STUDI KOMPARASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) DENGAN MODEL KONVENSIONAL TERHADAP PRESTASI BELAJAR SEJARAH DITINJAU DARI KEMANDIRIAN SISWA (STUDI EKSPERIMEN PADA SISWA KELAS XI SMA N 1 BANYUDONO)

Maulinna, Charismalitta (Sebelas Maret University)

Candi
Vol 5, No 1 (2013)

Charismalitta Maulinna. K4409011. Comparative Study of Cooperative Learning Model Study Teams Games Tournament (TGT) with Conventional Model Learning Achievement Against History Seen From Independence Students (An Experimental Study at SMA 1 Banyudono). Thesis. Faculty of Teacher Training and Education, Sebelas Maret University, Surakarta. 2013. The purpose of this study was to know (1) the  impact  of  the  Teams Games Tournament (TGT)  and conventional  learning  models  on  the  students  history  education achievement (2) to  reveal  the  impact  differences between the students with high and low learning independence on their history education  achievement, and (3) to  find  out  the  interactional  impact  between  the learning models on  the students history education achievement and  their independent learning.   The research was carried out in SMA 1 Banyudono in the second semester of academic year 2012/2013. The study population was all students in class XI IPS SMA N 1 Banyudono, of the population of researchers got 32 students XI IPS 4 as the experimental group using the learning model of TGT and 32 students of class XI IPS 3 as control group using conventional learning. Sampling technique used was the cluster random. The data were analyzed with ANOVA multiple regression after precondition test. The normality analysis was tested using Lilliefors significant corection from Kolmogorov-Smirnov Test, meanwhile the homogeneity analysis with Levene's Test. From the results of this research concluded that: 1) There is a significant differing impact of TGT and conventional learning models on the students history education achievement, as shown by F value = 4.861, and p value = 0.31> 0.05. 2) a significant differing impact between students with high and low learning independence is found as reflected by F value = 40.822, and p value = 0.000 <0.05, and finally 3) there is no interactional impact between the learning models and the students independent learning in history education as confirmed by F value = 2.063, and p value = 0.129> 0.05. Keyword: Teams Games Tournament (TGT), conventional model, student achievement, student independence