Email this article 
Penerapan Model Pembelajaran Problem Based Learning Dipadu Dengan Team Assisted Individualization untuk Meningkatkan Hasil Belajar Siswa
Abstract
The purpose of this study is to improve students’ achievement. This study is a classroom action research involving 33 students of Public Senior High School 3 Barabai at Barabai, South Kalimantan. The data were gained from the results of pre liminary, cycle I and cycle II. The result of the study strued that there was an improvement between pre liminary and cycle I. the mean score is 30,31%, but it was not enought to reach the classical criteria. meanwile, there was a better improvement from cycle i to cycle II the mean score was 12,12% it means that the application of problem based learning model combined whit team assisted individualization can improve students learning achivement.
Tujuan dari penelitian ini adalah untuk meningkatkan prestasi belajar siswa. Penelitian ini merupakan penelitian tindakan kelas yang melibatkan 33 siswa di SMA Negeri 3 Barabai di Barabai, Kalimantan Selatan. Data diperoleh dari hasil pengambilan data awal, siklus I dan siklus II. Hasil penelitian menunjukkan bahwa ada peningkatan antara pra siklus dan siklus I. Skor rata-rata adalah 30,31%, namun tidak cukup untuk memenuhi kriteria ketuntasan klasikal. Rata-rata, ada peningkatan yang lebih baik dari siklus I ke siklus II dengan skor rata-rata 12,12% artinya penerapan model Problem Based Learning (PBL) dipadu dengan Team Assisted Individualization (TAI) dapat meningkatkan hasil belajar siswa.
Keywords
Full Text:
PDFReferences
Akinuglo & Tandogan. (2007). The Effects of Problem Based Activies Learning in Science Education on Student’s Academic Achievement, Attitude, and Concept learning. Eurasia Journal of Mathematics, Science & Technology Education. Marmala University, Istambul, Turkey, 1(3), 71—81. Retrieved from http://files .eric.ed.gov/fulltext/ED495669.pdf.
Amir, M. T. (2009). Inovasi Pendidikan Melalui Problem Based Learning (Bagaimana Pendidik Memberdayakan Pembelajaran di Era Pengetahuan). Jakarta: Kencana Prenada Media Group.
Eggen, P., & Don, K. (1996). Strategies and Models for Teachers “Teaching content and Thingking Skills. Allyn and Bacon. Retrieved from https://www.pearsonhighered.com/assets/preface/0/1/3/2/0132179334.pdf.
Forrester, V. (2004). Problem Based Learning: a problem with education? Hong Kong Teachers’ Certer Journal, 3(2), 48—55. Retrieved from edb.org.hk/hktc/download/journal/j3/5.pdf.
Graff, E. D., & Kolmos, A. (2003). Characteristics of Problem Based Learning. Journal Engng Ed, 19(5), 657-662. Retrieved from www.ijee.ie/articles/Vol19-5/IJEE1450.pdf.
Handoyo, B. (2017). Pendidikan Geografi Indonesia dalam Perspektif Lintas Negara. Retrieved from http://hangeo.wordpress.com.
Hamidah, L. N & Rahayu, N. S. (2016). The Effectiveness of using Team Assisted Individualization Technique on the Student as Achievment of Simple Past Tense. Lingua Scientia. 8(1), 79—90. Retrieved from http://id.portalgaruda.org.
Karmana, I. W. (2010). Pengaruh Starategi PBL dan Integrasinya dengan STAD terhadap Kemampuan Pemecahan Masalah, Kemampuan Berpikir Kritis, Kesadaran Metakognitif, dan Hasil Belajar Kognitif Biologi pada Siswa Kelas X SMA Negeri 4 Mataram. (Tesis tidak diterbitkan). Pascasarjana Universitas Negeri Malang, Malang.
Kolber, B. J. (2011). Extended Problem Based Learning Improves Scientific Communication in Senior Biology Students. Journal of College Science Teaching, 41(1), 32—39. Retrieved from http://common.nsta.org/resource/?id=10.2505/4/jcst11_041_01_32.
Newman, M. (2004). Problem based Learning: An exploration of the method an evaluation of its effectiveness in a continuing nursing education programme. London: School of Lifelong Learning & Education. Middlesex University.
Octaviani, M., Utomo, D. H., & Buranda, J. P. (2013). Perbandingan Model Pembelajaran Group Investigation (GI) dan Problem based Learning (PBL) terhadap Kemampuan Berpikir Kritis Siswa Kelas XI SMA Negeri 4 Kediri . Retrieved from jurnal-online.um.ac.id/.../artikel958544ADB59C7E8CFA77641BC.
Pardirla, R. (2013). Pengaruh Model Pembelajaran Kooperatif Team Assisted Individualization (TAI) terhadap Hasil Belajar Geografi di SMAN 1 Bukit Sundi, Kab. Solok. Retrieved from ejournal.unp.ac.id/students/index.php/pgeo/article.
Poikela, E., Nummenamaa., & Anna R. (2006). Understanding Problem Based Learning. Tampere: University of Tempere, Finland. Retrieved from http://www.uta.fi/taju & http://granum.uta.fi.
Rokhman, A.Y. (2014). Perbandingan Model Pembelajaran Problem Based Learning An Problem Solving terhadap Kemampuan Berpikir Kritis Pada Materi Pelestarian Lingkungan Hidup Siswa XI IPS MAN 3 Malang. (Tesis tidak diterbitkan) Pascasarjana Universitas Negeri Malang, Malang.
Slavin, R.E. (2005). Cooperative Learning. Teori, Riset dan Praktik. Bandung: Nusa Media.
Sudjana, N. (2009). Penilaian Hasil Proses Pembelajaran. Bandung: PT. Remaja Rosdakarya.
Sumarmi. (2015). Model-Model Pembelajaran Geografi. Aditya Media:Yogyakarta.
Tan, O. S. (2002). Problem Based Learning Innovation. US: Gale Cangage Learning.
Wulandari, B., & Surjono, H. D. (2013). Pengaruh Problem Based Learning terhadap Hasil Belajar ditinjau dari Motivasi Belajar PLC di SMK. Jurnal Pendidikan Vokasi, 3(2), 178—191. doi: http://dx.doi.org/10.21831/jpv.v3i2.1600.
DOI: http://dx.doi.org/10.17977/jptpp.v3i2.10491
Refbacks
- There are currently no refbacks.
Copyright (c) 2018 Anisah Anisah, Sumarmi Sumarmi, I Komang Astina
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Jurnal Pendidikan: Teori, Penelitian, & Pengembangan Journal of Education: Theory, Research, and Development Graduate School Of Universitas Negeri Malang
|
