Handayani, Agustiya (2012) Penerapan pembelajaran kooperatif model Two Stray untuk meningkatkan aktivitas dan hasil belajar mata pelajaran teknologi informasi dan komunikasi (TIK) siswa kelas VII SMP PGRI 6 Malang / Agustiya Handayani. Diploma thesis, Universitas Negeri Malang.
Full text not available from this repository.Abstract
Key words cooperative learning two stay two stray model student learning activities student learning outcomes Based on observations made at the SMP PGRI 6 Malang is known that in the teaching of Information and Communication Technology (ICT) activities and student learning outcomes is low the teacher uses only lecture and direct instruction methods. From the data pre-action learning activities are known to serious students who are 68% and 69% of students who pay attention to teachers during the learning process. Student learning outcomes in mind only 10 (31%) of students who complete and 22 (69%) who did not complete. The purpose of this study describe the application of cooperative learning model Stay Two Two Stray (TSTS) in improving the activities and results of study subjects Information and Communication Technology (ICT) students in grade VII SMP PGRI 6 Malang. This research is Classroom Action Research carried out in two cycles. One cycle consists of two meetings. Each meeting consists of meeting the first two hours of lessons the second meeting an hour lesson. An hour lesson time allocation of 40 minutes. The action taken by the applying cooperative learning model TSTS. Steps TSTS model are (1) Students discuss in groups of four persons (2) Two students remain in the group (3) Two other students to visit other groups (4) Students who return to visit group of origin. Instruments used in this research that tests each cycle observation sheets and field notes. Results showed that students learning activities in pre-action learning by 71% the cycle I by 77% and the second cycle more by 84%. Average student learning outcomes at the pre action by 57 in Cycle I of 69 and in Cycle II at 79. The advice given is 1. For schools Models TSTS this could be an alternative application of the variation in school learning model in order to improve the activity and student learning outcomes in schools. 2. For teachers who want to implement cooperative learning model TSTS should a. Taking into account the characteristics of students and course materials prior to application of the model can be implemented properly TSTS and maximum as well as learning goals can be achieved. b.Mengatur time for group discussion beginning I TSTS groups groups II and the beginning of the presentation so that the application of model activities TSTS can be done in accordance with the learning time listed in the RPP.
| Item Type: | Thesis (Diploma) |
|---|---|
| Subjects: | L Education > LB Theory and practice of education > LB1603 Secondary Education. High schools |
| Divisions: | Fakultas Ilmu Pendidikan (FIP) > Departemen Teknologi Pendidikan (TEP) > S1 Teknologi Pendidikan |
| Depositing User: | Users 2 not found. |
| Date Deposited: | 28 Feb 2012 04:29 |
| Last Modified: | 09 Sep 2012 03:00 |
| URI: | http://repository.um.ac.id/id/eprint/284 |
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