PERBEDAAN MODEL PEMBELAJARAN KOOPERATIF STAD DENGAN MODEL PEMBELAJARAN KONVENSIONAL TERHADAP PRESTASI BELAJAR MATEMATIKA
Abstrak: The low learning
outcomes of students, it is due to the learning process that is dominated by
traditional learning. At this learning atmosphere tends to teacher-centered
classroom so that students become passive, therefore it is necessary to
implement a learning strategy that can help students to understand the teaching
material and its application in everyday life. Based on this, in this study it
will be discussed whether there are differences in mathematics achievement
subject matter sub gradient between students who are taught by STAD cooperative
learning model and the conventional model of learning in class XI SMA Kartika
IV-3 Surabaya. The purpose of this study was to determine differences in
mathematics achievement between students who are taught by STAD cooperative
learning model and conventional learning models. This study uses quantitative
research. As the population is students in class XI MIA Kartika IV-3 Surabaya
The sample consisted of students of class XI MIA 1, amounting to 25 students as
the experimental class and the students of class XI MIA 2, amounting to 25
students as the control class. Data collection method used is to use the test
method. Data in the form of student test results done once the post-test is to
determine the value of learning mathematics achievement of students in each
sample after treatments or treatments performed. From the analysis we found
differences in mathematics achievement between students who are taught by STAD
cooperative learning model and conventional learning models, in this case
increased learning achievement in cooperative learning model STAD. With the
calculation of the t-test is greater than the table or 4.98> 1.98 then H0 is
rejected and H1 is accepted. The conclusion from this study is that there are
differences in mathematics achievement subject matter sub gradient between
students who are taught by STAD cooperative learning model and conventional
learning models, characterized by differences in mathematics achievement.
Keywords: thinking process ,
linguistic intelligence , mathematical logical intelligence, story problem
Penulis: Asrining
Kode Jurnal: jpmatematikadd150907
