Uji Coba Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) Untuk Meningkatkan Hasil Belajar Siswa Membuat Pola Kebaya Kartini Modifikasi di Kelas XII Busana Butik 4 SMK Negeri 6 Surabaya

Abstract

Abstrak

Tujuan penelitian ini adalah mengetahui: hasil belajar, aktivitas guru dan aktivitas siswa. Penelitian ini merupakan penelitian tindakan kelas (PTK). Intrumen yang digunakan adalah lembar observasi dan tes (Kognitif, Afektif, Psikomotor). Analisis data yang digunakan yaitu analisis deskriptif kuantitatif dengan persentase. Hasil penelitian ini menunjukkan bahwa pada siklus I hasil belajar kognitif dari 25 siswa, 8 siswa tuntas nilai ≥ 75 secara klasikal tuntas 32% pada siklus II tuntas secara keseluruhan 25 siswa secara klasikal 100%, ranah afektif siklus I terdapat 1 siswa memperoleh kategori Sudah Terlihat pada aspek bekerja sama dan disiplin, siklus II meningkat mendapat kategori Sudah Membudaya dan Sudah Berkembang, ranah psikomotor siklus I dari 25 siswa, 13 siswa tuntas nilai ≥ 75 secara klasikal tuntas 52% pada siklus II siswa tuntas secara keseluruhan 25 siswa secara klasikal tuntas 100%. Sehingga dapat disimpulkan bahwa hasil belajar siswa mengalami peningkatan dari siklus I ke siklus II ranah kognitif dan psikomotor 100% tuntas KKM ≥ 75. Aktivitas guru dan siswa mendapat kategori baik meliputi fase pembelajaran kooperatif dengan 8 unsur-unsur TAI yaitu Placement Test, Teams, Teaching Group, Student Creative, Team Study, Team Score and Recognition Team, Fact Test, Whole Class Unit.

Kata Kunci: Model Pembelajaran Kooperatif TAI, Kebaya Kartini Modifikasi, Hasil Belajar Siswa

Abstract

The aims of this research are to know learning achievement, teacher activity, and student activity. This research was Classroom Action Research. The instruments used were observation sheet and test (cognitive, affective, and psychomotor). Data analysis used was descriptive quantitative analysis with percentage. Result of this research shows that at cycle I, the cognitive learning achievement of 25 students, 8 students were completed with score > 75, classically completed 32%. At cycle II 25 students totally completed, classically 100% completed. In affective domain, at cycle I there was 1 student obtained category Already Seen on aspect cooperation and discipline, at cycle II improved to be Entrenched and developed. In psychomotor domain, at cycle I 13 students completed with score > 75, classically 52% completed, at cycle II all students were completed, classically 100% completed. Then could be concluded that student learning achievement sustain improvement from cycle I to Cycle II for domains of cognitive and psychomotor 100% completed with score > 75. Teacher activity and student activity obtained good category including 8 cooperative learning phages with TAI elements, they are placement test, Teams, Teaching Group, Student Creative, Team Study, Team Score and Recognizing Team, Fact Test, Whole Class Unit.

Keywords: TAI cooperative learning model, kebaya kartini modification, learning achievement