EFEKTIVITAS PENERAPAN MODEL COOPERATIVE LEARNING TIPE TEAM ASSISTED INDIVIDUALIZATION TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA SEKOLAH DASAR : Kuasi Eksperimen Terhadap Siswa Kelas V SDN Pasrikaliki Mandiri 1 Cimahi
permasalahan dari penelitian ini yaitu bagaimana efektivitas penerapan model pembelajaran kooperatif tipe Team Assisted Individualization terhadap motivasi belajar dan hasil belajar siswa?", secara umum masalah yang akan dikaji oleh peneliti adalah: "Apakah terdapat perbedaan motivasi bela...
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2016-08-22.
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| Online Access: | http://repository.upi.edu/2661/ |
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| LEADER | 06836 am a22003253u 4500 | ||
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| 001 | repoupi_26601 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Taupik, Ahmad |e author |
| 245 | 0 | 0 | |a EFEKTIVITAS PENERAPAN MODEL COOPERATIVE LEARNING TIPE TEAM ASSISTED INDIVIDUALIZATION TERHADAP MOTIVASI DAN HASIL BELAJAR SISWA PADA MATA PELAJARAN MATEMATIKA SEKOLAH DASAR : Kuasi Eksperimen Terhadap Siswa Kelas V SDN Pasrikaliki Mandiri 1 Cimahi |
| 260 | |c 2016-08-22. | ||
| 500 | |a http://repository.upi.edu/26601/1/S_KTP_1001381_Title.pdf | ||
| 500 | |a http://repository.upi.edu/26601/2/S_KTP_1001381_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/26601/3/S_KTP_1001381_Table_of_content.pdf | ||
| 500 | |a http://repository.upi.edu/26601/4/S_KTP_1001381_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/26601/5/S_KTP_1001381_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/26601/6/S_KTP_1001381_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/26601/7/S_KTP_1001381_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/26601/8/S_KTP_1001381_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/26601/9/S_KTP_1001381_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/26601/10/S_KTP_1001381_Appendix1.pdf | ||
| 500 | |a http://repository.upi.edu/26601/11/S_KTP_1001381_Appendix2.pdf | ||
| 520 | |a permasalahan dari penelitian ini yaitu bagaimana efektivitas penerapan model pembelajaran kooperatif tipe Team Assisted Individualization terhadap motivasi belajar dan hasil belajar siswa?", secara umum masalah yang akan dikaji oleh peneliti adalah: "Apakah terdapat perbedaan motivasi belajar dan hasil belajar siswa antara yang menggunakan model pembelajaran kooperatif tipe Team Assisted Individualization dengan yang menggunakan model pembelajaran konvensional dalam mata pelajaran Matematika di SDN Pasirkaliki Mandiri 1 Cimahi. penelitian ini menggunakan metode kuasi eksperimen, desain penelitian yang digunakan non - equivalent control group design, populasinya adalah siswa kelas V di SDN Pasirkaliki Mandiri 1 Cimahi. Pengolahan data dilakukan uji hipotesis dengan uji-t dan selanjutnya penarikan simpulan. Berdasarkan hasil penelitian secara umum dapat disimpulkan bahwa pembelajaran dengan menggunakan model kooperatif tipe team assisted individualization efektif untuk meningkatkan motivasi dan hasil belajar siswa. Secara khusus, simpulan penelitian yaitu, pertama, terdapat peningkatan motivasi belajar pada aspek perhatian antara siswa yang menggunakan model kooperatif tipe team assisted individualization dengan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD. Kedua,terdapat peningkatan motivasi belajar pada aspek kesesuaian antara siswa yang menggunakan model kooperatif tipe team assisted individualization dengan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD. Ketiga, terdapat peningkatan motivasi belajar pada aspek percaya diri antara siswa yang menggunakan model kooperatif tipe team assisted individualization dengan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD. Keempat, terdapat peningkatan motivasi belajar pada aspek kepuasan antara siswa yang menggunakan model kooperatif tipe team assisted individualization dengan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD. Ke lima, terdapat peningkatan hasil belajar siswa pada domain kognitif aspek menerapkan (C3) antara yang menggunakan meodel pembelajaran kooperatif tipe Team Assisted Individualization dengan yang menggunakan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD. Ke enam, terdapat peningkatan hasil belajar siswa pada domain kognitif aspek menganalisis (C4) antara yang menggunakan meodel pembelajaran kooperatif tipe Team Assisted Individualization dengan yang menggunakan model pembelajaran konvensional dalam mata pelajaran Matematika kelas V di SD.---; Focus problems that is taken from this research is on how the effectiveness of the implementation of cooperative learning model Team Assisted Individualization towards student's Motivation and Learning Outcomes?" while based on the result of identification that have been raised, then generally the problems to be studied by the researchers is: "Is there a difference motivation in learning and student learning outcomes between the one which use cooperative learning model Team Assisted Individualization and the one which use conventional learning models in mathematics in SDN Pasirkaliki Mandiri 1 Cimahi. The research method used in this study is a quasi-experimental method with research design used non - equivalent control group design, while for the population are fifht grade students in SDN Pasirkaliki Mandiri 1 Cimahi. Data processing hypothesis test using t-test and then drawing conclusions. Based on the results of research in general can be concluded that learning by using media model of cooperative team assisted individualization effectively to improve student motivation and learning outcomes. In particular, the following are the conclusions of the research among fifth grade student in SDN Pasirkaliki Mandiri 1. First, there is an increased motivation to learn the aspects of attention among students who use the model of cooperative team assisted individualization with conventional learning models in mathematics. Second, there is an increased motivation to learn the aspects of compatibility between students who used the model of cooperative team assisted individualization with conventional learning models in the subjects of mathematics. Third, there is an increased motivation to learn the aspects of self-confidence among students who use the model of cooperative team assisted individualization with conventional learning models in the subjects of mathematics. Fourth, there is an increased motivation to learn the aspects of satisfaction among students who use the model of cooperative team assisted individualization with conventional learning models in the subjects of mathematics. Fifth, there is an increased student learning outcomes in the cognitive domain aspects of implementing (C3) between the use of cooperative learning meodel Team Assisted Individualization with the use of conventional learning models in the subjects of mathematics. Sixth, there is an increased student learning outcomes in the cognitive domain aspect analyzed (C4) between the use of cooperative learning meodel Team Assisted Individualization with the use of conventional learning models in the subjects of mathematics.. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a LB Theory and practice of education | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/26601/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/2661/ |