (2011). Effects of cooperative integrated reading and composition (circ) technique on reading-writing skills educational research and reviews. Academic Journal, 6(1), 102-109.
Elisa. (2014). An analysis of the second year students’ ability of SMA N 1 Suliki in rearranging scrambled sentences into a good hortatory exposition text. e- Jurnal Bung Hatta, 3(5), 1-8.
Glason, G. E, & Lalik, R. V. (1993). Reinterpreting the learning cycle from social contructivist prespective: A qualitative study of teachers beliefs and practices. Journal of Research in Science Teaching, 30(2), 187-207.
Hamalik, O. (2007). Proses belajar mengajar. Jakarta: PT Bumi Aksara.
Hofstein, A., & Mamlok, R. (2007). The laboratory in science education: The state of the art. Chemistry Education Research and Practice, 8(2), 105-107.
Isjoni. (2009). Pembelajaran kooperatif. Bandung: Rineka Cipta.
Iyer, R (2013). Relation between cooperative learning and student achievement. International Journal of Education and Information Studies, 3(1), 21-25.
Kristiawan, M. (2013). The implementation of cooperatif learning in english class of favorite school of secondary high school 5, batusangkar, West Sumatra. International Journal of Education Administration and Policy Studies, 5(6), 85-90.
Kupczynski, L., Mundy, M., Goswami, J., & Meling, J. (2012). Researchers and education specialists endorse the view that student learning can be maximized, thus academic performance improved, by developing a sense of “We are all in the same boat together”, A basic tenet of cooperative learning (CL). International Journal of Instruction, 5(2), 82-90.
Miaz, Y. (2015). The implementation of numbered heads together to improve the students’ achievement of social sciences in primary school. Research Journal of Social Sciences, 8(10), 40-45.
Ozmen, H. (2004). Some student misconceptions in chemistry: a literature review of chemical bonding. Journal of Science Education and Technology, 13(2), 147-159.
Rustam, A, & Adli, M. (2016). Improving the results of math learning through scramble cooperative model with the approach of contextual teaching and learning model. Journal of Mathematics Education, 1(1), 7-14.
Salam, A, Hossain, A, & Rahman, S. (2015). Teams games tournaments (TGT) cooperative technique for learning mathematics in secondary schools in Bangladesh. Journal of Research in Mathematics Education, 4(3), 271-287.
Schunk, D. H. (2012). Learning theories. Yogyakarta: Pustaka Pelajar.
Sinaga, S. (2010). Konsep dan makna pembelajaran. Bandung: Alfabeta.
Sudjana, N , & Ibrahim. (2012). Penelitian dan penilaian pendidikan. Bandung: Sinar Baru Algensindo.
Sukmadinata, N.S. (2012). Metode Penelitian pendidikan Bandung: PT. Remaja Rosdakarya.
Tran, V. D. (2014). The effects of cooperative learning on the academic achievement and knowledge retention. International Journal of Higher Education, 3(2), 131-140.
Wulandari, R., Amirudin, A., & Budijanto. (2013). Penerapan model pembelajaran team games tournament (TGT) untuk meningkatkan motivasi dan keaktifan belajar. Malang: Universitas Negeri Malang.
Wyk, M. (2011). The effects of teams-games-tournaments on achievement, retention, and attitudes of economics education students. Journal of Social Sciences, 26, (3), 183-193.
Zakaria, E., & Ikhsan, Z. (2007). Promoting cooperative learning in science and mathematics education: a Malaysian perspective. Eurasia Journal of Mathematics, Science & Technology Education, 3(1), 35-39.Refbacks
- There are currently no refbacks.
p-ISSN: 2302-6030; e-ISSN: 2477-5185
CODEN: JAKUA7
Jurnal Akademika Kimia
Based on a work at http://jurnal.untad.ac.id/jurnal/index.php/jak
Indexed By
