EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) DENGAN METODE SNOWBALL DRILLING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMANDIRIAN BELAJAR
Abstract: The objective of
this research was to investigate the effect of learning models on learning
achievement viewed from self regulated learning. The learning models compared
were cooperative learning model of the TAI type with the snowball drilling
method, model of the TAI and the direct learning model. This research used the
quasi experimental research method with the factorial design of 3 x 3. Its
population was all of the students in Grade VII of State Junior Secondary
Schools of North Lampung regency. The samples of the research were taken by
using the stratified cluster random sampling technique. They consisted of 326
students from State Junior Secondary School 1 of South Abung, State Junior
Secondary School 2 of South Abung, and State Junior Secondary School 2 of Abung
Semuli. The samples were divided into three classes, namely: 109 in
Experimental Class 1, 107 in Experimental Class 2, and 110 in Control Class.
The instruments to gather the data of the research were test of learning
achievement in Mathematics and questionnaire of self regulated learning. The
proposed hypotheses of the research were tested by using the two-way analysis
of variance with unbalanced cells. The conclutions of this research were as
follows. (1) The cooperative learning model of the TAI type with the snowball
drilling method resulted in a better learning achievement in Mathematics than
TAI type and the direct learning model, and the cooperative learning model of
the TAI type resulted in a better learning achievement in Mathematics than the
direct learning model. (2) The students with the high self regulated learning
had a better learning achievement in Mathematics than those with the moderate and
low self regulated learning categories, and the students with the moderate self
regulated learning had a better learning achievement in Mathematics than those
with the low self regulated learning. (3) There was an interaction among
learning models and the categories of self regulated learning on learning
achievement in Mathematics.
Penulis: Eka Fitria Ningsih, Mardiyana,
Gatut Iswahyudi
Kode Jurnal: jpmatematikadd140187
