Keywords
publikasi tugas, STAD, kerja sama, kreativitas, prestasi belajar IPA
Document Type
Article
Abstract
Penelitian ini bertujuan untuk mengetahui: (1) pengaruh; (2) perbedaan pengaruh; (3) strategi pembelajaran yang lebih berpengaruh antara publikasi tugas melalui STAD dan tanpa publikasi tugas melalui belajar kelompok terhadap kerja sama, kreativitas, dan prestasi belajar IPA. Jenis penelitian ini adalah quasi experiment dengan counter balance design. Populasi penelitian adalah seluruh siswa kelas VIII. Sampel sejumlah dua kelas ditentukan dengan purposive sampling. Instrumen pengumpulan data berupa observasi kerja sama, tes kreativitas, dan tes prestasi belajar IPA. Untuk mengetahui pengaruh kedua strategi pembelajaran digunakan uji one sample t-tes, uji MANOVA untuk mengetahui perbedaan pengaruh, dan uji t univariat untuk mengetahui strategi pembelajaran yang lebih berpengaruh terhadap masing-masing variabel terikat. Hasil penelitian menunjukkan: (1) publikasi tugas melalui STAD berpengaruh terhadap kerja sama, kreativitas, dan prestasi belajar IPA;(2) ada perbedaan pengaruh antara publikasi tugas melalui STAD dibandingkan tanpa publikasi tugas melalui belajar kelompok terhadap kerja sama, kreativitas, dan prestasi belajar IPA; (3) publikasi tugas melalui STAD lebih berpengaruh dibandingkan tanpa publikasi tugas melalui belajar kelompok terhadap kerja sama, kreativitas, dan prestasi belajar IPA.
Kata Kunci: publikasi tugas, STAD, kerja sama, kreativitas, prestasi belajar IPA
The Influence of Task Publication Through STAD on Cooperation, Creativity and Science Learning Achievement
Abstract
This research was aimed to find out: (1) the influence; (2) the influence difference; (3) the learning strategies that are more influential between task publication through STAD and without task publication through a group learning on cooperation, creativity, and science learning achievement. This was quasi experiment using counter balance design. This research population was all grade VIII students. Two classes were established as the sample using purposive sampling technique. The instruments for data collection were observation guidelines of cooperation, creativity tests, and a science learning achievement test. One sample t-test was used to determine the influence of both learning strategies, MANOVA test was performed to determine the influence difference between these two learning strategies, and univariate t-test to determine the learning strategies that were more influential on their respective dependent variables. The research results are as follows: (1) the task publication through STAD influences cooperation, creativity, and science learning achievement; (2) there is influence difference between task publication through STAD and without task publication through a group learning on cooperation, creativity and science learning achievement; (3) task publication through STAD is more influential than without task publication through a group learning on cooperation, creativity, and science learning achievement.
Keywords: task publication, STAD, cooperation, creativity, science learning achievement
First Page
12
Last Page
23
Page Range
12-23
Issue
1
Volume
2
Digital Object Identifier (DOI)
10.21831/jipi.v2i1.8373
Source
https://journal.uny.ac.id/index.php/jipi/article/view/8373
Recommended Citation
Muttaqiyyah, D., & Arty, I. S. (2016). Pengaruh publikasi tugas melalui STAD terhadap kerja sama, kreativitas, dan prestasi belajar IPA. Jurnal Inovasi Pendidikan IPA, 2(1), 12-23. https://doi.org/10.21831/jipi.v2i1.8373
References
Adesoji, F. A., & Ibraheem, T. L. (2009). Effects of student teams-achievement divisions strategy and mathematics knowlegde on learning outcomes in chemical kinetics. The Journal Of International Social Research, 2, (6): 15-25.
Alexander, S. K. (2008). Windows on learning: documenting young children's work, by Judy Harris Helm, Sallee Beneke, & Kathy Steinheimer. Catholic Education: A Journal of Inquiry and Practice, 12, (2): 276-278.
Boone, D. J. (2008). Young children's experience of visual displays of their artwork. Australian Art Education, 31, (2), 22-45.
Chatib, M., & Fatimah, I. N. (2014). Kelasnya manusia memaksimalkan fungsi otak belajar dengan manajemen display kelas. Bandung: Kaifa.
Djamarah, S. B. (2012). Prestasi belajar dan kompetensi guru. Surabaya: Usaha Nasional.
Evertson, C. M., & Emmer, E. T. (2015). Manajemen kelas untuk guru sekolah dasar edisi kedelapan. Jakarta: Kencana.
Gentry, R. (2012). Collaboration skills pre-service teachers acquire in a responsive preparation program. Journal of Instructional Pedagogies, 8, 1-9.
Haycock, K. (2007). Collaboration: critical success factors for student learning. School Libraries Worldwide, 13, (1) 25-35.
Helm, J. H., Beneke, S., & Steinheimer, K. (1997). Documenting children's learning. Childhood education, 73, (4), 200-205.
Helm, J. H., Beneke, S., & Steinheimer, K. (1998). Windows on learning: documenting young children's work early chilhood education series. New York and London: Teachers College Press.
Huda, M. (2014). Cooperative learning: metode, teknik, struktur, dan model penerapan. Yogyakarta: Pustaka Pelajar.
Itzkowitz, S. (2013). Valuing children's expression: afirst attempt at displaying preschool art in an early childhood centre. Mc Gill Journal Of Education, 48, (2): 425-434.
Jayalekshmi, N. B., & Raja, W. D. (2011). Does creativity impact scientific aptitude of school children? i-manager's Journal on Educational Psychology, 4, 33-38.
Johnson, D. W., Johnson, R. T., & Smith, A. K. (1995). Cooperative learning. Minnesota: University Of Minnesota.
Johnson, D. W., Johnson, R. T., & Smith, A. K. (1998). Maximizing instruction through cooperative learning. ASEE Prism ProQuest Educational Journals, 7, (6), 24-29.
Jollife, W. (2007). Cooperative learning in the classroom putting it into practice. London: Paul Chapman Publishing.
Joubert, M. M. (2007). The art of creative teaching: NACCCE and beyond. Creativity in Education, 17-34. (A. Craft, B. Jeffrey, & M. Leibling, Eds.) London: Continuum.
Khan, G. N., & Inamullah, H. M. (2011). Effect of student's team achievement division (STAD) on academic achievement of students. Asian Social Science, 7, (12), 211-215.
Kim, H., Park, E., & Lee, J. (2001). "All done! take it home." then into a trashcan?: displaying and using children's art projects. Early Childhood Education Journal, 29, (1): 41-50.
Lord, T. R. (2001). 101 reasons for using cooperative learning in biology teaching. The American Biology Teacher, 63, 30-38.
Maker, C. J., Muammar, O., Serino, L., Kuang, C. C., Mohamed, A., & Sak, U. (2006). The discover curriculum model: nurturing and enhancing creativity in all children. KEDI Journal of Educational Policy, 3, 2, 99-121.
McDonald, E. S., & Hershman, D. M. (2011). Guru dan kelas cemerlang! menghidupkan dan meningkatkan pengajaran di dalam kelas. (Terjemahan Siti Mahyuni). Jakarta: PT Indeks. (Buku asli diterbitkan tahun 2010).
Munandar, U. (1999). Mengembangkan bakat dan kreativitas anak sekolah petunjuk bagi para guru dan orang tua. Jakarta: PT Gramedia Widia Sarana Indonesia.
Munandar, U. (2012). Pengembangan kreativitas anak berbakat. Jakarta: Rineka Cipta.
Rusman. (2012). Model-model pembelajaran mengembangkan profesional guru. Jakarta: Rajawali Pers.
Sanjaya, W. (2009). Strategi pembelajaran berorientasi standar proses pendidikan. Jakarta: Kencana.
Slameto. (2013). Utilizing ICT to improve influential cooperative learning toward student's achievement in Satya Wacana Christian University Salatiga 2012. International Journal of e-Education, e-Business, e-Management and e-Learning, 3, (4): 330-332.
Slavin, R. E. (1995). Cooperative learning : theory, research, and practice. Boston: Allyn and Bacon.
Stevens, R. J. (2008). Cooperative learning and literacy instruction in middle level education. The teacher's role in implementing cooperative learning in the classroom, pp.92-107. (R. M. Gillies, A. Ashman, & J. Terwel, Eds.) New York: Springer.
Sugiarto, A., & Djukri, D. (2015). Pembelajaran berbasis SETS sebagai upaya meningkatkan kreativitas dalam pemecahan masalah pencemaran lingkungan. Jurnal Inovasi Pendidikan IPA, 1(1), 1-11.
Tiantong, M., & Teemuangsai, S. (2013). Student team achievement division (STAD) technique through the moodle to enhance learning achievement. International Education Studies, 6, (4) : 85-92.
Veenman, S., Kenter, B., & Post, K. (2000). Cooperative learning in Dutch primary classrooms. Educational Studies, 26, (3): 281-302.
Watson, R., & Davis. (2010). Strategi pengajaran kreatif. Jakarta: Esensi Erlangga Group.
Wulandari, T., Fuady, A., & Sumarwati. (2012). Peningkatan motivasi dan kemampuan menulis puisi melalui penerapan metode menulis berantai pada siswa sekolah menengah atas. BASASTRA Jurnal Penelitian Bahasa, Sastra Indonesia dan Pengajarannya, 1, 77-92.
Wyk, M. M. (2012). The effects of the STAD-cooperative learning method on student achievement, attitude and motivation in economics education. Journal Social Science, 33, (2): 261-270.
Yamin, M., & Maisah. (2009). Manajemen pembelajaran kelas strategi meningkatkan mutu pembelajaran. Jakarta: Gaung Persada Press.
