Eksperimentasi Model Pembelajaran Cooperative Script untuk Melatih Kecakapan Akademik Siswa

Abstract

AbstrakPenelitian ini bertujuan untuk mendeskripsikan tentang tingkat kecakapan akademik siswa dengan menerapkan model Pembelajaran Cooperative Scrift dan melihat perbedaan tingkat kecakapan akademik siswa sebelum dan sesudah pembelajaran menggunakan model Cooperative Script. Metode penelitian yang digunakan adalah metode kuantitatif deskriptif karena untuk mendeskripsikan peningkatan siswa dalam kecakapan akademik siswa melalui model pembelajaran Cooperative Script. Sampel dalam penelitian ini adalah siswa kelas VIII.C SMP Negeri 12 Tasikmalaya yang berjumlah 34 orang. Pengumpulan data diambil melalui observasi dan tes. Berdasarkan hasil observasi data bahwa dalam kecakapan akademik siswa sebelum penerapan model pembelajaran Cooperative Script terdapat 15 siswa termasuk kategori kurang dan 19 siswa termasuk kategori sangan kurang, sedangkan setelah pembelajaran Cooperative Script terdapat 10 siswa termasuk kategori sangat tinggi, 21 siswa termasuk kategori tinggi dan 3 siswa termasuk kategori cukup. Dengan skor rata-rata kemampuan kecakapan akademik siswa setelah penerapan model pembelajaran Coopeartive Script adalah 86,73 dan termasuk dalam kategori sangat tinggi. Sehubungan dengan kesimpulan tersebut, maka hendaknya guru berani mencoba menerapkan metode mengajar bervariasi dalam pembalajaran dalam meningkatkan berbagai kemampuan akademik siswa. Experimentation of Cooperative Script Learning Models for Students Academic SkillsAbstractThis study aims to describe the level of students 'academic skills by applying the Cooperative Scrift Learning model and see the differences in the level of students' academic skills before and after learning using the Cooperative Scrift model. The research method used is descriptive quantitative method because to describe the increase in students in students' academic skills through Cooperative Script learning models. The sample in this study were students of class VIII.C SMP Negeri 12 Tasikmalaya which amounted to 34 people. Data collection is taken through observation and tests. Based on observations of data that in the academic skills of students before the application of the Cooperative Script learning model there were 15 students including the less category and 19 students including the poor category, while after Cooperative Script learning there were 10 students including very high categories, 21 students including the high category and 3 students including enough categories. With the average score of the ability of students' academic skills after the application of the Cooperative Script learning model is 86.73 and is included in the very high category. In connection with these conclusions, teachers should be brave enough to try to apply the varied teaching methods in learning to improve students' various academic abilities.

Analisis Kemampuan Pemecahan Masalah Matematis pada Materi Kubus dan Balok di SMP

“…Pendidikan matematika memegang peranan yang sangat penting dalam meningkatkan mutu manusia (Herawati & Nurhayati, 2019). Matematika menjadi salah satu mata pelajaran yang seharusnya mampu dipahami dengan lebih baik, namun mata pelajaran matematika secara garis besar masih dianggap sulit dan juga menakutkan oleh beberapa peserta didik (Afriansyah, 2014;Febrilia, 2019;Lisnani, 2019).…”

The integration of PBL and cooperative script to empower critical thinking skills of biology students

“…Related to efforts to empower critical thinking skills, in his research that improving students' critical thinking skills through the teaching and learning by using inquiry-based learning activities using social networks and cloud computing suitable for the application of real practice in helping students develop their knowledge and skills (Herawati & Nurhayati, 2019;Nurkhaliza, Hamid, & Suharto, 2018). Warouw (2010) adds that CS learning strategy has some advantages, besides theoretically it is also a learning model that develops collaborative efforts in achieving common goals.…”

“…The three high levels of Bloom's taxonomy of the educational purposes (analyzing, synthesizing, and evaluating) are often offered as a definition of critical thinking (Sunaryo, 2014). Critical thinking has been defined as an important educational goal and it is understood as reasonable reflective thinking focused on deciding what to believe or do (Herawati & Nurhayati, 2019). Critical thinking skills are specified into six elements.…”

Evaluasi Program Pembelajaran Sejarah Daring Dengan Model Cipp

“…Kecakapan akademik juga merupakan salah satu aspek dalam life skill/kecakapan hidup (Ahsani & Mulyani, 2020, p. 116). Kecakapan akademik (Academic Skill/AS) sering kali disebut juga kemampuan berpikir ilmiah (Herawati & Nurhayati, 2019). Dalam belajar sejarah, siswa harus bersikap kritis dan selalu berpikir ilmiah terhadap materimateri yang telah dipaparkan oleh guru.…”