Make a Match Techniques in Cooperative Learning: Innovations to Improve Student Learning Outcomes, Student Learning Activities and Teacher Performance

Abstract

The purpose of this study is to describe improving student learning outcomes, describe student activities, describe teacher performance after applying the make a match technique in cooperative learning. This learning improvement is carried out by classroom action research, with steps of planning, implementing, observing, revising. The research subjects were 34 students in the chemistry class of Vocational School 1 Cerme Gresik. Data were analyzed descriptively quantitatively. The results of the class average score before the action was 70. Students who scored above the Minimum Completeness Criteria (MCC) 76 were 16 students (47%) with the highest score of 92 and students who scored below the MCC were 18 students (53%) with the lowest score of 40. After taking action in cycle 1 the average grade of 79. Students who scored above or equal to the MCC were 26 students (76%) with the highest score of 100 and students who scored below the MCC were 8 students (24%) with the lowest score of 52. Cycle 2 the average grade of 84. Students who scored above the MCC were 31 students (91%) with the highest score of 100, while students who scored below the MCC as many as 3 students (9%) with the lowest score of 64. The students' attention, activity, and enthusiasm for learning increased. Teacher performance in learning has increased.

The Potency of Social Constructivism on Classroom Productivity in Universities

“…This is also supported by the fining of Gupta (2004) that when students cooperatively work in a group to find a solution to a particular problem, it increases students' teamwork, communication, problem-solving skill and retention rate. Furthermore, when students work together in pairs, it increases cooperative learning towards performance and enables them to learn how to share responsibilities, which encourages the transfer of knowledge from one another (Mahenthiran & Rouse, 2000;Suliwa et al, 2021;Viyayanti & Dwikoranto, 2021). That is, when the idea of group problem solving from the purview of SC is implemented in the university classroom, it will promote overall classroom productivity.…”

Using Google Meet in Group Discussions to Improve Learning Activities And Students' Problem-Solving Ability During the COVID-19 Pandemic

“…Classroom action research is a way to solve problems in learning through action by studying social situations, understanding the problems, and then finding ways to overcome them which aims to improve and improve the quality of learning (Viyayanti & Dwikoranto, 2021). In the study, observations were made of learning with Google Meet due to the COVID-19 condition which requires the application of a health protocol to break the chain of transmission and is a treatment given to overcome problems that occur in the classroom used for research.…”

“…The student learning activity can be seen from the involvement of students in various teaching and learning processes such as when students listen to lectures, discuss, make tools, make reports on the implementation of assignments, and so on (Alfiah & Dwikoranto, 2022). Aspects of activity in student learning activities there are 8 groups, namely: 1) Visual activities; 2) Oral activities; 3) Listening activities; 4) Writing activities; 5) Drawing activities; 6) Motor activities; 7) Mental activities; 8) Emotional activities (Viyayanti & Dwikoranto, 2021;Rahmadani & Anugraheni, 2017).…”