PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION (STAD) UNTUK MENINGKATKAN HASIL BELAJAR SISWA KELAS III SDN NGEPUNG I PATIANROWO NGANJUK

Abstract

Abstrak: Penelitian ini dilaksanakan berdasarkan hasil observasi dan wawancara pada siswa kelas III SDN Ngepung I Patianrowo Nganjuk bahwa rata-rata hasil belajar siswa pada pembelajaran tematik yang memuat mata pelajaran matematika, IPS dan PKn. Penelitian ini menggunakan metode Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus yang dilaksanakan melalui tiga tahapan yaitu perencanaan, pelaksanaan tindakan dan pengamatan, dan refleksi, setiap siklus terdiri dari dua pertemuan. Penelitian ini menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD). Hasil penelitian diperoleh Aktivitas guru pada siklus I mencapai 76,88% dan siklus II mencapai 83,75%. Aktivitas siswa pada Siklus I mencapai 75,78% dan siklus II mencapai 84,38%. Hasil belajar pada mata pelajaran matematika siklus I mencapai 73,8% dan siklus II mencapai 80,77%, mata pelajaran IPS siklus I mencapai 76,92% dan siklus II mencapai 84,62%, mata pelajaran PKn siklus I mencapai dan siklus II mencapai 80,77% . Dari hasil penelitian diperoleh data adanya peningkatan persestase atau skor aktivitas guru, aktivitas siswa dari siklus I dan siklus II.

Kata Kunci : Kooperatif STAD, Pembelajaran tematik, Hasil Belajar

Abstract: This research was based on observations and interviews in the third grade students of SDN Ngepung I Patianrowo Nganjuk that the average student learning outcomes in thematic learning that consist of mathematics, social studies and civic life subject. This research uses a Classroom Action Research (CAR) which consists of two cycles those are carried out in three stages, namely planning, implementation of actions and observations, and reflections, each cycle consisted of two meetings This research use cooperative learning model of type Student Teams Achievement Division (STAD). The result of this research get teacher’s activity in the first cycle reached 76.88% and 83.75% in the second cycle. Students’ activity in the first cycle reached 75.78% and 84.38% in the second cycle. Learning outcomes in mathematics courses in the first cycle reached 73.8% and 80.77% the second cycle, learning outcomes in social studies in the first cycle reached 76.92% and 84.62% in the second cycle, and learning outcomes in Civic Life subject in the first cycle reached 69, 23% and in the second cycle reached 80.77%. From the data increase in the percentage of teachers students’ activity and learning outcomes in the first and second cycle.

Keywords: Cooperative STAD, thematic learning, Learning Outcomes.