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All Journal Jurnal Studi Guru dan Pembelajaran Jurnal Pendidikan dan Pembelajaran
Yetti Setyorini
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media Mathematics Other

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Peningkatan Keaktifan Siswa Menggunakan Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions Eka Nur Insani; Nunung Nurjanah; Yetti Setyorini
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 2 (2026): May - August 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.2.2026.8842

Abstract

Keaktifan belajar siswa merupakan faktor krusial dalam keberhasilan pembelajaran Hospitality, namun observasi awal pada siswa kelas XI Ijen Suite Resort & Convention SMK Negeri 3 Malang menunjukkan keaktifan klasikal yang masih rendah dengan 49% (cukup aktif). Tujuan penelitian ini adalah meningkatkan keaktifan belajar siswa melalui model Cooperative Learning tipe STAD di kelas XI Ijen Suite Resort & Convention di SMK Negeri 3 Malang tahun pelajaran 2025/2026. Penelitian ini merupakan penelitian tindakan kelas yang dikembangkan oleh Kemmis dan McTaggart melalui tiga siklus yang terdiri dari perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data pada penelitian ini menggunakan teknik observasi dan dokumentasi, dengan instrumen berupa lembar observasi aktivitas dan penilaian teman sejawat. Teknik analisis data yang digunakan adalah analisis deskriptif kualitatif. Hasil penelitian menunjukkan adanya peningkatan keaktifan klasikal yang signifikan di setiap tahapnya. Pada kondisi observasi awal, rata-rata keaktifan klasikal mencapai 49% (kriteria cukup aktif). Setelah diterapkan model STAD pada Siklus I, persentase keaktifan menjadi 65,0% (kriteria aktif). Pada Siklus II keaktifan menjadi 82,0% (kriteria sangat aktif). Dari presentase yang dihasilkan dapat disimpulkan bahwa penggunaan model cooperative learning tipe STAD dapat meningkatkan keaktifan peserta didik kelas XI Ijen Suite Resort & Convention di SMK Negeri 3 Malang tahun pelajaran 2025/2026. Hasil ini berimplikasi pada perlunya guru SMK mengadopsi model STAD yang dipadukan dengan strategi tutor sebaya dan penghargaan kelompok sebagai strategi pembelajaran.  
Peningkatan Kedisiplinan Belajar Siswa melalui Reward and Punishment pada Pembelajaran Dasar Kuliner Kelas X Wirausaha Anandita R Indarwan; Nunung Nurjanah; Yetti Setyorini
DIAJAR: Jurnal Pendidikan dan Pembelajaran Vol. 5 No. 3 (2026): Juli 2026
Publisher : Yayasan Pendidikan Penelitian Pengabdian Algero

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54259/diajar.v5i3.7736

Abstract

The research was motivated by the low level of student learning discipline, which was demonstrated through behaviors such as using mobile phones during learning, eating in class, lack of learning readiness, and low focus on teacher explanations. This study aims to determine: 1) the application of rewards and punishments in improving student learning discipline in the Culinary Basics Subject in class X Culinary Entrepreneurship; 2) student learning readiness and focus at the beginning of learning through the application of reward and punishment methods at SMK Negeri 3 Malang. This study used the Classroom Action Research (CAR) model of Kemmis and McTaggart which consisted of planning, action implementation, observation, and reflection stages. The study was conducted in two cycles with 35 students as subjects. Data collection techniques were carried out through observation and documentation, while data analysis used quantitative descriptive. The results showed that the application of reward and punishment methods was able to significantly improve student learning discipline. In cycle I, the percentage of student learning discipline reached 57.1% with a poor category. After corrective actions were carried out in cycle II, the percentage increased to 91.4% with a very good category. This improvement is evident in changes in student behavior, who have become more focused, orderly, responsible, and more compliant with class rules during the learning process. Thus, the implementation of rewards and punishments has proven effective in improving learning discipline and creating a more conducive learning environment in culinary vocational courses.
Co-Authors Anandita R Indarwan Eka Nur Insani Nunung Nurjanah