This research is aimed to clarify the effectiveness of applying of cooperative learning model send greeting and questions technique toward learning outcome in mathematics class XI IPA SMAN 3 Pariaman.  The design of this research was randomized experiment with control group only design. The populations of the research are all students of class XI IPA SMAN 3 Pariaman academic year 2017/2018. The sample was two of fourth classes; both classes were XI IPA 1 as experimental class and XI IPA 2 as control class. The technique of analyzing data was hypothesis t-test. The result of this research shown that means score of experiments class was 74 and the average math learning outcomes means control class was 66 averages higher than the experiment class. The result of t-test analysis was obtained t = 6.46 and t table = 1.67 on the real level of 0.05 with df = 56 , t-calculate> t-table. The H 0 was rejected and H 1 was accepted, so it is concluded that applying of cooperative learning model send greeting and questions technique provides a significant effect of the learning outcomes in mathematic class XI IPA SMAN 3 Pariaman

Jumrawarsi, Jumrawarsi

Sari, Ratna Juwita Purnama

English

E-Journal IAIN BATUSANGKAR

 3rd International Conference  on Education 2018 
Teachers in the Digital Age 
Batusangkar, September 12-13 2018 
  
195 
THE EFFECT OF APPLAYING COOPERATIVE LEARNING MODEL 
SEND GREETINGS AND QUESTIONS TECHNIQUE TOWORD LEARNING 
OUTCOME IN MATHEMATIC CLASS AT SMA 3 PARIAMAN 
 
Jumrawarsi1, Ratna Juwita Purnama Sari2 
STKIP YDB Lubuk Alung 
Jumrawarsi.12@gmail.com 
 
 
 
ABSTRACT 
This research is aimed to clarify the effectiveness of applying of cooperative learning model send 
greeting and questions technique toward learning outcome in mathematics class XI IPA SMAN 3 
Pariaman.  The design of this research was randomized experiment with control group only design. 
The populations of the research are all students of class XI IPA SMAN 3 Pariaman academic year 
2017/2018. The sample was two of fourth classes; both classes were XI IPA 1 as experimental class and 
XI IPA 2 as control class. The technique of analyzing data was hypothesis t-test. The result of this 
research shown that means score of experiments class was 74 and the average math learning 
outcomes means control class was 66 averages higher than the experiment class. The result of t-test 
analysis was obtained t = 6.46 and t table = 1.67 on the real level of 0.05 with df = 56 , t-calculate> t-
table. The H 0 was rejected and H 1 was accepted, so it is concluded that applying of cooperative 
learning model send greeting and questions technique provides a significant effect of the learning 
outcomes in mathematic class XI IPA SMAN 3 Pariaman. 
 
Keywords: Cooperative Learning Model, Send Greetings and questions technique learning outcome 
in mathematic 
 
INTRODUCTION 
Cooperative learning is a learning activity that uses the learning patterns of students flocking to 
establish cooperation and interdependence in the structure of tasks, goals, and reward (Ibrahim in 
Rusman, 2012: 208). Cooperative learning is not the same as simply learning in groups. Cooperative 
teaching system is defined as a system of work or study groups are structured. There are basic 
elements that distinguish cooperative learning with the division of the group performed at random. 
Implementation of cooperative learning procedures correctly will allow educators to manage the class 
effectively (Lie, 2010: 29). 
Cooperative learning has many techniques, one of the techniques is send greeting and questions 
technique. According to Lie (2010: 58) "teaching and learning of send greeting and questions 
technique giving students chance to practice their knowledge and skills. Students create their own 
questions so it will feel more motivated to learn and to answer questions made by his classmates". 
According Sugiyanto (2009: 51) " Send greeting and questions technique provide a chance for 
students to practice their knowledge and skills. Students create their own questions that will feel 
encouraged to learn and answer questions made by his classmates ". Meanwhile, according to Agus 
Suprijono (2011: 107) that send greeting and questions technique was developed to train the students 
have the ability and skills to ask and answer questions". From some of these opinions can be 
concluded that the technique of send greetings and questions to make students more active because 
they are compelled to answer questions made by his classmates. With the technique of send greeting 
and questions technique can train student skills in speaking, discussing and asking. 
Based on the observation at SMAN 3 Pariaman obtained a description that the learning 
process was initiated by the teacher explains the material, giving the example problems, and provide 
exercise. The teacher gives examples of questions relating to the material. the students only as a 
listener, when given the chance to ask the students tend to be silent. This resulted in the students tend 
 3rd International Conference  on Education 2018 
Teachers in the Digital Age 
Batusangkar, September 12-13 2018 
 
196 
to be passive during the learning process so that when the teacher gives students practice difficult to 
resolve, only a few students are doing these exercises, Model Cooperative Learning Cooperative 
learning is the ideal solution to the problem, which provides a chance to interact in a cooperative and 
are not banal to the students of different ethnic backgrounds (Slavin, 2008: 103). In order to achieve 
maximum results, the five elements of the learning model of mutual cooperation should be applied, 
namely: positive interdependence, individual responsibility, face to face, communication between 
members, the evaluation process of the group (Lie, 2007: 31). 1. Positive interdependence of 
individual responsibility 2. 3. 4. Face to face communication between members 5. Evaluation 
Cooperative Learning Model group process Mechanical Problem send greetings and send greeting 
cooperative learning techniques and about giving students the opportunity to practice their knowledge 
and skills. In making the matter itself will have difficulties and confusion in making the matter and 
will frustrate the students, then the steps of cooperative learning techniques and exchanging greetings 
this matter further developed by Lie (2007: 58), such measures are: (a) The teacher divides the 
students in a group of 4-5 people and each group has sent one person to take a matter that had been 
prepared by a lottery teachers, and students to discuss the questions that have been taken. (b) Each 
group sent a delegation that will convey the greetings and questions from the group. (c)  Each group 
works on the problems submissions from other groups. (d) Answer each group were matched with 
groups that submitted answers. Learning outcomes is closely related to the learning process. 
Cooperative learning can provide a space for students to participate actively and 
independently, as well as instilling responsible nature and work together. Cooperative learning 
emphasizes on cooperation in small groups and help each other in learning. In addition to the use of 
cooperative learning, I also use learning techniques that can be used to mutually utilize existing 
capabilities of the technique send greetings and questions. In addition, students are given the freedom 
to create distinctive greeting of their group who can evoke the spirit of learning. With a pleasant 
atmosphere, students will feel more comfortable and enthusiastic about learning that is expected to 
improve students' mathematics learning outcomes. Students are divided into small groups and create 
their own questions of the material being studied to be sent to another group. Thus, students will feel 
more motivated to learn and to answer questions made by his classmates. In addition, students are 
given the freedom to create distinctive greeting of their group who can evoke the spirit of learning. 
With good atmosphere, students will feel more comfortable and enthusiastic about learning that is 
expected to improve students' mathematics learning outcomes. 
 
RESEARCH METHODS 
 
     The design of this research was quantitative research. The design of the study is a Randomized 
Control Group Only Design. In this study, the treatment given to the experimental class is the 
applying of cooperative learning model send greeting and questions technique. In the control group 
used conventional learning models. Table design of the study stated as follows 
 
Table 1. 
 Experimental Design Posttest Control Group Design 
Class treatment posttest 
Experiment X T 
Control - T 
 
X = Model send greeting and questions technique 
T    =   Posttest  
 
 3rd International Conference  on Education 2018 
Teachers in the Digital Age 
Batusangkar, September 12-13 2018 
 
197 
The population of this research was all students of class XI IPA SMAN 3 2017/2018 academic 
year consisting of four classes. In this study, the students from the two classes taken as samples are 
students of class IX IPA 1 as an experimental class using Cooperative learning of model send greeting 
and questions technique. Meanwhile, students of class IX IPA 2 as grade control using conventional 
learning strategies. The research instrument was test, the test is based on the topics that are taught in 
this study. Before the test was given to members of the sample, it must first be tested. The trial aims 
to determine the validity of the test, the level of difficulty, reliability of the test overall.  
FINDINGS AND DISCUSSIONS 
 
The research is the application of learning cooperative model send greeting and questions 
technique on mathematical class. The research was carried out during eight meetings. Before doing 
the study, the researchers first do a pre-test of the two classes. Results of preliminary data analysis 
indicate that the data are not normally distributed in experimental class, while the control class data is 
normally distributed. Implementation of the final test was attended by 32 students in the experimental 
class and 32 students in the control class.  
Table 2 
Descriptive statistics 
Class N 
 
s2 S Xmax Xmin 
Experiment 32 74 82.329 9.074 93 57 
Control 32 66 96.544 9.83 83 43 
 
After getting a different treatment, it appears that the data post-test mathematical capabilities of the 
two classes are different. It can be seen that the Mean score of students' learning outcomes in the 
experimental class is higher than the control class. Based on the results of data processing and 
analysis, there was found an increasing in the students learning outcome who take model send 
greeting and questions technique. 
The result of this research shown that means score of experiments class was 74 and the average 
math learning outcomes means control class was 66 averages higher than the experiment class. The 
result of t-test analysis was obtained t = 6.46 and t table = 1.67 on the real level of 0.05 with df = 56, t-
calculate> t-table. The H 0 was rejected and H 1 was accepted, so it is concluded that applying of 
cooperative learning model send greeting and questions technique provides a significant effect of the 
learning outcomes in mathematic class XI IPA SMAN 3 Pariaman. 
Based on the data obtained, it was the cognitive ability of students to learn by implementing 
cooperative learning model send greeting and questions technique better than students in teaching 
with conventional learning. Improved learning outcomes in the experimental class after 
implementation of cooperative learning techniques send greetings because students are already 
familiar with the material of learning, in which students are invited to create a problem / question and 
answer so that the knowledge and thinking skills students developed. This is in accordance with the 
advantages of cooperative learning techniques are exchanging greetings and questions can train 
students' knowledge, training skills of students, and can be used on all subjects (Huda, 2015: 137).  In 
the control class little changes in students' mathematics learning outcome, this is due to the learning 
process in the classroom control using conventional learning where the teacher that active role as a 
teacher. Students only served to listen to and record the lessons. Students look tend to be passive. This 
was seen when the teacher gives the opportunity to ask a few students who would ask. In addition, 
when entering new material students tend to forget the material that has been taught, this condition 
have an impact on students' outcome are not satisfactory. According to Lie (2010: 58) "teaching and 
learning of send greeting and questions technique giving students chance to practice their knowledge 
and skills. Students create their own questions so it will feel more motivated to learn and to answer 
questions made by his classmates". 
 
 3rd International Conference  on Education 2018 
Teachers in the Digital Age 
Batusangkar, September 12-13 2018 
 
198 
CONCLUSION 
The result of this research shown that means score of experiments class was 74 and the average math 
learning outcomes means control class was 66 averages higher than the experiment class. The result 
of t-test analysis was obtained t = 6.46 and t table = 1.67 on the real level of 0.05 with df = 56, t-calculate> 
t-table. The H 0 was rejected and H 1 was accepted, so it is concluded that applying of cooperative 
learning model send greeting and questions technique provides a significant effect of the learning 
outcomes in mathematic class XI IPA SMAN 3 Pariaman. 
 
ACKNOWLEDGEMENTS 
  
We are very thanked the students and teacher who participate actively in this research. 
 
REFERENCES 
 
Huda, 2015. Cooperative Learning. Yogyakarta: Pustaka Belajar. 
 
Lie, Anita. 2010. Cooperative Learning. Jakarta: PT Gramedia Sarana Indonesia. 
 
Sugiyanto, dkk. 2009. Model-model Pembelajaran Inovatif. Surakarta: FKIP UNS. 
 
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka Belajar. 
 
Sudjana. 2005.  Metoda Statistika. Bandung: Tarsito. 
 
 


THE EFFECT OF APPLAYING COOPERATIVE LEARNING MODEL SEND GREETINGS AND QUESTIONS TECHNIQUE TOWORD LEARNING OUTCOME IN MATHEMATIC CLASS AT SMA 3 PARIAMAN

http://ecampus.iainbatusangkar.ac.id/ojs/index.php/proceedings/article/download/1307/1116

THE EFFECT OF APPLAYING COOPERATIVE LEARNING MODEL SEND GREETINGS AND QUESTIONS TECHNIQUE TOWORD LEARNING OUTCOME IN MATHEMATIC CLASS AT SMA 3 PARIAMAN

Abstract

Similar works

Full text

Available Versions

E-Journal IAIN BATUSANGKAR