Peningkatan Hasil Belajar Mahasiswa Pada Mata Kuliah Manajemen Kelas Dengan Penerapan Model Pembelajaran Kooperatif Tipe Group Investigation Program Studi Pendidikan Guru Sekolah Dasar Universitas Riau

Abstract

Problem in this research was students achievement still low with average value 64,13. The purpose of this research was to improve the students’ achievement of in Management Class with the implementation of cooperative learning model type group investigation. This research was an classroom action research with two cycles in third semester 2014/2015. After implementation of cooperative learning model type group investigation, students’ achievement average on UH I with average 70,28 improved 9,6%. Students’ achievement on UH II was average 78,15 that improved 21,9%. Teacher’s activities with the implementation of cooperative learning model type group investigation in first meeting of first cycle was 62,5& (good category), and second meeting 78% (good category) in second meeting that improved 12,5 point. At second cycle, teacher’s activities in first meeting was 87,5% (verygood category) that improved 9,38 point from second meeting of first cycle. In second meeting was 93,8% (verygood category) which improved 6,3 point. Students’ activities in first meeting of first cycle was 65,6% (good category), and meeting second 75% (good category) in second meeting that improved 9,4 point. At second cycle, students’ activities in first meeting was 81% (very good category) that improved 6 point from second meeting of first cycle. Second meeting cycle second 90,6% (verygood category) in second meeting, which improved 9,6 point. Implementation of cooperative learning model type group investigation can improved students’ achievement in management class.Keywords: cooperatif group investigation, students achievement

The Effect of Statistics and Probability Learning Model Improvement on Student Learning Outcomes

“…Based on the data type, this study is categorized as quantitative research. This study is also a quantitative study using a cross-sectional questionnaire (Fraenkel, Wallen, & Hyun, 2012) According to Marhadi & Erlisnawati (2016), two tests must be conducted to test the research hypothesis with a two-way ANOVA analysis. The two tests are Data Normality Test and Homogeneity Test.…”

“…In this instance, a benchmark for the effective execution of a lesson plan that the lecturer has created is the intelligence and inventiveness of lecturers in employing relevant approaches, models, and strategies in the classroom to students. According to a teacher (Marhadi & Erlisnawati, 2016) the effectiveness of a lesson plan's implementation in the school unquestionably affects the students' learning results. Damayanti & Jirana (2018) explain that learning outcomes are the results of teaching and learning actions in the form of scores/scores received after numerous tests are conducted to determine how well students understand the content that the lecturer in class has just presented.…”