Penggunaan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) Untuk Meningkatkan Hasil Belajar Siswa Pada Materi Norma Penghitungan PPh Kelas XI Akuntansi Di SMK Negeri 2 Tuban

CHANDERA KUWERA, KARTIKA
, ROCHMAWATI

Jurnal Pendidikan Akuntansi (JPAK)
Vol 7 No 1 (2019)

Abstrak Penelitian ini bertujuan untuk meningkatkan hasil belajar siswa kelas XI Akuntansi 2 di SMKN 2 Tuban melalui penggunaan model pembelajaran kooperatif tipe TSTS. Jenis penelitian ini adalah PTK yang dilakukan secara kolaboratif selama dua siklus dengan melalui beberapa tahapan meliputi tahapan perencanaan, pelaksanaan, pengamatan, dan refleksi ditiap siklusnya. Analisis data yang digunakan yaitu aktivitas guru, siswa, hasil belajar dan respon siswa. Berdasarkan hasil analisis data menunjukkan aktivitas guru pada siklus I dan II memperoleh prosentase 81% dan 91%; aktivitas siswa pada siklus I dan II memperoleh prosentase 66% dan 81%; hasil belajar pada siklus I dan II memperoleh prosentase 58,33% dan 86,11%; respon siswa pada akhir siklus memperoleh prosentase 87,85%. Berdasar hasil analisis disimpulkan penggunaan model pembelajaran kooperatif tipe TSTS meningkatkan hasil belajar. Kata Kunci: model pembelajaran kooperatif tipe TSTS, dan hasil belajar Abstract This study aims to improve the learning outcomes of Class XI Accounting 2 students at SMKN 2 Tuban through the use of the TSTS type cooperative learning model. This type of research is CAR conducted collaboratively for two cycles through several stages including the stages of planning, implementation, observation, and reflection in each cycle. Data analysis used was analysis of teacher activity, analysis of student activities, analysis of student learning outcomes and analysis of student responses. Based on the results of data analysis shows that teacher activities in the first and second cycles each get a percentage of 81% and 91%; the activities of students in the first and second cycles each received a percentage of 66% and 81%; student learning outcomes in the first and second cycles each received a percentage of 58.33% and 86.11%; student responses at the end of the cycle received a percentage of 87.85%. Based on the results of the analysis, it can be concluded that the use of the type of cooperative learning model TSTS can improve the learning outcomes. Keywords: cooperative learning model TSTS type, and learning outcomes