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

Ni Luh Made Dwi Wintari ., Drs. I Komang Ngurah Wiyasa, M.Kes. ., Drs. Made Putra, M.Pd .

Abstract


Tujuan dari penelitian ini adalah untuk mengetahui 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. Desain 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 dan hasil 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 dan II yang telah mengalami peningkatan dari setiap pertemuan. Pada siklus I, persentase rata-rata interaksi belajar sebesar 65,4%, sedangkan pada siklus II persentase rata-rata interaksi belajar siswa mampu mencapai 81,2%. Ini menunjukkan terjadi peningkatan sebesar 15,8%. Demikian pula pada pembelajaran kooperatif tipe Team-Assisted Individualization (TAI) dapat meningkatkan hasil belajar Matematika siswa kelas IV SD Negeri 6 Dauh Puri pada siklus I Persentase rata-rata hasil belajar siswa 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%. Dengan demikian dapat 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 pelajaran 2013/2014.


Kata Kunci : pembelajaran kooperatif tipe Team-Assisted Individualization (TAI), interaksi, dan hasil belajar Matematika

The purpose of this study is to investigate the interaction and learning of mathematics through cooperative learning model "Team-Assisted Individualization" (TAI) students in the fourth grade 6 Dauh Puri Elementary School Academic Year 2013/2014. The design of this study is action research 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 interaction and mathematics learning outcomes through the implementation of cooperative learning model Team-Assisted Individualization (TAI) in the fourth grade students of SD Negeri 6 Dauh Puri. It is seen from the learning interaction cycle I and II that have experienced an increase of each meeting. In the first cycle, the average percentage of 65.4% of learning interaction, while the second cycle of the average percentage of students studying interactions capable of achieving 81.2%. This shows an increase of 15.8%. Similarly, the type of cooperative learning Team-Assisted Individualization (TAI) can improve learning outcomes Mathematics Elementary School fourth grade students 6 Dauh Puri in the first cycle average percentage of students achieving learning outcomes with 71.1% completeness in the classical learning of 48.9 %, while in the second cycle, the yield increased to 81.8% learning 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%. It can be concluded that cooperative learning Team-Assisted Individualization (TAI) may increase interaction and mathematics learning outcomes Elementary School fourth grade students 6 Dauh Puri school year 2013/2014.
keyword : academic supervision, principal leadership, work ethics, and service quality of learning process

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DOI: http://dx.doi.org/10.23887/jjpgsd.v2i1.3201

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