Peningkatan motivasi, kemandirian dan hasil belajar melalui pembelajaran kooperatif pada pembelajaran dasar sinyal audio - Santi Utami; Soenarto Soenarto (Jurnal Pendidikan Vokasi, 2015)
Penelitian ini bertujuan untuk meningkatkan motivasi belajar, kemandirian dan hasil belajar siswa melalui strategi pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) di SMKN 1 Saptosari. Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) dengan empat tahapan yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian di SMKN 1 Saptosari dengan subyek penelitian siswa kelas X Teknik Audio Video A. Penelitian melibatkan seorang kolaborator yang berasal dari teman sejawat. Teknik pengumpulan data menggunakan dokumentasi, lembar observasi kelas dan lembar ceklist. Data penelitian yang menunjukkan adanya perubahan dari tindakan yang diberikan diperoleh dari kolaborator. Data yang diperoleh dianalisis dengan statistik deskriptif. Hasil penelitian menunjukkan bahwa: (1) melalui strategi pembelajaran kooperatif tipe STAD sebanyak 76,6% siswa meningkat motivasinya, (2) melalui strategi pembelajaran kooperatif tipe STAD sebanyak 69% siswa meningkat kemandiriannya, dan (3) pembelajaran kooperatif tipe STAD mampu meningkatkan hasil belajar siswa hingga memenuhi Kriteria Ketuntasan Minimal (KKM). IMPROVING STUDENT'S MOTIVATION, AUTONOMY AND LEARNING OUTCOMES THROUGH THE COOPERATIVE LEARNING IN THE LEARNING OF BASIC AUDIO SIGNALAbstractThis study aims to improve student's learning motivation, autonomy, and learning outcomes through the cooperative learning strategy of the Student Teams Achievement Division (STAD) type at SMKN 1 Saptosari. This was a classroom action research (CAR) study consisting of four stages, i.e. planning, action, observation, and reflection. It was conducted in SMKN 1 Saptosari and the research subjects were Grade X students of Audio Video Engineering A. It involved a collaborator who was a colleague. The data collecting techniques were documentation, a classroom observation sheet, and a checklist. The research data showing changes as a result of the actions were obtained from the collaborator. The data were analyzed by means of the descriptive technique. The results of the study showed that: (1) through the cooperative learning of the STAD type was capable of improving the motivation of 76.6% of the students, (2) the cooperative learning of the STAD type was capable of improving the autonomy of 69% of the students, and (3) the cooperative learning of the STAD type was capable of improving the students' learning outcomes to satisfy the Minimum Mastery Criterion (MMC).