THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) BASED ON MIND MAPPING ON LEARNING OUTCOMES OF STUDENTS IN THE DYNAMIC ELECTRICS SUBJECT MATTER IN CLASS X EVEN SEMESTER SMA N.4 BINJAI A.Y. 2015/2016.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF
STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD)
BASED ON FACTUAL KNOLEDGE OF STUDENTS IN THE
DYNAMIC ELECTRICS SUBJECT MATTER IN CLASS
X EVEN SEMESTER SMA N 4 BINJAI A.Y. 2015/2016

By:
Lindu Denn Sitiomorang
Reg.Number: 4103322006
Physics Bilingual Education Study Program

THESIS
Submitted to Acquire Eligible Sarjana Pendidikan

FACULTY OF MATHEMATICS AND NATURAL SCIENCES
STATE UNIVERSITY OF MEDAN
MEDAN
2013

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BIOGRAPHY
Lindu Deen Situmorang was born in Parlilitan, on Juni, 17st 1992. Father’s name
is Kasdin Situmorang and Mother’s name is Malaya Munthe and the first brother
from four brothers and sister. In 1997 entered State Elementary School SDN.
175790 Hutagalung and graduated in 2003. Then, entered Junior High School
SMP RK. Swasta Santa Maria Pakkat and graduated in 2006. Continued study in
Senior High School SMAN.1 Parlilitan and graduated in 2009. In the middle of
2010, received as the student in State University of Medan with study program is
Physics Bilingual Education, Physics Department, Faculty of Mathematics and
Natural Sciences.

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THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE OF STUDENT
TEAMS ACHIEVEMENT DIVISIONS (STAD) BASED ON MIND MAPPING
ON LEARNING OUTCOMES OF STUDENTS IN THE DYNAMIC
ELECTRICS SUBJECT MATTER IN CLASS X EVEN
SEMESTER SMA N.4 BINJAI A.Y. 2015/2016

Lindu Deen Situmorang (4103322006)
ABSTRACT
This research aims to know the results of student learning by using
cooperative learning model of the type of student teams achievement divisions
(STAD) based on mind mapping in experiment class and learning conventional
models in the control class, and also to know the influence of cooperative learning
model of the type of student teams achievement divisions (STAD) based on mind
mapping on learning outcomes of students.
Type of this research is quasi experimental. The population of this
research is all the students class X even semester SMA Negeri 4 Binjai A.Y.
2015 / 2016 which consisted of 298 students and consisting of six classes regular
and 2 classes excellent. A sample of this research was taken two classes are
determined by means of cluster random sampling, namely class X4 as a
experiment class and a class X5 as a control class that each class number 39
students and 41 students.
From the data analysis the results obtained average value of experimental
class pretest was 34,1 with standard deviation 10.70 and the average value of the
control's class pretest 32,94 with standard deviation 11.06, thus obtained Fcount of
1.06 and Ftable of 1,71. Because Fcount < Ftable (1,06 < 1,71), so that the results for
these two classes have pretest homogeneous. Then obtained tcount < ttable (0,47 <

1,99), It concluded there was no significant difference between the results of
learning students experiments class with control class. After study completion
given obtained average value of experimental class posttest is 76,53 with standard
deviation 9.60 and average value of control class is 70,48 posttest with standard
deviation 10,77. Both of these data have a normal distribution. Results of
hypothesis testing obtained tcount > ttable atau 2,61 > 1,66 so the conclusion is that
there is the influence of cooperative learning model type of student teams
achievement divisions (STAD) based on mind mapping on the learning outcomes
of students.

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PREFACE
titled " The Effect of Cooperative Learning Model Type of Student
Teams Achievement Division (STAD) Based on Factual knowledge of
Students in The Dynamic Electrics Subject Matter in Class X Even Semester
SMA Negeri 4 Binjai academic Year 2015/2016", prepared to obtain a
Bachelor's degree Physical Education, Faculty of Mathematics and Natural
Science in State University of Medan.
On this occasion the authors like to thank Mr. Prof. Dr. Mara Bangun

Harahap, M.S as Thesis Advisor who has provided guidance and suggestions to
the author since the beginning of the study until the completion of this thesis
writing. Thanks also to Alkhafi Maas Siregar, M.Si., Dr. Derlina M.Si, and Drs.
Abd Hakim S, M.Si., who have provided input and suggestions from the research
plan to complete the preparation of this thesis. Thanks also presented to Dr.
Makmur Sirait M.Si, as the Academic Supervisor. Thanks also for all Mr. and
Mrs. lecturer and staff employee of Physics FMIPA State University of Medan
who have encourage the writer during the lecture. Appreciation were also
presented to Head master Dr. Agus Erwin Siregar, MM and all teacher in SMA
Negeri 4 Binjai who have helped during this research Physics teacher Mr.
Muslimin Lubis S.Pd.
Gratefully and specially to Dear my lovely father K. Situmorang and my
lovely mother M. Munthe and also my young brothers, my youngest sister Reo
Naldo Situmorang, and all family who have prayed and gave me encouragement
and funding to complete the study in State University of Medan.
The author has endeavored to as much as possible in completing this
thesis, but the author is aware there are many drawbacks in terms of both content
and grammar, then the authors welcome any suggestions and constructive
criticism from readers for this thesis perfectly.

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The author hope the contents of this paper would be useful in enriching the
repertoire of knowledge.

Medan, Juli 2016
Author,

Lindu Deen Situmorang

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CONTENTS

Legitimation Sheet

Page
i

Biography

ii

Abstract

iii

Acknowledgements

iv

Contents

vi

Figures List

viii

Tables List

ix

Appendix List

x

CHAPTER I INTRODUCTION

1

1.1.

Background

1

1.2.

Problems Identification

5

1.3.

Problems Limitation

6

1.4.

Problems Formulation

6

1.5.

Goal Research

7

1.6.

Benefits of Research

7

1.7.

Operational Definition

8

CHAPTER II LITERATURE REVIEW

9

2.1.

Framework Theoretical

9

2.1.1. Definition of Learning

9

2.1.2. Teaching and Learning

11

2.1.3. Learning Model

12

2.1.4. Cooperative Learning

13

2.1.5. Cooperative type STAD

21

2.1.7. Learning Outcomes

24

2.2.

Lesson Materials

25

2.3.

Mindset

37

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2.4.

Hypothesis

CHAPTER III RESEARCH METHODOLOGY

38
39

3.1. Location and Time of Research
3.2. Population and Research Sample
3.3. Research Variables
3.4. Research Design
3.5. Procedure Research
3.6. Tools and Data Collection
3.6.1. The Research Instrument
3.6.2. The Validity of Test
3.7. Data Analysis Techniques

39
39
40
40
41
43
43
44
44

CHAPTER IV RESEARCH RESULT AND DISCUSSION

48

4.1. Result of Research

48

4.1.1. Description of Research Data

48

4.1.2. Testing of Data Analysis

49

4.2. Discussion

56

CHAPTER V CONCLUSIONS AND SUGGESTION

60

5.1. Conclusions

60

5.2. Suggestion

60

REFERENCES

61

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TABLE LIST
Page
Table 2.1

Model of Cooperative Learning

15

Table 2.2

Cooperative Learning Group Differences With

20

Conventional Learning Group
Table 2.3

Phase of Cooperative Learning Type STAD

22

Table 2.4

Calculation Score Developments

23

Table 2.5

Award Level Group

23

Table 2.6

Resistivity of Materials

28

Table 3.1

The Design of Experiments

40

Table 3.2

Test Prediction

43

Table 4.1

Pre-test Data Normality Test of Experimental and

50

Control Class
Table 4.2

Summary of Homogeneity Test Result of Pre-test Data

50

Table 4.3

Summary of Pre-test t-test Calculation

51

Table 4.4

Post-Test Data Normality Test of Experimental and

52

Control Class
Table 4.5

Hypothesis Test

53

Table 4.6

Test Results of Individual Observations and Results of

54

Student Learning Test Class During The Learning Process

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FIGURE LIST
Page
Figure 2.3 The Symbol for a Resistor in Circuit Diagrams is a zigzag

29

Figure 2.4.a.The Current–Voltage Curve for an Ohmic material

31

Figure 2.4.b. The current curve for a semiconducting

31

Figure 2.5 A simple series circuit

33

Figure 3.1 Step of research

42

Figure 4.1 Bar Chart of Pre-test Data in Experiment and Control Class

49

Figure 4.2 Bar Chart of Post-test Data in Experiment and Control Class

52

Figure 4.3 Category Test Individually and Value Pretest and posttest

55

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APPENDIX LIST

Page
Appendix 1.

Lesson Plan I

62

Appendix 2.

Lesson Plan II

73

Appendix 3.

Lesson Plan III

85

Appendix 4.

Worksheet I

97

Appendix 5.

Worksheet II

102

Appendix 6.

Instrument of Experiment

106

Appendix 7.

Test Prediction

112

Appendix 8.

Pre-test and Post-test of Experimental Class

123

Appendix 9.

Pre-test and Post-test of Control Class

124

Appendix 10. Pre-test Result of Experimental Class Recapitulation

125

Appendix11. Pre-test Result of Control Class Recapitulation

127

Appendix 12. Post-test Result of Experimental Class Recapitulation

129

Appendix 13. Post-test Result of Control Class Recapitulation

131

Appendix 14. Calculation of Mean Value and Standard Deviation
Experiment Class

133

Appendix 15. Calculation of Mean Value and Standard Deviation
Control Class

135

Appendix 16. Normality Test Calculation of Data

137

Appendix 17. Homogenity Test Calculation

142

Appendix 18. Calculation of Hypothesis Test

143

Appendix 19. Documentation

146

Appendix 20. List Velue Critis For Test Lilifors

151

Appendix 21. Table Zone Area Buttom Curve Normal 0 Until z

152

Appendix 22. List Velue Perstil For Distribution T

155

CHAPTER V
CONCLUSION AND SUGGESTION

Based on the analysis of the results obtained, the authors present conclusions and
suggestions as follows:

5.1. Conclusion
1. Learning outcomes students experiment class are given preferential treatment by using
cooperative learning model type Student Teams Achievement Division (STAD) in
Dynamic Electrics subject matter in class X semester II SMA Negeri 4 Binjai A.Y.
2015/2016, with an average value of 34,58 pretes and average value of postes 77,08
include in the good category.
2. Learning outcomes students control class are given preferential treatment by using
conventional learning model in Dynamic Electrics subject matter in class X semester
II SMA Negeri 4 Binjai A.Y. 2015/2016, with an average value of 29,58 pretes and
average value of postes 68,61 include in the good category.
3. There is any effect of the model type of Cooperative Learning Student Teams
Achievement Division (STAD) based on factual knowledge on learning outcomes of
students in the Dynamic Electrics subject matter class X semester II SMA Negeri 4
Binjai A.Y. 2015/2016.

5.2. Suggestion
1. The researchers want to further examine the cooperative learning model of the type
Student Teams Achievement Division (STAD) in order to better direct the students
more actively in the discussion groups.
2. The researchers want to further examine the cooperative learning model of the type
Student Teams Achievement Division (STAD) in order to better guide students in
discussion groups.
3. The researchers want to further examine the type of cooperative learning Student
Teams Achievement Division (STAD) further more, in order to use the time as
effectively as possible.
4. The researchers want to further examine the cooperative learning model of the type
Student Teams Achievement Division (STAD) in order to better the conceptual of
physics in the group discussion and test individual.

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