PENGARUH MODEL PEMBELAJARAN COOPERATIVE TIPE QUESTION STUDENT HAVE TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN SEJARAH PEMINATAN KELAS XI SMAN 12 SURABAYA

Abstract

A history lesson is closely related to the student's capability to construct dynamics and values that happened in
the past and current times. Yet, the problem often found is the lack of student engagement during a history lesson.
Additionally, a conventional teacher-centric method seen as a standard approach doesn't help build a communicative
atmosphere in the classroom. It poses a problem because student involvement is one of the aspects of determining grades.
Thus, a Cooperative Type Question model sought to solve the issue of the lack of communication in the classroom. Student
involvement in the class associated with 21st-century learning is influential on the level of students' understanding of the
explanations. As follows, an empirical method to the Cooperative Type Question model is applied as a foundation to
teach a history lesson and whether it effectively affects the student performance. The methodological approach uses a
pre-experimental design with one group pre-test and post-test design on XI IPS 3 SMAN 12 Surabaya sample. After that,
the data collection technique uses the observation method, pre-test and post-test, and a questionnaire at the end of the
section. Finally, the data processing uses a normality test and a T Paired Sample Test. The result of the test show as
follows: (1) The implementation of the Cooperative Type Question model has very positive feedback with a 92% value.
(2) Student learning outcomes stated that they had not achieved AKM 75 completeness before using this method, i.e.
average pre-test score of 69.7 with a percentage of 52.5% and an average post-test result of 82.9 with a percentage of
75% complete AKM. (3) Student responses to the learning outcomes questionnaire showed 83.7% in the strongly-agree
category on the Likert Scale.
Keywords: Question student have, learning outcomes