Institutional Repository | Satya Wacana Christian University: Increasing Mathematic Learning Outcomes Using Cooperative Learning Type Student Team Achievement Division (STAD) Methodology with Fifth Grade Second Semester Students at SD Negeri Sumogawe 1 Ke

  

INCREASING MATHEMATIC LEARNING OUTCOMES USING

COOPERATIVE LEARNING TYPE STUDENT TEAM ACHIEVEMENT

DIVISION (STAD) METHODOLOGY WITH FIFTH GRADE SECOND

SEMESTER STUDENTS AT SD NEGERI SUMOGAWE 1 KEC.

  

GETASAN, KAB. SEMARANG 2017/2018

THESIS

  Submitted to the Program of Studi Guru Sekolah Dasar to fullfil the requirements of a Bachelor degree in Education at Universitas Kristen Satya Wacana

  

By

  

IKA YUNITA

292014193

  FACULTY OF TEACHER TRAINING AND EDUCATION DEPARTMENT OF PRIMARY EDUCATION UNIVERSITAS KRISTEN SATYA WACANA SALATIGA 2018

PERNYATAAN TIDAK PLAGIAT

PERNYATAAN PERSETUJUAN AKSES

LEMBAR PERSETUJUAN

  

LEMBAR PENGESAHAN

  MOTTO AND PERSEMBAHAN MOTTO This life is an educator and we are always in a state must learn.

  (Bruce Lee) Keep learning up and be long life learners

  (Ika Yunita)

  PERSEMBAHAN

  This thesis is dedicated to: 1.

  My amazing God, my savior, Jesus Christ that always blessed and fulfills my needs.

  2. My beloved mother that always bring me in her prayer.

  3. My beloved family that always supports me.

  4. My beloved family of PA.SP that supports me.

  5. My beloved lecture Miss Janelle that always support and help me.

  6. My friend for helping me.

KATA PENGANTAR

  Praise and thankful to the Almighty God who has giving strength, faith, health, and hopes for writer to finish this thesis. This thesis is organized to obtain the Bachelor of Elementary Education in S1 Elementary Teacher Education Program of Education Faculty of Universitas Kristen Satya Wacana. The author is aware in the preparation of this thesis is still a lot of experience difficulty, but thanks to the help and motivation that has been given from various ultimately the author can complete this thesis according to the time already set. The author expresses the deepest gratitude and respect to all parties who have helped in completing the thesis, especially to:

  1. Dr. Wasitohadi, M.Pd. as a “Dekan” of Education Faculty of Universitas Kristen Satya Wacana.

  2. Dr. Mawardi, S.Pd., M.Pd. as a “Kaprogdi” of Education Faculty of Universitas Kristen Satya Wacana.

  3. Janelle Lee Juneau, B.S., El.Ed., M.Ed. as my best lecture and best “Pembimbing” who always help, encourage, motivate and give the best guidance in study about 4 years also for this thesis.

  4. Stefanus C. Relmasira, S.Pd., MS.Ed. as my ”Wali Studi” and ”Pembimbing” who give guidance and help for the thesis also in study.

  5. Wahyudi, S.Pd., M.Pd. and Herry Sanoto, S.Si., M.Pd. who give me way to get the scholarship for study.

  6. Lecture and staff who give me guidance and helps during my study.

  7. My mother and my sister who always bring me in their prayer, encourage and give me motivation to finish the thesis.

  8. My family in PA Salib Putih who always help, encourage and give me place for live.

  9. Friends who help and cares.

  

ABSTRACT

  Yunita Ika, 2018; Increasing Learning Outcomes Using Cooperative Learning Type Student Teams Achievement Division (STAD) Methodology with Fifth Grade Second Semester Students at SD Negeri Sumogawe 1 Kec.

  Getasan, Kab. Semarang 2017/2018. Consultant Janelle Lee Juneau, B.S., El.Ed., M.Ed. and Stefanus C. Relmasira, S.Pd., MS.Ed.

  Keyword : cooperative learning, STAD learning model, learning outcomes, mathematic The overwhelming need for mathematics comprehension for a successful life requires a learning environment that support and encourages both theoretical and practical math competency. Teaching mathematic is not about giving questions and the students answer the questions. In education, teaching mathematic should be creative and able to provide an environment where students are interested to learn mathematics. This study aimed to improve mathematic learning outcomes through the implementation of cooperative learning type STAD learning model. The method used in this research was a Classroom Action Research (PTK). This classroom action research utilizes a design consisting of four components: planning, action, observation and reflection and combines the components of action and observation as a whole. The data were collected by using interview guidance to know the beginning condition, obstacle, and problem in mathematic learning, activity observation sheet to control the students and teacher activity, test to measure the mathematic learning outcomes and documentation. The data analysis technique were qualitative and quantitative descriptive. Qualitative descriptive describes what the problem is. Quantitative descriptive describe the learning outcomes in numeric. For initial condition was found that 17 students (50%) meet the school competency. The result of study in the first cycle is 28 students (82.35%) meet the school competency with average grade 80 meaning 6 students (17. 65%) did not meet the school competency. In the second cycle, the average of learning achievement reached 87 with 34 students (100%) meet the school competency. Based on the analysis and discussion of the research, it is concluded that the implementation of cooperative learning type STAD learning model can improve mathematic learning outcomes.

  

DAFTAR ISI

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  LEMBAR PENGESAHAN .................................................................................... v DAFTAR L

  AMPIRAN…….…………………………………………………….xv

  CHAPTER I

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

  

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DAFTAR TABEL

  Independent Variable (X) Guideline ..................................................................... 21 Cycle I Evaluation Test Instrument Lattice Work ................................................ 25 Cycle II Evaluation Test Instrument Lattice Work ............................................... 26 Observation Teaching Activity Guidelines ........................................................... 28 Observation Students Activity Guideline ............................................................. 30 Table r Product Moment ....................................................................................... 32 Cycle 1 Validity Test Result ................................................................................. 33 Cycle 2 Validity Test Result ................................................................................. 33 Reliability Index Range......................................................................................... 34 Cycle 1 Reliability Statistics ................................................................................. 35 Cycle 2 Realibility Statistics ................................................................................. 35 Level of Difficulty Score Range ........................................................................... 37 Cycle 1 Level of Difficulty Analysis .................................................................... 37 Cycle 2 Level of Difficulty Analysis .................................................................... 38 Research Schedule ................................................................................................ 39 Pre- cycle Students’ Score List Recapitulation ≥ KKM (65) ................................. 40 Cycle 1 Student Score List ≥ KKM (65) ............................................................... 44 Cycle 1 Observation Result ................................................................................... 46

  Cycle 2 Students’ Score List ≥ KKM (65) ........................................................... 51 Cycle 2 Observation Result ................................................................................... 53 Comparison of Studen ts’ Completeness ............................................................... 54

  

DAFTAR GAMBAR

  Thinking Framework Picture ................................................................................ 17 Research Design Picture ....................................................................................... 20 Diagram of Pre-Cycle Score Completeness .......................................................... 40 Diagram of Cycle 1 Score Completeness.............................................................. 45 Diagram of Cycle 2 Score Completeness.............................................................. 52 Diagram Comparison of Students’ Completeness ................................................ 54