IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA

Suparji , SE. M Pd., PIPS UPY (2015) IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF STAD UNTUK MENINGKATKAN MOTIVASI DAN HASIL BELAJAR SISWA. In: Seminar Nasional Universitas PGRI Yogyakarta.

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Abstract

This study aims to: 1) Improve the motivation to learn economics through cooperative learning (cooperative learning) type Student Teams Achievement Divisions (STAD) in Class XC SMA N 1 Girimulyo 2014. 2) Improve learning outcomes economy through cooperative learning (cooperative learning) Type Student Teams Achievement Divisions (STAD) in Class XC SMA N 1 Girimulyo 2014. This research is a classroom action research conducted by four steps, namely planning, action, observation and reflection. This study was conducted in two cycles. Data collection techniques in this study was the observation, questionnaire, test results of the economic study, and documentation. Data analysis technique used is quantitative descriptive. This research subject is class XC SMA Negeri 1 Girimulyo numbering 25 people (16 men and 9 women. Data collection technique used observation, questionnaires, tests, interviews, and documentation. The results showed that the implementation of cooperative learning model (Cooperative Learning) type Student Teams Achievement Divisions (STAD) in the learning process economics can improve motivation and student learning outcomes. Matters relating to the motivation and learning outcomes have increased in each cycle. Based on the results of questionnaire analysis of learning motivation in the learning process model of Student Teams Achievement Devisions (STAD) increased scores, the percentage of students learning motivation 65.00% to 83.00% in the first cycle and the percentage of student motivation 85.00% in the second cycle. The analysis of learning outcomes in the learning process model of Student Teams Achievement Devisions (STAD) increased scores, the percentage of student learning outcomes 73.00% to 80.18% in the first cycle and the percentage of student learning outcomes 85.00% in the second cycle.

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