Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation Untuk Meningkatkan Keaktifan dan Hasil Belajar Peserta Didik Di SMK Negeri 6 Surakarta

Abstract

The purpose of the research is to know about cooperative learning type Group Investigation can increase learning activeness and achievement in ”Pengantar Administrasi Perkantoran” subject in the 10th Administrasi Perkantoran 1 SMK Negeri 6 Surakarta in the school year of 2014/2015. The type of research is classroom action research (CAR) that was conducted on 2 cycles. The subject of this research is students of class 10TH Administrasi Perkantoran 1 SMK Negeri 6 Surakarta in the school of year 2014/2015 that amounted to 32 students. This research is was carried out by involving teachers of pengantar administrasi perkantoran, researchers and students. The technique data collection was
done trough several activities such as: (a) observation, (b) interview, (c) test and (d) documentation. The research procedures are (a) planning, (b) implementation, (c) observation and (d) analysis and reflection. The result of research show the application cooperative learning model Group Investigation type can improve activeness and achievement students. The activeness and achievement are
improving significantly as indicated in cycle I and cycle II. In pre cycle, the students activeness was 46,87% in visual activities, 46,87 in oral activities, 49,99% in writing activities, 53,12% in listening activities and 43,75% in mental activities. In addition to activeness, the students learning achievement
consist of 3 domains also improved. The mean class reached 46,87% on cognitive, 87,5% on affective and 65,62% on psychomotor. In cycle I the activeness of students improved, the students activeness was 84,37% in visual activities, 89,37% in oral activities, 86,26% in writing activities, 56,25% in
listening activities and 81,25% in mental activities. Meanwhile the learning achievement also improved. The mean class reached 78,12% on cognitive, 96,88% on affective and 81,25% on psychomotor. Then in cycle II students activeness and achievement more improved. The students activeness was 91% in visual activities, 93,75% in oral activities, 96,87% in writing activities, 96,87% in listening activities and 96,87 % in mental activities. In addition to activeness, the students learning
achievement consist of 3 domains also improved. The mean class reached 87,5% on cognitive, 100% on affective and 90,62% on psychomotor.