Penerapan model pembelajaran STAD untuk meningkatkan keaktifan siswa pada mata pelajaran kepegawaian

Tyasnita - Gloria, Patni Ninghardjanti, Nur Rahmi Akbarini

Abstract

This study aims to determine the increase in student activity by applying the type of cooperative learning model Student Teams Achievement Division (STAD) at SMK Negeri 1 Sukoharjo, which is motivated by the lack of active students in learning activities. This is classroom action research conducted in class XII Office Governance Automation 2 in the 2022/2023 academic year. Classroom Action Research was implemented in two cycles, with 3 meetings in each cycle. Each cycle is carried out with four activity stages: planning, action, observation, and reflection. The data was collected by observing, interviewing, and documenting, while the tools used to collect research data were student activity sheet instruments. The results of the pre-action research showed that the average result of activity was 43.8% d. In cycle I, activeness obtained a percentage of 58.4%. Then, the increase occurred significantly in cycle II with an activeness of 82%. Thus, it can be concluded that using the STAD-type cooperative learning model can increase student activity in Class XII Personnel Management Automation Office Governance Automation 2.

Keywords

This study aims to determine the increase in student activity by applying the type of cooperative learning model Student Teams Achievement Division (STAD) at SMK Negeri 1 Sukoharjo, which is motivated by the lack of active students in learning activities.

Full Text:

PDF

References

Afriani, D., & Wijayanti, A. (2014). Penggunaan Mode Pembelajaran Tutor Sebaya Untuk Meningkatkan Keaktifan dan Hasil Belajar IPA Siswa Kelas VIII SMP Taman Dewasa Ibu Pawiyatan Tahun Ajaran 2012/2013. Natural: Jurnal Ilmiah Pendidikan IPA, 1(1). https://doi.org/https://doi.org/10.30738/natural.v1i1.257

Arikunto, S., Suhardjono, & Supardi. (2019). Penelitian Tindakan Kelas (Suryani (ed.); Revisi). Jakarta: PT Bumi Aksara.

Daryanto, & Rahardjo, M. (2012). Model Pembelajaran Inovatif. Yogyakarta: Gava Media.

Djamaluddin, A., & Wardana. (2019). Belajar Dan Pembelajaran. Sulawesi Selatan: CV. Kaaffah Learning Center.

Fauziah, I. (2014). Peran Guru dalam Mengembangkan Karakter Peserta Didik. 7(2), 4–6. https://osf.io/3hsc4/download#:~:text=Guru sangat berperan dalam membantu,kepribadian yang baik dan profesional.

Maharani, O. D. T., & Kristin, F. (2017). Peningkatan Keaktifan dan Hasil Belajar IPS Melalui Model Pembelajaran Kooperatif Tipe Make A Match. Wacana Akademika: Majalah Ilmiah Kependidikan, 1(1), 1–12. https://doi.org/10.30738/wa.v1i1.998

Saftari, M., & Fajriah, N. (2019). Penilaian Ranah Afektif Dalam Bentuk Penilaian Skala Sikap Untuk Menilai Hasil Belajar. Edutainment : Jurnal Ilmu Pendidikan Dan Kependidikan, 7(1), 71–81. https://doi.org/10.35438/e.v7i1.164

Sari, R. J., & Utomo, A. P. (2019). Peningkatan Keaktifan Siswa Dan Hasil Belajar Dengan Menggunakan Metode Pembelajaran Problem Based Learning Pada Siswa Smpn 1 Mayang Kelas Ix. ScienceEdu, II(1), 80. https://doi.org/10.19184/se.v2i1.11797

Sudjana, N. (2016). Penilaian Hasil Proses Belajar Mengajar. Bandung: PT Remaja Rosdakarya.

Suprijono, A. (2015). Cooperatie Learning Teori dan Aplikasi PAIKEM (Revisi). Yogyakarta: Pustaka Belajar.

Tegegne, Y. D., Wubie, D. W., & Mekonen, Y. S. (2022). Factors Affecting Students’ Active Participation in English Speaking Class: Grade 8 in Focus. European Online Journal of Natural and Social Sciences, 11(2), 288–301. http://www.european-science.com

Wahyuni, S., Laila Fatmawati, T. K., & Hartini, S. (2020). Dalam Pembelajaran Tematik Daring Melalui Model Pembelajaran Problem Based Learning ( Pbl ). Prosiding Pendidikan Profesi Guru, Fakultas Keguruan Dan Ilmu Pendidikan., 153–166.

DOI: https://doi.org/10.20961/jikap.v8i1.75578

Refbacks

  • There are currently no refbacks.