26 After every groups have turn then the teacher evaluate the
learning. Every groups conclude their own answer. 4 Variance
a Teacher can point out the students that get punishment. It may be the students that state the wrong answer, the students that make
noisy or the passive students during the learning.
d. Goodness and Weakness of Hangaroo Game Implementation
Goodness and weakness o f H a n g a r o o G a m e a c c o r d i n g t o to Hari Cahyono in Retno 2012.
1 Goodness a Activeness of the students can be improved.
b Enthusiasm of the students can be improved. c Beside the game is enjoyable, it can improve the creativity of
the students. d Cooperation and solidarity between the students is improved.
2 Weakness a Should be exist balance material proportion in every cycle so it
can support the learning and the students will understand about the material.
b Should be exist good management of time in the class so every group have the same amount of time.
B. Relevant Research
27 1. Research conducted by Retno Ekosari Sulistyaningsih 2013, entitled
Implementasi Model Pembelajaran Kooperatif Tipe Permainan Hangaroo Meningkatkan Aktivitas Belajar Akuntansi Siswa Kelas X
AK 3 Program Keahlian Akuntansi SMK YPKK 3 Sleman Tahun Ajaran 20122013.
Showed that
the activity
of students
hasi ncreased in cycle I and II, which is 74,81 to 95. This increase can be seen from every indicator of student learning of
activity as follows: students answer the question and ask question, from 71,15 to 91,07, students solve the problem from
74,04 to 94,64, students get interaction with other students and teacher from 70,19 to 93,75, students able to make discussion
report from 71,15 to 100.
2.
Research conducted by Hari Cahyono 2011 , entitled “Penerapan Model Permainan Hangaroo untuk Meningkatkan Prestasi Belajar
Sejarah pada Siswa Kelas XII Social Program 2 SMA Negeri 4 Purworejo Tahun Ajaran 20102011”. Its show that the students
achievement has increased in cycle I, II, III which is frrom 4,52 to 7,25 and 9,72.
3.
Research conducted by Tri Jayanti Rukmana 2013, entitled “Implementation of Snowball Throwing Game In Improving Students
Activity Class XII-3 Accounting SMK N 7 Yogyakarta Academic Year 20122013”. In the research, showed that the activity of students
has increased in cycle I and II, which is 61,11 to 88,06. This increase can be seen from every indicator: reading accounting
28 materials from 58,33 to 95,37, asking questions about
materials from 66,67 to 97,22, listening the teachers explanation from 66,67 to 94,44, recording the accounting material from
62,96 to 89,81, doing the task from 62,96 to 96,30, enthusiasim to work together in group from 70,37 to 92,59,
answering questions and giving responses from 51,85 to 72,22,
participating in the learning from 60,19 to 97,22.
C. Conceptual Framework
