Penerapan Model Pembelajaran Kooperatif Tipe Investigasi Kelompok Materi Pokok Pengukuran Pada Peserta Didik Kelas XA Tahun Pelajaran 2015/2016

BON, Lusiana Alexandria (2015) Penerapan Model Pembelajaran Kooperatif Tipe Investigasi Kelompok Materi Pokok Pengukuran Pada Peserta Didik Kelas XA Tahun Pelajaran 2015/2016. Undergraduate thesis, Universitas Katolik Widya Mandira.

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Abstract

Investigation of cooperative learning model type group is one model that involves students learning from the selection of sub topics, planning investigations, to present the results to the class. In addition, this model requires students to work in groups. The main problem in this research is how the results of the implementation of cooperative learning model of the subject matter of the investigation group on student class XA SMAN 2 Kupang?. Specifically, the problem in this research are: 1) How does the ability of teachers in the learning process by applying a model of cooperative learning the subject matter of the investigation group Measurement? 2) How cooperative skills in teaching students to apply learning model koopertaif type of investigation group? 3) How completeness indicators of learning outcomes in learning to apply the model of cooperative learning group investigation? 4) How would complete the study of students in the subject matter of measurement by applying the model of cooperative learning group investigation? 5) How do students respond to learning by applying the model of cooperative learning group investigation ?. The primary objective of this study was to describe the results of the implementation of cooperative learning model of the subject matter of the investigation group on student class XA SMAN 2 Malang academic year 2015/2016. Specifically the objectives of this study were: 1) to describe the ability of teachers in the learning process by applying a model of cooperative learning the subject matter of the investigation group Measurement. 2) Describe the skills of students in cooperative learning by applying the learning model koopertaif type of investigation group. 3) complete indicator described in the learning outcomes by implementing cooperative learning model group investigation. 4) Describe the mastery learning outcomes of students in the subject matter of measurement by applying the model of cooperative learning group investigation. 5) Describe the response of students to learning by applying the model of cooperative learning group investigation. The study was descriptive. Subjects in this study were teachers and students of classes XA SMAN 2 Kupang school year 2013/2014 amounted to 30 people. The techniques used in data collection, observation, tests and questionnaires. Learning device used in this study were Instructional Materials Students, syllabus, lesson plans, Worksheet Students, Sheets Discussion of Students and grille Achievement Test. While the instrument used in this study is Learning Management Observation Sheet with model group investigation cooperative learning, achievement test (cognitive, psychomotor and affective), Sheets Assessment (affective and psychomotor) and Spreadsheet is the response of Students. Technical analysis of the data of this study is descriptive analysis (calculating the average score, proportions and percentages). Based on descriptive analysis, showed in general the implementation of cooperative learning model is best for the group investigation of the subject matter at student class XA SMAN 2 Kupang totaling 30 students. 1) the ability of teachers in managing learning and cooperative learning model is applying IK, which includes planning, implementation and evaluation of learning are included in both categories with an average. 2) cooperative skills of learners are included in the task, taking turns and sharing service, encourage participation, active listening, and ask or answer, the public is on effectiveness criteria specified tolerance limits. 3) indicators of learning outcomes (cognitive, affective and psychomotor) prepared thoroughly, with the average. 4) The results of learning cognitive and affective as a whole accomplished, whereas psychomotor aspects largely accomplished with the average. 5) The response of the students obtained percentage covers five aspects is the excellent category

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