PENGARUH STAD-METODE PEMBELAJARAN KOOPERATIF TERHADAP PRESTASI BELAJAR, SIKAP DAN MOTIVASI SISWA DALAM PELAJARAN IPS DI KELAS VIII SMP NEGERI 2 BABALAN TAHUN AJARAN 2012/2013.
THE EFFECTS OF THE STAD‒COOPERATIVE LEARNING METHOD
ON STUDENT ACHIEVEMENT, ATTITUDE AND MOTIVATION
IN SOCIAL STUDIES AT CLASS VIII SMP NEGERI 2
BABALAN ACADEMIC YEAR 2012/2013
A THESIS
Submitted to Medan State University
In Partial Fulfillment to the Requirement for
Degree of Sarjana Pendidikan
Written by:
MEYLINA JOJOR ROTUA SITORUS
Reg. No. 709141129
ECONOMIC FACULTY
MEDAN STATE UNIVERSITY
2013
AP}NOYAL
Ihto
Tkto is WrifrGtr by
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Mcylhr Joior Ro*ur Sitomq Rcg; No. TU|l4llUl
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LIST OF FIGURES
Figure
Page
2.1
The Essential Component in Teaching and Learning .......................... 9
2.2
The Features of Teaching Model ......................................................... 21
2.3
Learner Outcomes for Cooperative Learning ...................................... 27
2.4
Direct Instruction Aims at Accomplishing Two Learner Outcomes ... 37
2.5
The Conceptual Framework ................................................................ 43
4.1
Pre-test Diagram in Experiment Class.................................................. 60
4.2
Pre-test Diagram in Control Class ....................................................... 62
4.3
Post-test Diagram in Experiment Class ............................................... 64
4.4
Post-test Diagram in Control Class ..................................................... 65
4.5
The Change in Pretest and Posttest scores ........................................... 77
4.6
Mean Score of Student Attitude .......................................................... 77
4.7
Mean Score of Student Motivation ...................................................... 78
xv
TABLE OF CONTENT
APPROVAL ................................................................................................
LETTER OF APPROVAL AND RATIFICATION ................................
DECLARATION OF ORIGINALITY .....................................................
MOTTO .......................................................................................................
ACKNOWLEDGEMENT ..........................................................................
ABTRACT ...................................................................................................
ABSTRAK ...................................................................................................
TABLE OF CONTENTS ............................................................................
LIST OF TABLES ......................................................................................
LIST OF FIGURES ....................................................................................
LIST OF APPENDICES ............................................................................
Page
i
ii
iii
iv
v
viii
ix
x
xiii
xv
xvi
CHAPTER I: INTRODUCTION ..............................................................
1.1. Background of the Research ...............................................................
1.2. Problem Identification .........................................................................
1.3. The Scope of the Problem ....................................................................
1.4. Research Questions ..............................................................................
1.5. The Purposes of the Research ..............................................................
1.6. The Significances of the Research .......................................................
1
1
5
6
6
6
7
CHAPTER II: REVIEW OF RELATED LITERATURE ......................
2.1. Theoritical Background .......................................................................
2.1.1. Definition of Learning .............................................................
2.1.2. Social Studies Learning in Junior High School .......................
2.1.3. Student Achievement ...............................................................
2.1.4. Attitude ....................................................................................
2.1.5. Motivation ................................................................................
2.1.5.1.Definition for Motivation .............................................
2.1.5.2.Motivation, Learning Communities & Goal Structure .
2.1.6. Models of Teaching .................................................................
2.1.6.1. Joyce’s Models of Teaching ......................................
2.1.6.2. Arends’ Models of Interactive Teaching ...................
2.1.7. Cooperative Learning (CL) ......................................................
2.1.7.1. Definition of CL ........................................................
2.1.7.2. The Effects and Assumptions about CL ....................
2.1.7.3. CL’s Goal Structure ...................................................
2.1.8. STAD (Student Teams-Achievement Division) ......................
8
8
8
10
12
13
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15
18
20
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24
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25
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28
x
2.1.9. Direct Instruction .....................................................................
2.2. Previous Studies ..................................................................................
2.3. Conceptual Framework ........................................................................
2.4. Hypothesis ...........................................................................................
36
41
42
44
CHAPTER III: RESEARCH METHOD ..................................................
3.1. Location and Time of the Research .....................................................
3.1.1. Location of the Research .........................................................
3.1.2. Time of the Research ...............................................................
3.2. Population and Sample ........................................................................
3.2.1. Population ................................................................................
3.2.2. Sample .....................................................................................
3.3. Type and Design of the Research ........................................................
3.3.1. Type of the Research ...............................................................
3.3.2. Design of the Research ............................................................
3.4. Research Variables and Operational Definitions .................................
3.4.1. Research Variables ..................................................................
3.4.2. Operational Definitions ............................................................
3.5. Technique of Data Collection ..............................................................
3.5.1. Test ...........................................................................................
3.5.2. Questionnaire ...........................................................................
3.6. Instruments of Data Collection ............................................................
3.7. Technique of Data Analysis ................................................................
3.7.1. Instrument Validity Test ..........................................................
3.7.2. Instrument Reliability Test ......................................................
3.7.3. Normality Test .........................................................................
3.7.4. Homogeneity Test ....................................................................
3.7.5. Hypothesis Test ........................................................................
45
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56
CHAPTER IV: FINDINGS AND DISCUSSION .....................................
4.1. Data Analysis .......................................................................................
4.1.1. Research Data Description .......................................................
4.1.1.1. Data Description for Students Achievement Variable
A. Pre-Test in Experiment Class ..............................
B. Pre-Test in Control Class .....................................
C. Post-Test in Experiment Class .............................
D. Post-Test in Control Class ...................................
4.1.1.2. Data Description for Attitude Variable ......................
A. Attitude Variable in Experiment Class ................
B. Attitude Variable in Control Class ......................
59
59
59
59
59
61
62
64
66
66
66
xi
4.1.1.3. Data Description for Motivation Variable .................
A. Motivation Variable in Experiment Class ...........
B. Motivation Variable in Control Class ..................
4.1.2. Validity and Reliability Test ....................................................
4.1.2.1. Validity Test ..............................................................
A. Attitude Questionnaire .........................................
B. Motivation Questionnaire ....................................
4.1.2.2. Reliability Test ...........................................................
A. Attitude Questionnaire .........................................
B. Motivation Questionnaire ....................................
4.1.3. Requirements Test of Data Analysis .......................................
4.1.3.1. Normality Test ...........................................................
4.1.3.2. Homogeneity Test ......................................................
4.1.4. Hypothesis Test ........................................................................
4.2. Discussion ............................................................................................
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76
CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................
5.1. Conclusions .........................................................................................
5.2. Suggestions ..........................................................................................
80
80
81
REFERENCES ............................................................................................
83
CURRICULUM VITAE .............................................................................
86
APPENDICES .............................................................................................
87
xii
LIST OF TABLES
Table
Page
1.1
The Condition of Social Studies Student Achievement in Midterms ... 2
2.1
Definitions for Attitude ........................................................................ 13
2.2
Joyce and Weil’s Models of Teaching ................................................. 23
2.3
Arends’ Models of Teaching ............................................................... 23
2.4
Phases in STAD as Cooperative Learning Method ............................. 30
2.5
Determine The Group Members .......................................................... 32
2.6
Calculating The Individual Improvement Score .................................. 33
2.7
Criteria to Determine The Team Recognition ..................................... 34
2.8
The Process to Determine Team Recognition ..................................... 34
2.9
Syntax for Direct Instruction ............................................................... 39
3.1
Students in class VIII SMP Negeri 2 Babalan ..................................... 46
3.2
Layout for Research Instrument .......................................................... 52
4.1
Data Description for Pre-Test in Experiment Class ............................. 59
4.2
Frequency and Percent of Pre-test score in Experiment Class ............ 60
4.3
Data Description for Pre-Test in Control Class ................................... 61
4.4
Frequency and Percent of Pre-test Score in Control Class .................. 61
4.5
Data Description for Post-Test in Experiment Class ........................... 63
4.6
Frequency and Percent of Post-test score in Experiment Class ........... 63
4.7
Data Description for Post-Test in Control Class ................................. 64
4.8
Frequency and Percent of Post-Test Score in Control Class ............... 65
4.9
Data Description for Attitude Variable in Experiment Class .............. 66
4.10 Data Description for Attitude Variable in Control Class .................... 67
4.11. Data Description for Motivation Variable in Experiment Class ......... 68
4.12 Data Description for Motivation Variable in Control Class ................ 68
4.13 The Summary of Validity Test for Attitude Questionnaire ................. 69
4.14 The Summary of Validity Test for Motivation Questionnaire ............. 70
4.15 The Summary of Reliability Test for Attitude Questionnaire .............. 71
4.16 The Summary of Reliability Test for Motivation Questionnaire.......... 71
xiii
4.17 The Summary of Normality Test ......................................................... 72
4.18 The Summary of Homogeneity Test of Variance for Pretest Score .... 73
4.19 Analysis Variance for Pretest Score in Experiment and Control Class 74
4.20 Independent T-test Results of Data Gained from
Student Achievement ............................................................................ 75
4.21 Independent T-test Results of Data Gained from Attitude Scale ........ 75
4.22 Independent T-test Results of Data Gained from Motivation Scale .... 76
xiv
LIST OF APPENDICES
Appendix
Page
1. Lesson Plan ............................................................................................ 87
2. Test ......................................................................................................... 108
3. Attitude Questionnaire ........................................................................... 118
4. Motivation Questionnaire ...................................................................... 120
5. Test Tabulation Data .............................................................................. 122
6. Attitude Scale Tabulation Data .............................................................. 126
7. Motivation Scale Tabulation Data ......................................................... 128
8. Validity Test and Reliability Test .......................................................... 130
9. Normality Test ....................................................................................... 136
10. Homogeneity Test .................................................................................. 144
11. Hypothesis Test ...................................................................................... 145
12. Documentation ....................................................................................... 148
xvi
ABSTRAK
Meylina Jojor Rotua Sitorus. NIM. 709141129. Pengaruh STAD-Metode
Pembelajaran Kooperatif terhadap Prestasi Belajar, Sikap dan Motivasi
Siswa dalam pelajaran IPS di Kelas VIII SMP Negeri 2 Babalan Tahun
Ajaran 2012/2013. Skripsi Jurusan Pendidikan Ekonomi. Program Studi
Pendidikan Tata Niaga, Fakultas Ekonomi. Universitas Negeri Medan 2013.
Permasalahan dalam penelitian ini adalah rendahnya prestasi belajar,
sikap, dan motivasi siswa terhadap pelajaran IPS dan pembelajaran kooperatif.
Tujuan penelitian ini adalah untuk mengetahui perberdaan antara pengaruh STAD
sebagai pembelajaran kooperatif dengan pendekatan direct instruction (pengajaran
langsung) terhadap prestasi belajar, sikap dan motivasi dalam pelajaran IPS.
Penelitian ini dilaksanakan di SMP Negeri 2 Babalan, Jalan Pendidikan,
Kec. Babalan, Kab. Langkat tahun ajaran 2012/2013. Penelitian ini adalah
penelitian eksperimen dan teknik pengambilan sampel menggunakan teknik
purposive sampling yang terdiri dari 2 (dua) kelas, yaitu kelas eksperimen (48
siswa) dan kelas kontrol (44 siswa). Teknik pengumpulan data menggunakan tes
(15 pertanyaan), kuesioner sikap (20 butir), dan kuesioner motivasi (18 butir).
Teknik hipotesis data menggunakan T-test tidak berpasangan (Independent t-test).
Hasil penelitian ini menunjukkan bahwa rata-rata skor posttest kelas
eksperimen lebih tinggi (81,28) dari pada di kelas kontrol (63,98), dan
menunjukan rata-rata skor skala sikap di kelas eksperimen lebih tinggi (84,19)
dari pada di kelas kontrol (77,59) serta juga menunjukkan rata-rata skor skala
motivasi yang lebih tinggi di kelas eksperimen (73,62) daripada di kelas kontrol
(65,59). Dalam pengujian hipotesis, prestasi belajar di STAD sebagai kelas
eksperimen bermanfaat secara signifikan dari pada prestasi belajar di kelas kontrol
(tratio (6,276) > ttable (1,66), and p ttable (1,66) and p < 0,05), dan STAD sebagai kelas eksperimen
lebih efektif mendorong motivasi siswa terhadap pelajaran IPS dan pembelajaran
kooperatif dari pada direct instruction (tratio (5,342) > ttable (1,66) and p ttable (1,66), and p (0,000) < (0,05). It indicates that there is
a significant difference of mean score in experiment class and control
class. So, can be concluded that there is a significant difference between
the effect of STAD as a cooperative learning approach and the direct
instruction approach on students achievement in Social Studies at class
VIII SMP Negeri 2 Babalan academic year 2012/2013. In other words,
STAD as a cooperative learning experience is more effective in promotes
the student achievement than direct instruction.
2. The calculation of independent t-test results of data gained from attitude
questionnaire tratio (4,274) > ttable (1,66) and p (0,000) < (0,05). It
indicates that there is a significant difference of attitude between the
experiment class and the control class. So, can be concluded that there is a
significant difference between the effect of STAD as a cooperative
learning approach and the direct instruction approach on attitude in Social
Studies at class VIII SMP Negeri 2 Babalan academic year 2012/2013. In
other words, STAD as a cooperative learning experience is more effective
80
81
in promotes the positive attitudes, minimize the individualistic and
competitive environment than direct instruction.
3. The calculation of independent t-test results of data gained from
motivation questionnaire gained tratio (5,342) > ttable (1,66) and p (0,000) <
(0,05). It indicates that there is a significant difference of motivation
between the experiment class and the control class. So, can be concluded
that there is a significant difference between the effect of STAD as a
cooperative learning approach and the direct instruction approach on
motivation in Social Studies at class VIII SMP Negeri 2 Babalan academic
year 2012/2013. In other words, STAD as a cooperative learning
experience is more effective in promotes the higher motivation to achive,
motivation to learn together and tolerance the diversity than direct
instruction.
5.2. Suggestions
Based on the findings, the study suggests the following areas, they are
manifested into three points:
1. For Students
Students should be focused in achieving the learning goals, because
every learning goal has the benefit in social life.
2. For Teachers
STAD is the appropriate cooperative learning method for Demand and
Supply, so for Social Studies teacher who implement STAD in his/her class
82
when Demand and Supply is taught, should be prepare this model of teaching
as well as possible. During teams phase, teacher should be frequently remind
the students to help their friends who have the low ability. STAD will
progressing well when all of the members in the teams collaborated each
other. Therefore, teacher have to support all of the teams to achieve the goals
and finally teacher should be give the recognition to the success teams.
3. For Future Researchers
In this present study has less research time. Additional research should
be conducted in the future, so for the future research who want to investigates
the similar research can investigates the possible long-term effects of STAD
as a cooperative learning. Future research should also focus on comparison
between two method of cooperative learning, STAD and Jigsaw for example.
It aims to determine if other cooperative learning models are equally effective
in producing student outcomes.
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Arends, R. I. 2009. Learning To Teach (8th ed.). New York: McGraw-Hill.
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Cangelosi, J. S. 1990. Designing Tests for Evaluating Student Achievement. New
York & London: Longman.
Cohen, L., Manion, L. & Morrison, K. 2000. Research Method in Education Fifth
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Cresswell, J. W. 2012. Educational Research: Planning, Conducting, &
Evaluating Quantitative and Qualitative Research Fourth Edition.
Boston: Pearson Education.
Dembo, M. H. 1994. Applying Educational Psychology, fifth edition. New York:
Longman Publishing Group.
Dahar, R. W. 2011. Teori Belajar dan Pembelajaran. Erlangga.
Eggen, P., and Kauchack D. 2012. Strategi dan Model Pembelajaran
Mengajarkan Konten dan Keterampilan Berpikir, Edisi 6. Jakarta:
Indeks.
Gage, N. L., and Berliner, D. C. 1984. Educational Psychology. 3rd Ed. Boston:
Houghton Mifflin Company.
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Cooperation, Competition, and Individualization. New Jersey:
Prentice-Hall.
Joyce, B., Weil, M. 1978. Information Processing Models of Teaching:
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ON STUDENT ACHIEVEMENT, ATTITUDE AND MOTIVATION
IN SOCIAL STUDIES AT CLASS VIII SMP NEGERI 2
BABALAN ACADEMIC YEAR 2012/2013
A THESIS
Submitted to Medan State University
In Partial Fulfillment to the Requirement for
Degree of Sarjana Pendidikan
Written by:
MEYLINA JOJOR ROTUA SITORUS
Reg. No. 709141129
ECONOMIC FACULTY
MEDAN STATE UNIVERSITY
2013
AP}NOYAL
Ihto
Tkto is WrifrGtr by
Eoonomic Edrcetiou
Mcylhr Joior Ro*ur Sitomq Rcg; No. TU|l4llUl
lhprr@t, Trtr Niryr Study Progrrm/$f
EcomnicFaculty
Modm StrteU'niverdty
'
EesDcen C.orrccicd And Approvcd
f,',nnincd
In trnortOf TLc krd Of Errrnlncrt
To Bc
Knwl
fc
by
Eted of Econonic
Ilr. Arrrrngv+h.lU. Si
NrP. 1963 Wt2 t9t9 tB I m2
LIST OF FIGURES
Figure
Page
2.1
The Essential Component in Teaching and Learning .......................... 9
2.2
The Features of Teaching Model ......................................................... 21
2.3
Learner Outcomes for Cooperative Learning ...................................... 27
2.4
Direct Instruction Aims at Accomplishing Two Learner Outcomes ... 37
2.5
The Conceptual Framework ................................................................ 43
4.1
Pre-test Diagram in Experiment Class.................................................. 60
4.2
Pre-test Diagram in Control Class ....................................................... 62
4.3
Post-test Diagram in Experiment Class ............................................... 64
4.4
Post-test Diagram in Control Class ..................................................... 65
4.5
The Change in Pretest and Posttest scores ........................................... 77
4.6
Mean Score of Student Attitude .......................................................... 77
4.7
Mean Score of Student Motivation ...................................................... 78
xv
TABLE OF CONTENT
APPROVAL ................................................................................................
LETTER OF APPROVAL AND RATIFICATION ................................
DECLARATION OF ORIGINALITY .....................................................
MOTTO .......................................................................................................
ACKNOWLEDGEMENT ..........................................................................
ABTRACT ...................................................................................................
ABSTRAK ...................................................................................................
TABLE OF CONTENTS ............................................................................
LIST OF TABLES ......................................................................................
LIST OF FIGURES ....................................................................................
LIST OF APPENDICES ............................................................................
Page
i
ii
iii
iv
v
viii
ix
x
xiii
xv
xvi
CHAPTER I: INTRODUCTION ..............................................................
1.1. Background of the Research ...............................................................
1.2. Problem Identification .........................................................................
1.3. The Scope of the Problem ....................................................................
1.4. Research Questions ..............................................................................
1.5. The Purposes of the Research ..............................................................
1.6. The Significances of the Research .......................................................
1
1
5
6
6
6
7
CHAPTER II: REVIEW OF RELATED LITERATURE ......................
2.1. Theoritical Background .......................................................................
2.1.1. Definition of Learning .............................................................
2.1.2. Social Studies Learning in Junior High School .......................
2.1.3. Student Achievement ...............................................................
2.1.4. Attitude ....................................................................................
2.1.5. Motivation ................................................................................
2.1.5.1.Definition for Motivation .............................................
2.1.5.2.Motivation, Learning Communities & Goal Structure .
2.1.6. Models of Teaching .................................................................
2.1.6.1. Joyce’s Models of Teaching ......................................
2.1.6.2. Arends’ Models of Interactive Teaching ...................
2.1.7. Cooperative Learning (CL) ......................................................
2.1.7.1. Definition of CL ........................................................
2.1.7.2. The Effects and Assumptions about CL ....................
2.1.7.3. CL’s Goal Structure ...................................................
2.1.8. STAD (Student Teams-Achievement Division) ......................
8
8
8
10
12
13
15
15
18
20
22
23
24
24
25
26
28
x
2.1.9. Direct Instruction .....................................................................
2.2. Previous Studies ..................................................................................
2.3. Conceptual Framework ........................................................................
2.4. Hypothesis ...........................................................................................
36
41
42
44
CHAPTER III: RESEARCH METHOD ..................................................
3.1. Location and Time of the Research .....................................................
3.1.1. Location of the Research .........................................................
3.1.2. Time of the Research ...............................................................
3.2. Population and Sample ........................................................................
3.2.1. Population ................................................................................
3.2.2. Sample .....................................................................................
3.3. Type and Design of the Research ........................................................
3.3.1. Type of the Research ...............................................................
3.3.2. Design of the Research ............................................................
3.4. Research Variables and Operational Definitions .................................
3.4.1. Research Variables ..................................................................
3.4.2. Operational Definitions ............................................................
3.5. Technique of Data Collection ..............................................................
3.5.1. Test ...........................................................................................
3.5.2. Questionnaire ...........................................................................
3.6. Instruments of Data Collection ............................................................
3.7. Technique of Data Analysis ................................................................
3.7.1. Instrument Validity Test ..........................................................
3.7.2. Instrument Reliability Test ......................................................
3.7.3. Normality Test .........................................................................
3.7.4. Homogeneity Test ....................................................................
3.7.5. Hypothesis Test ........................................................................
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56
CHAPTER IV: FINDINGS AND DISCUSSION .....................................
4.1. Data Analysis .......................................................................................
4.1.1. Research Data Description .......................................................
4.1.1.1. Data Description for Students Achievement Variable
A. Pre-Test in Experiment Class ..............................
B. Pre-Test in Control Class .....................................
C. Post-Test in Experiment Class .............................
D. Post-Test in Control Class ...................................
4.1.1.2. Data Description for Attitude Variable ......................
A. Attitude Variable in Experiment Class ................
B. Attitude Variable in Control Class ......................
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59
59
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59
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62
64
66
66
66
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4.1.1.3. Data Description for Motivation Variable .................
A. Motivation Variable in Experiment Class ...........
B. Motivation Variable in Control Class ..................
4.1.2. Validity and Reliability Test ....................................................
4.1.2.1. Validity Test ..............................................................
A. Attitude Questionnaire .........................................
B. Motivation Questionnaire ....................................
4.1.2.2. Reliability Test ...........................................................
A. Attitude Questionnaire .........................................
B. Motivation Questionnaire ....................................
4.1.3. Requirements Test of Data Analysis .......................................
4.1.3.1. Normality Test ...........................................................
4.1.3.2. Homogeneity Test ......................................................
4.1.4. Hypothesis Test ........................................................................
4.2. Discussion ............................................................................................
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69
70
71
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71
72
72
73
74
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CHAPTER V: CONCLUSIONS AND SUGGESTIONS ........................
5.1. Conclusions .........................................................................................
5.2. Suggestions ..........................................................................................
80
80
81
REFERENCES ............................................................................................
83
CURRICULUM VITAE .............................................................................
86
APPENDICES .............................................................................................
87
xii
LIST OF TABLES
Table
Page
1.1
The Condition of Social Studies Student Achievement in Midterms ... 2
2.1
Definitions for Attitude ........................................................................ 13
2.2
Joyce and Weil’s Models of Teaching ................................................. 23
2.3
Arends’ Models of Teaching ............................................................... 23
2.4
Phases in STAD as Cooperative Learning Method ............................. 30
2.5
Determine The Group Members .......................................................... 32
2.6
Calculating The Individual Improvement Score .................................. 33
2.7
Criteria to Determine The Team Recognition ..................................... 34
2.8
The Process to Determine Team Recognition ..................................... 34
2.9
Syntax for Direct Instruction ............................................................... 39
3.1
Students in class VIII SMP Negeri 2 Babalan ..................................... 46
3.2
Layout for Research Instrument .......................................................... 52
4.1
Data Description for Pre-Test in Experiment Class ............................. 59
4.2
Frequency and Percent of Pre-test score in Experiment Class ............ 60
4.3
Data Description for Pre-Test in Control Class ................................... 61
4.4
Frequency and Percent of Pre-test Score in Control Class .................. 61
4.5
Data Description for Post-Test in Experiment Class ........................... 63
4.6
Frequency and Percent of Post-test score in Experiment Class ........... 63
4.7
Data Description for Post-Test in Control Class ................................. 64
4.8
Frequency and Percent of Post-Test Score in Control Class ............... 65
4.9
Data Description for Attitude Variable in Experiment Class .............. 66
4.10 Data Description for Attitude Variable in Control Class .................... 67
4.11. Data Description for Motivation Variable in Experiment Class ......... 68
4.12 Data Description for Motivation Variable in Control Class ................ 68
4.13 The Summary of Validity Test for Attitude Questionnaire ................. 69
4.14 The Summary of Validity Test for Motivation Questionnaire ............. 70
4.15 The Summary of Reliability Test for Attitude Questionnaire .............. 71
4.16 The Summary of Reliability Test for Motivation Questionnaire.......... 71
xiii
4.17 The Summary of Normality Test ......................................................... 72
4.18 The Summary of Homogeneity Test of Variance for Pretest Score .... 73
4.19 Analysis Variance for Pretest Score in Experiment and Control Class 74
4.20 Independent T-test Results of Data Gained from
Student Achievement ............................................................................ 75
4.21 Independent T-test Results of Data Gained from Attitude Scale ........ 75
4.22 Independent T-test Results of Data Gained from Motivation Scale .... 76
xiv
LIST OF APPENDICES
Appendix
Page
1. Lesson Plan ............................................................................................ 87
2. Test ......................................................................................................... 108
3. Attitude Questionnaire ........................................................................... 118
4. Motivation Questionnaire ...................................................................... 120
5. Test Tabulation Data .............................................................................. 122
6. Attitude Scale Tabulation Data .............................................................. 126
7. Motivation Scale Tabulation Data ......................................................... 128
8. Validity Test and Reliability Test .......................................................... 130
9. Normality Test ....................................................................................... 136
10. Homogeneity Test .................................................................................. 144
11. Hypothesis Test ...................................................................................... 145
12. Documentation ....................................................................................... 148
xvi
ABSTRAK
Meylina Jojor Rotua Sitorus. NIM. 709141129. Pengaruh STAD-Metode
Pembelajaran Kooperatif terhadap Prestasi Belajar, Sikap dan Motivasi
Siswa dalam pelajaran IPS di Kelas VIII SMP Negeri 2 Babalan Tahun
Ajaran 2012/2013. Skripsi Jurusan Pendidikan Ekonomi. Program Studi
Pendidikan Tata Niaga, Fakultas Ekonomi. Universitas Negeri Medan 2013.
Permasalahan dalam penelitian ini adalah rendahnya prestasi belajar,
sikap, dan motivasi siswa terhadap pelajaran IPS dan pembelajaran kooperatif.
Tujuan penelitian ini adalah untuk mengetahui perberdaan antara pengaruh STAD
sebagai pembelajaran kooperatif dengan pendekatan direct instruction (pengajaran
langsung) terhadap prestasi belajar, sikap dan motivasi dalam pelajaran IPS.
Penelitian ini dilaksanakan di SMP Negeri 2 Babalan, Jalan Pendidikan,
Kec. Babalan, Kab. Langkat tahun ajaran 2012/2013. Penelitian ini adalah
penelitian eksperimen dan teknik pengambilan sampel menggunakan teknik
purposive sampling yang terdiri dari 2 (dua) kelas, yaitu kelas eksperimen (48
siswa) dan kelas kontrol (44 siswa). Teknik pengumpulan data menggunakan tes
(15 pertanyaan), kuesioner sikap (20 butir), dan kuesioner motivasi (18 butir).
Teknik hipotesis data menggunakan T-test tidak berpasangan (Independent t-test).
Hasil penelitian ini menunjukkan bahwa rata-rata skor posttest kelas
eksperimen lebih tinggi (81,28) dari pada di kelas kontrol (63,98), dan
menunjukan rata-rata skor skala sikap di kelas eksperimen lebih tinggi (84,19)
dari pada di kelas kontrol (77,59) serta juga menunjukkan rata-rata skor skala
motivasi yang lebih tinggi di kelas eksperimen (73,62) daripada di kelas kontrol
(65,59). Dalam pengujian hipotesis, prestasi belajar di STAD sebagai kelas
eksperimen bermanfaat secara signifikan dari pada prestasi belajar di kelas kontrol
(tratio (6,276) > ttable (1,66), and p ttable (1,66) and p < 0,05), dan STAD sebagai kelas eksperimen
lebih efektif mendorong motivasi siswa terhadap pelajaran IPS dan pembelajaran
kooperatif dari pada direct instruction (tratio (5,342) > ttable (1,66) and p ttable (1,66), and p (0,000) < (0,05). It indicates that there is
a significant difference of mean score in experiment class and control
class. So, can be concluded that there is a significant difference between
the effect of STAD as a cooperative learning approach and the direct
instruction approach on students achievement in Social Studies at class
VIII SMP Negeri 2 Babalan academic year 2012/2013. In other words,
STAD as a cooperative learning experience is more effective in promotes
the student achievement than direct instruction.
2. The calculation of independent t-test results of data gained from attitude
questionnaire tratio (4,274) > ttable (1,66) and p (0,000) < (0,05). It
indicates that there is a significant difference of attitude between the
experiment class and the control class. So, can be concluded that there is a
significant difference between the effect of STAD as a cooperative
learning approach and the direct instruction approach on attitude in Social
Studies at class VIII SMP Negeri 2 Babalan academic year 2012/2013. In
other words, STAD as a cooperative learning experience is more effective
80
81
in promotes the positive attitudes, minimize the individualistic and
competitive environment than direct instruction.
3. The calculation of independent t-test results of data gained from
motivation questionnaire gained tratio (5,342) > ttable (1,66) and p (0,000) <
(0,05). It indicates that there is a significant difference of motivation
between the experiment class and the control class. So, can be concluded
that there is a significant difference between the effect of STAD as a
cooperative learning approach and the direct instruction approach on
motivation in Social Studies at class VIII SMP Negeri 2 Babalan academic
year 2012/2013. In other words, STAD as a cooperative learning
experience is more effective in promotes the higher motivation to achive,
motivation to learn together and tolerance the diversity than direct
instruction.
5.2. Suggestions
Based on the findings, the study suggests the following areas, they are
manifested into three points:
1. For Students
Students should be focused in achieving the learning goals, because
every learning goal has the benefit in social life.
2. For Teachers
STAD is the appropriate cooperative learning method for Demand and
Supply, so for Social Studies teacher who implement STAD in his/her class
82
when Demand and Supply is taught, should be prepare this model of teaching
as well as possible. During teams phase, teacher should be frequently remind
the students to help their friends who have the low ability. STAD will
progressing well when all of the members in the teams collaborated each
other. Therefore, teacher have to support all of the teams to achieve the goals
and finally teacher should be give the recognition to the success teams.
3. For Future Researchers
In this present study has less research time. Additional research should
be conducted in the future, so for the future research who want to investigates
the similar research can investigates the possible long-term effects of STAD
as a cooperative learning. Future research should also focus on comparison
between two method of cooperative learning, STAD and Jigsaw for example.
It aims to determine if other cooperative learning models are equally effective
in producing student outcomes.
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