IMPLEMENTATION OF ACTIVE LEARNING TWO STAY TWO STRAY COOPERATIVE MODEL IN SOCIAL STUDIES

In the 2013 curriculum, learning is focused on student centers or known as active learning. This study aims to determine the obstacles faced in implementing active learning two stay two stray cooperative model and their effects on social studies outcomes of junior high school students. This research is a classroom action research with research subjects in the form of 8th grade students of Surakarta 9th Junior High School, Surakarta City, Central Java Province. The research method used in data collection is a participant observation method in which the researcher acts as a teacher to find out the obstacles when implementing active learning two stay two stray models and the test method is used to measure the ability of student learning outcomes. The data analysis technique used is comparative descriptive analysis and critical analysis. The results of this study are (1) there are four aspects that become obstacles when applying active learning two stay two stray cooperative model in social studies subjects namely aspects of time management, classroom management, learning resources, and student activity. (2) active learning two stay two stray cooperative model very effective in improving student learning outcomes.


A. INTRODUCTION
The current Indonesian curriculum is a curriculum that prioritizes Student Centers so passive learning is less relevant in this curriculum. passive learning passive where students only receive information and ideas from the teacher's explanation (Fink, 2003), it should not be used again by the teacher when learning. the small amount of activity from passive learning makes students feel bored quickly. In such conditions students are often lazy to listen to the teacher's explanation and answer questions from the teacher. this can be seen from students who often put their heads on the table or even their own stories with other friends. this might be the reason why student learning outcomes especially social studies have not been optimal. In overcoming this problem, the teacher must choose an active learning model -learning where students can do and observe learning independently or in groups and be able to reflect on what and how in learning (Fink, 2003).
To improve the quality of the learning process and learning outcomes, teachers should try the Active Learning method because it is more interactive than the passive learning method. One of the active learning models is the Cooperative Model. According to (Lie, 2007), the cooperative learning model is a teaching system that gives students the opportunity to work together with other students in completing structured tasks.
Cooperative learning model has many types, one type is Two stay Two Stray Cooperative Model. According (Darmawan & Sujoko, 2013) (Lie, 2007) in her book Cooperative Learning is: (1) Students work together in groups of four as usual.
(2) When finished, two students from each group will leave the group and each visit to another group. (3)  According to (Fink, 2003) active learning starts from finding information and ideas, doing and observing, and reflecting.
• The first step is to find for information and ideas in this step the researcher provides several articles with different themes in each group. Students find for information and ideas not only from textbooks but also from articles that are shared. • The second step is the experience of doing. The experience of doing here is making scientific posters. each group writes down the information and ideas that they get from textbooks and articles into a cardboard measuring A3 (29.7cm x 42cm). • The third step is observing experience. This step uses the principles and methods of the Two Stay Two Stray cooperative model. • The fourth / final step is reflection where group representatives are asked to reflect on current learning.
The steps the researcher applied follow the steps of active learning in the Tanoto Foundation's "PINTAR" program.

Test method
This method is used to measure student learning outcomes.  (Tiger, 1994).

Learning Resources
There are four main components of learning resources, namely messages, people, tools, and routine procedure techniques or references (Hafid, 2011

D. CONCLUSIONS
Based on a theoretical study, research results, and discussion, conclusions can be drawn that (1)  This study only examines the cognitive domain, future research will be carried out to test the effectiveness of the two stay two stray method in the psychomotor and affective domains.