PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP HASIL BELAJAR SISWA PADA MATERI SPLTV DI SMA NEGERI 2 MANADO THE APPLICATION OF TEAM ASSISTED INDIVIDUALISATION (TAI) TYPE COOPERATIVE LEARNING MODEL TO STUDENTS LEARNING OUTCOMES ON SPLTV MATERIAL IN SENIOR HIGH SCHOOL 2 MANADO
Main Article Content
Abstract
This research investigates the application of the cooperative learning model, specifically the Team Assisted Individualization (TAI) approach, in enhancing the learning outcomes of high school students in the topic of System of Linear Equations in Three Variables (SPLTV) at SMA Negeri 2 Manado. The study is motivated by the challenges students face in mathematics, particularly in contextual problems and mathematical modeling, leading to outcomes that do not meet the Minimum Completeness Criteria (KKM). The research employs a quasi-experimental design, contrasting one class utilizing the TAI model with another using conventional teaching methods. Data were collected via pre-tests and post-tests, which revealed a significant difference in average scores favoring the TAI model. Results indicate that TAI not only improves knowledge but also engages students actively, promoting collaboration and reducing the perception of mathematics as a difficult subject. The study suggests the integration of cooperative learning strategies to enhance student motivation and understanding in mathematics education, contributing to the development of effective teaching methodologies.
Article Details
How to Cite
Letunggamu, M., Pitoy, C., & Pulukadang, R. (2024). PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP HASIL BELAJAR SISWA PADA MATERI SPLTV DI SMA NEGERI 2 MANADO. SOSCIED, 7(2), 804-809. https://doi.org/10.32531/jsoscied.v7i2.892
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This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
LPPM Politeknik Katolik Saint Paul Sorong
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[2] Herman Hudoyo (2003). Pengembangan Kurikulum dan pembelajaran Matematika. Malang: Universitas Negeri Malang.
[3] Bluman, A. G. (2018). Elementary Statistics: A Step By Step Approach (10 ed.). Mc Graw Hill Education.
[4] Slavin, R. E. (2015). Cooperative learning in elementary schools. Education 3-13, 43(1), 5-14.
[5] Utami, C. (2019). Penerapan Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Untuk Meningkatkan Kemampuan Komunikasi Matematis Siswa Pada Materi Sistem Persamaan Linear Dua Variabel Kelas VIII. Journal of Education Review and Research, 2(1), 4.
[6] Ihsana, 2016. 58 Model Pembelajaran Inovatif. Medan: Media Persada.
[7] Syaiful dan Aswan (2014:5), Stategi Belajar mengajar : Penerbit RINEKA CIPTA
[8] Hamalik, O. (2020). Psikologi belajar dan mengajar.
[9] Risma. (2018). Efektivitas Penerapan Model Pembelajaran Kooperatif Tipe TAI (team Assisted Individualizatin) Terhadap Hasil Belajar Matematika Siswa Kelas VII MTSn Gowa. Universitas Islam Negeri Alauddin Makassar.
[10] Khusnul, K. (2018). Pengaruh Model Pembelajaran Team Assisted Individualization (TAI) Terhadap Hasil Belajar Siswa Dalam Menjumlahkan dan Mengurangkan Pecahan. Universitas Negeri Sultan Maulana Hasanuddin Banten.
[11] Hardiyanti, S. (2018). Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization terhadap Kemampuan Berpikir Kritis Matematika Siswa Kelas X SMA Negeri 2 Percut Sei Tuan T.P 2018/2019. Universitas Sumatra Utara Medan.
[12] Priatna, N., & Sukamto, T. (2015). MATEMATIKA untuk kelas VIII Sekolah Menengah Pertama (R. Sadam (ed.); 1 ed.). Grafindo Media Pratama.
[13] Lolombulan, H. J. (2017). Statistika Bagi Peneliti Pendidikan. Yogyakarta: Andi.