<![CDATA[oleh guru Geografi SMAN 1 Bangsal masih berpusat pada guru (teacher oriented). Hasil belajar siswa pada tahun ajaran 2014/2015 menunjukkan bahwa dari 385 siswa yang dapat mencapai kompetensi pada materi hidrosfer dan dampaknya terhadap kehidupan hanya 14,80%. Guru perlu menerapkan strategi pembelajaran kooperatif agar pembelajaran lebih menarik dan siswa akan lebih aktif sehingga hasil belajar siswa dapat mencapai nilai kriteria ketuntasan minimal (KKM) yaitu 75. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa yang pembelajarannya menggunakan strategi pembelajaran kooperatif antara tipe Group Investigation (GI), Think Pair Share (TPS) dan Team Game Turnament (TGT). Metode penelitian yang digunakan adalah metode eksperimental. Populasi penelitian ini adalah seluruh siswa kelas X SMAN 1 Bangsal dan sampelnya adalah kelas X-6, X-7, dan X-12. Pengambilan sampel dilakukan secara acak (random sampling) sehingga diperoleh tiga kelas sebagai sampel penelitian yaitu kelas X-6 berjumlah 32 siswa sebagai kelas eksperimen penerapan strategi pembelajaran kooperatif tipe GI, kelas X-7 berjumlah 32 siswa sebagai kelas eksperimen penerapan strategi pembelajaran kooperatif tipe TPS, dan kelas X-12 berjumlah 31 siswa sebagai kelas eksperimen penerapan strategi pembelajaran kooperatif tipe TGT. Analisis data penelitian ini dilakukan secara normalitas dan homogenitas varians. Pengujian hipotesis digunakan analisis one way analysis of variance. Hasil penelitian ini menunjukkan bahwa terdapat perbedaan antara hasil belajar siswa antara siswa yang dibelajarkan menggunakan strategi pembelajaran kooperatif tipe GI, TPS, dan TGT. Hasil Tukey HSD maupun Bonferroni menunjukkan bahwa terdapat rata-rata perbedaan post-test antara strategi pembelajaran GI dan TPS dengan selisih 8,906 dan terdapat perbedaan secara signifikasi dengan nilai p=0,000. Selisih perbedaan antara strategi pembelajaran GI dan TGT sebesar 9,167 dan terdapat perbedaan secara signifikasi dengan nilai p=0,000. Selisih perbedaan antara strategi pembelajaran TPS dan TGT sebesar 18,074 dan terdapat perbedaan secara signifikasi dengan nilai p=0,000 dengan rata-rata hasil belajar GI=77,19, TPS=68,28, dan TGT=86,35. Kesimpulan dari penelitian ini bahwa hasil belajar siswa yang dibelajarkan dengan strategi pembelajaran kooperatif tipe TGT lebih besar dari tipe GI dan TPS. Kata kunci : GI, TPS, TGT, Hasil belajar. Abstract Learning strategy used by Geography teacher in state senior high school 1 of Bangsal was teacher oriented. Student learning outcomes at year 2014/2015 showed that only 14,80% from 385 students who could achieve competency on hydrosphere material and its impacts to human life. Teacher needed to apply cooperative learning strategy to make that learning more attractive and students more active so their learning outcomes achieved KKM 75 passing grade.The purpose of this research was to know difference of that student learning outcomes using of GI (Group Investigation), TPS (Think Pair Share), and TGT (Team Game Turnament). This research method used was experimental. The population was all tenth grade students and sample was X-6, X-7, and X-12 class. Three classes sample was taken randomly (random sampling) conserting, that were X-6 class with 32 students as experimental class which applied GI cooperative learning strategy, X-7 class with students as experimental class which applied TPS cooperative learning strategy, and X-12 class with 31 sudents as experimental class which applied TGT cooperative learning strategy. Data were analyzed using normality and varians homogenity. To examine hypothesis was used one way analysis of variance. The result showed that there was difference of student learning outcomes using GI, TPS, and TGT cooperative learning strategy. The result of Tukey HSD and Bonferroni showed that there was average difference in post-test between showed GI and TPS learning strategy with a difference at 8,906 and there was a difference in significance value of p=0,000. Difference between GI and TGT learning strategy with a difference at 9,167 and there was a difference in significance value of p=0,000. Difference between TPS and TGT learning strategy with a difference at 18,074 and there was a difference in significance value of p=0,000 with an average of learning outcomes like GI=77,19, TPS=68,28, and TGT=86,35. It can be concluded that student learning outcomes using TGT cooperative learning strategy was higher than student learning outcomes using GI and TPS cooperative learning strategy. Keywords: GI, TPS, TGT, learning outcome]]>
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