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All Journal Jurnal Inovasi Pendidikan Kimia Journal of Innovative Science Education
Fanny Firman Syah, Fanny Firman
Jurusan Kimia FMIPA Universitas Negeri Semarang Gedung D6 Lantai 2 Kampus Sekaran Gunungpati Semarang, 50229, Telp. (024)8508035
Chemical Engineering, Chemistry & Bioengineering Chemistry Education

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PENGARUH MODEL TEAM ASSISTED INDIVIDUALIZATION DENGAN STRUCTURE EXERCISE METHOD TERHADAP HASIL BELAJAR Syah, Fanny Firman; Widodo, Antonius Tri; Nurhayati, Sri
Jurnal Inovasi Pendidikan Kimia Vol 8, No 1 (2014): January 2014
Publisher : Jurusan Kimia, Fakultas Matematika dan Ilmu Pengetahuan Alam, Universitas Negeri Semarang

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Abstract

This study aimed to investigate the differences of learning outcomes between students with learning Team Asissted Individualization (TAI) and Structure Exercise Method (SEM) equipped with student worksheet, students with simply TAI learning, and students without TAI and SEM models, and which the implementation of model is the best ones that can be used as an alternative better model. Experimental design of this study is a pretest and posttest control group design. Samples were taken with cluster random sampling technique. Based on the analysis the average cognitive achievement test of experimental class I is 84.67, experimental class II is 82.41, and control class is 76.61. The Anova test  results showed the average difference is significant between the three classes. Scheffes post-ANOVA test showed the average difference is significant between each class and demonstrated that the experimental class I is the class with the best learning outcomes. The contribution of aplication of TAI and SEM models is 20,82%. Affective and Psychomotor learning outcomes of TAI and SEM class showed that it is the best result from three class. The conclusion of this study that learning TAI and SEM equipped with student worksheet produce the best learning outcomes.Keywords: Learning Outcomes, Structure Exercise Method, Team Assisted Individualization
TEAM ASSISTED INDIVIDUALIZATION DENGAN METODE LATIHAN BERSTRUKTUR UNTUK MENINGKATKAN KETERAMPILAN BERPIKIR KRITIS Syah, Fanny Firman; Haryani, Sri; Wijayati, Nanik
Journal of Innovative Science Education Vol 5 No 1 (2016)
Publisher : Postgraduate, Universitas Negeri Semarang, Indonesia

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Abstract

Keterampilan berpikir kritis mempunyai peranan yang sangat strategis dalammembangun kecakapan mental siswa dalam menghadapi permasalahannya. Penelitian ini bertujuan untuk menganalisis apakah penerapan pembelajaran Team Assisted Individualization (TAI) dengan metode latihan berstrukturdapat meningkatkan keterampilan berpikir kritis siswa. Penelitian ini digunakan pretest and posttest control group design. Keterampilan berpikir kritis siswa dengan model TAI dan metode latihan berstruktur dibandingkan dengan siswa model TAI dan siswa kontrol. Berdasarkan hasil analisis diperoleh rata-rata keterampilan berpikir kritis siswa kelas eksperimen I sebesar 79,91, kelas eksperimen II sebesar 74,36, dan kelas kontrol sebesar 71,51. Hasil uji Anava menunjukkan adanya perbedaan rata-rata signifikan antara ketiga kelas. Analisis peningkatan keterampilan berpikir kritis menunjukkan kelas eksperimen I paling efektif dalam meningkatkan keterampilan berpikir kritis dan merupakan kelas dengan keterampilan berpikir kritis terbaik. Hasil observasi sikap dan keterampilan siswa kelas menggunakan model TAI dengan metode latihan berstruktur tidak menunjukkan hasil yang berbeda signifikan dengan kelas menggunakan model TAI dan kontrol. Simpulan dalam penelitian ini adalah pembelajaran TAI dengan metode latihan berstrukturdapat meningkatkan keterampilan berpikir kritis siswa.   Critical thinking skills has a strategic role in the build students’ mental skills in dealing with the problem. This research aims to analyze whether the application of the learning Team Assisted Individualization (TAI) and structured exercise method can enhance critical thinking skills of students. This research is used pretest and posttest control group design. Students’ critical thinking skills by TAI model application with structured exercise method compared with the application of TAI and conventional learning. Based on the results obtained by analysis of the average students' critical thinking skills experiment class I is 79.91, experiment class II is 74.36, and the control class is 71.51. Anova test results showed a significant difference between the average of the three classes. Analysis of the improved critical thinking skills shows the experiment class I is the most effective in enhancing critical thinking skills and the class with the best of critical thinking skills. The observation results of students’ attitudes and psychomotorof the TAI model with a structured exercise methods class do not show significantly different results with the TAIclassand control. The conclusion of this research is the learning TAI model with structured exercise can enhance students' critical thinking skills.
PENGARUH MODEL TEAM ASSISTED INDIVIDUALIZATION DENGAN STRUCTURE EXERCISE METHOD TERHADAP HASIL BELAJAR Syah, Fanny Firman; Widodo, Antonius Tri; Nurhayati, Sri
Jurnal Inovasi Pendidikan Kimia Vol 8, No 1 (2014): January 2014
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aimed to investigate the differences of learning outcomes between students with learning Team Asissted Individualization (TAI) and Structure Exercise Method (SEM) equipped with student worksheet, students with simply TAI learning, and students without TAI and SEM models, and which the implementation of model is the best ones that can be used as an alternative better model. Experimental design of this study is a pretest and posttest control group design. Samples were taken with cluster random sampling technique. Based on the analysis the average cognitive achievement test of experimental class I is 84.67, experimental class II is 82.41, and control class is 76.61. The Anova test  results showed the average difference is significant between the three classes. Scheffe's post-ANOVA test showed the average difference is significant between each class and demonstrated that the experimental class I is the class with the best learning outcomes. The contribution of aplication of TAI and SEM models is 20,82%. Affective and Psychomotor learning outcomes of TAI and SEM class showed that it is the best result from three class. The conclusion of this study that learning TAI and SEM equipped with student worksheet produce the best learning outcomes.Keywords: Learning Outcomes, Structure Exercise Method, Team Assisted Individualization
Co-Authors A.A. Ketut Agung Cahyawan W Antonius Tri Widodo Nanik Wijayati Sri Haryani Sri Nurhayati