IMPLEMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM-ASSISTED INDIVIDUALIZATION (TAI) DALAM UPAYA MENINGKATKAN INTERAKSI DAN HASIL BELAJAR MATEMATIKA SISWA KELAS IV SD NEGERI 6 DAUH PURI TAHUN PELAJARAN 2013/2014

Abstract

Tujuan dari penelitian ini adalah untuk meningkatkan interaksi dan hasil belajar matematika melalui model pembelajaran kooperatif tipe “Team-Assisted Individualization” (TAI) siswa di kelas IV SD Negeri 6 Dauh Puri Tahun Pelajaran 2013/2014. Metode penelitian ini adalah penelitian tindakan kelas yang dilaksanakan dalam dua siklus. Subjek penelitian adalah siswa kelas IV SD Negeri 6 Dauh Puri yang berjumlah 45 yang terdiri dari 22 siswa laki-laki dan 23 siswa perempuan. Data tentang interaksi belajar dikumpulkan menggunakan lembar observasi dan hasil belajar dikumpulkan menggunakan tes. Data dianalisis dengan menggunakan metode analisis deskriptif kuantitatif. Hasil penelitian menunjukkan bahwa terjadi peningkatan interaksi belajar Matematika melalui penerapan model pembelajaran kooperatif tipe Team-Assisted Individualization (TAI) pada siswa kelas IV SD Negeri 6 Dauh Puri. Hal tersebut terlihat dari interaksi belajar pada siklus I persentase rata-rata interaksi belajar sebesar 65,4%, sedangkan siklus II persentase rata-rata interaksi belajar mencapai 81,2%, ini menunjukkan terjadi peningkatan sebesar 15,8%. Demikian pula pembelajaran dengan model pembelajaran kooperatif tipe Team-Assisted Individualization (TAI) dapat meningkatkan hasil belajar Matematika pada siklus I persentase rata-rata mencapai 71,1% dengan ketuntasan belajar secara klasikal sebesar 48,9%, sedangkan pada siklus II persentase hasil belajar meningkat menjadi 81,8% dan ketuntasan belajar secara klasikal menjadi sebesar 91,1%. Berdasarkan hasil refleksi siklus I sampai pada hasil siklus II, persentase rata-rata hasil belajar siswa meningkat sebesar 10,7% serta ketuntasan belajar klasikal mengalami peningkatan sebesar 42,2%. Berdasarkan temuan penelitian ini disimpulkan bahwa pembelajaran kooperatif tipe Team-Assisted Individualization (TAI) dapat meningkatkan interaksi dan hasil belajar Matematika siswa kelas IV SD Negeri 6 Dauh Puri tahun ajaran 2013/2014.
Kata Kunci : pembelajaran kooperatif tipe Team-Assisted Individualization (TAI), interaksi, dan hasil belajar Matematika

The purpose of this research is to improve the interaction and learning of mathematics through cooperative learning model "Team-Assisted Individualization" (TAI) students in the fourth grade 6 Dauh Castle Elementary School Academic Year 2013/2014. This research method is classroom action research was conducted in two cycles. Subjects were fourth grade students of SD Negeri 6 Dauh Puri totaling 45 which consisted of 22 male students and 23 female students. The data collected on learning interactions using observation sheets and learning outcomes were collected using a test. Data were analyzed using quantitative descriptive analysis method. The results showed that an increase in the interaction of learning mathematics through the application of cooperative learning model Team-Assisted Individualization (TAI) in the fourth grade students of SD Negeri 6 Dauh Castle. It is seen from the interaction of learning in the first cycle an average percentage of 65.4% of learning interaction, while the second cycle average percentage reached 81.2% interaction study, showed an increase of 15.8%. Similarly, learning to cooperative learning model Team-Assisted Individualization (TAI) can improve the learning outcomes of Mathematics in the first cycle average percentage reached 71.1% with a passing grade in the classical of 48.9%, whereas the percentage in the second cycle of learning outcomesincreased to 81.8% and mastery learning in classical amounted to 91.1%. Based on the results of a reflection on the results of the first cycle to the second cycle, the average percentage of student learning outcomes increased by 10.7% as well as the completeness of classical learning increased by 42.2%. Based on the findings of this study concluded that cooperative learning Team-Assisted Individualization (TAI) can improve interaction and learning outcomes Mathematics Elementary School fourth grade students 6 Dauh Castle academic year 2013/2014.
keyword : academic supervision, principal leadership, work ethics, and service quality of learning process