PENERAPAN MODEL KOOPERATIF TEAM ASISSTED INDIVIDUALIZATION DENGAN METODE PROBLEM SOLVING UNTUK MENINGKATKAN KEMAMPUAN MENYELESAIKAN SOAL CERITA PENJUMLAHAN DAN PENGURANGAN PECAHAN PADA SISWA SEKOLAH DASAR

Abstract

Abstract: The objective of this research is to improve students’ competence of solving story question of addition and subtraction of fractions through implement the Cooperative Learning’s stages of Team Assisted Individualization (TAI) with Problem Solving method to in the Fifth Grade class of Elementary School Student in Bumi 1 No.67 in the Academic Year of 2016/2017.The form of this research is a classroom action research (CAR). This research is done in two cycles which each cycle consists of planning, implementation, observation, and reflection. The techniques of data collecting of this research are observation, interview, test, and documentation. The technique of data analysis of this research is interactive analysis method which consists of four components, namely: data collection, data reduction, data presentation, and conclusion. The techniques of data validity of this research are source triangulation and data collecting method triangulation. The result of this research shows that the implementation of Cooperative Learning Model of Team Assisted Individualization (TAI) with Problem Solving method can improve students’ competence of solving story question of addition and subtraction fraction in the Fifth Grade class of Elementary School Student in Bumi 1 No. 67  in the Academic Year of 2016/2017. In the beginning of treatment, the students’ minimal learning completeness is 17.65%. Then, after the Cooperative Learning Model of Team Assisted Individualization (TAI) with Problem Solving Method is implemented, it becomes 68.97% in Cycle I and 93.55% in Cycle 2. It can be concluded that the implementation of the Cooperative Learning Model of Team Assisted Individualization (TAI) with Problem Solving can improve students’ competence of solving story question of addition and subtraction of fraction in the Fifth Grade class of Elementary School Student Student in Bumi 1 No.67 in the Academic Year of 2016/2017. Abstrak: Tujuan dari penelitian ini adalah meningkatkan kemampuan menyelesaikan soal cerita penjumlahan dan pengurangan pecahan melalui penerapan model Kooperatif Team Asissted Individualization (TAI) dengan metode Problem Solving pada siswa kelas V SD Negeri Bumi 1 No. 67 tahun ajaran 2016/2017. Bentuk penelitian ini adalah penelitian tindakan kelas (PTK). Penelitian ini dilaksanakan dalam dua siklus yang terdiri dari perencanaan, pelaksanaan tindakan, observasi, dan refleksi. Teknik pengumpulan data yang digunakan adalah observasi, wawancara, tes dan dokumentasi. Teknik analisis data menggunakan model analisis interaktif yang terdiri dari empat komponen yaitu pengumpulan data, reduksi data, penyajian data, dan penarikan kesimpulan. Validitas data menggunakan triangulasi sumber dan triangulasi metode pengumpulan data. Hasil Penelitian menunjukan bahwa penerapan Model Kooperatif Team Asissted Individualization (TAI) dengan metode Problem Solving dapat meningkatkan kemampuan menyelesaikan soal cerita penjumlahan dan pengurangan pecahan pada siswa kelas V SD Negeri Bumi 1 No. 67 Tahun Ajaran 2016/2017. Pada kondisi awal sebelum dilakukan tindakkan, ketuntasan siswa prasiklus sebesar 17,65%. Setelah penerapan pembelajaran Kooperatif Team Asissted Individualization (TAI) dengan metode Problem Solving pada siklus I ketuntasan siswa meningkat menjadi 68,97%, selanjutnya pada siklus II meningkat menjadi 93,55%. Berdasarkan penelitian ini dapat disimpulkan bahwa penerapan model Kooperatif Team Asissted Individualization (TAI) dengan metode Problem Solving dapat meningkatkan kemampuan menyelesaikan soal cerita penjumlahan dan pengurangan pecahan pada siswa kelas V SD Negeri Bumi 1 No. 67 Tahun Ajaran 2016/2017. Kata Kunci: Kemampuan menyelesaikan soal cerita, Team Asissted Individualization (TAI), Problem Solvin

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Didaktika Dwija Indria

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oai:ojs.jurnal.fkip.uns.ac.id:article/10970Last time updated on 4/10/2020

This paper was published in Didaktika Dwija Indria.

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