Lesson Study: Penerapan STAD Kontekstual untuk Meningkatkan Hasil Belajar dan keterampilan Proses Sains
DOI:
10.29303/jcar.v4i1.1337Published:
2022-02-16Issue:
Vol. 4 No. 1 (2022): FebruaryKeywords:
Student Teams Achievement Divisions (STAD), Contextual Approaches, Cognitive Learning Outcomes, Science Process SkillsArticles
Downloads
How to Cite
Downloads
Metrics
Abstract
Based on the results of observations showed that animal diversity learning in Semester 3 students are less involved in learning activities, so the process skills and learning outcomes of students need to be improved. Efforts to improve student process skills and learning outcomes by applying the STAD learning model combined with contextual approaches. This study uses a type of Lesson Study-based class action research that is carried out in 2 cycles. The results showed that the application of the STAD learning model combined with contextual approaches: (1) improved student process skills based on observation results by 97.51; (2) Classically improve student learning outcomes from cycle one 1 to cycle 2 by 6.49% with learning completion reaching 100%References
Arends. R. I. (2008). Learning to Teach. Yogyakarta: Pustaka Pelajar
Arikunto, S. (2012). Dasar-dasar Evaluasi Pendidikan Edisi Revisi. Jakarta: Bumi Aksara.
Kadang, S.T., & Jooner, A.N. (2017). Pengaruh Model Pembelajaran Koopertaif Tipe Student Teams Achievement Division (STAD) terhadap Keaktifan dan Hasil Belajar Fisika pada Materi Gelombang Siswa Kelas XII IPA SMA Negeri 2 kabupten Sorong. Jurnal Ilmu Pendidikan Indonesia. 5(1). 43-54.
Kartikasari, R. (2011). Penerapan Pendekatan Kontekstual (Contextual Teaching and Learning) dengan Metode Eksperimen untuk Meningkatkan Keterampilan Proses Sains Siswa Kelas VIII C SMP Negeri 14 Surakarta Tahun Pelajaran 2010/2011. Skripsi: Universitas Sebelas Maret.
Laa, N., Winata, H., & Meilani R.I. (2017). The effect of Cooperative Learning-Student Teams Achievement Division Type on Student Learning Interest. Jurnal Pendidikan Manajemen Perkantoran, 2(2). 139-148
Nurlatifah, A., & Ambarwati, S. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) terhadap Hasil Belajar IPA Ditinjau dari Keaktifan Siswa. Natural: Jurnal Ilmiah Pendidikan IPA, 3(2).
Setiawan, D. (2021). Peningkatan Hasil Belajar Matematika Melalui Media Pembelajaran Segitiga Bongkar Pasang dengan Strategi STAD. Journal of Classroom Action Research, (3)1. 7-14
Slameto. (2010). Belajar dan Faktor-Faktor yang Mempengaruhinya. Jakarta: Rineka Cipta
Sudjana, N. (2012). Penilaian Hasil Proses Belajar Mengajar. Bandung: Remaja Rosda Karya.
Wena, M. (2009). Strategi pembelajaran Inovatif Kontemporer. Jakarta: Bumi Aksara.
Zakaria, E., & Iksan, Z. (2007). Promoting Cooperative Learning in Science and Mathematics Education: A Malaysian Perspective. Eur J of Math, Scie & Tech Ed 3(1), 35-39
Zaki, K.V., Khanafiyah. S., & Khumaedi. (2013). Peningkata Keterampilan Proses Sains dan Keterampilan Sosial Siswa Melalui Penerapan Pembelajaran Kooperatif Tipe Student Teams Achievement Divisions Berbasis Eksperimen.Unnes Physics Education Journal (UPEJ), 2(2).
Author Biography
Najah Sholehah, UIN Mataram
License
Copyright (c) 2022 Najah Sholehah
This work is licensed under a Creative Commons Attribution 4.0 International License.
- Authors who publish with Journal of Classroom Action Research, agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution 4.0 International License (CC-BY License). This license allows authors to use all articles, data sets, graphics, and appendices in data mining applications, search engines, web sites, blogs, and other platforms by providing an appropriate reference. The journal allows the author(s) to hold the copyright without restrictions and will retain publishing rights without restrictions.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in Journal of Classroom Action Research.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).
