Effort of Improving Mathematics Learning Outcomes in the Implementation of Cooperative Learning Model with Student Teams-Achievement Division Type In Class V Semester Gasal Students of SD Negeri Ngebel, Bantul Academic Year 2011/2012

2011. Effort of Improving Mathematics Learning Outcomes in the Implementation of Cooperative Learning Model with Student Teams-Achievement Division Type In Class V Semester Gasal Students of SD Negeri Ngebel, Bantul Academic Year 2011/2012. SI Thesis. Yogyakarta: Ahmad Dahlan University.

ABSTRACT

This research is aimed to improve mathematics learning outcome and to know student respond toward application of cooperative learning model, Student Teams-Achievement Divission type in sub topic of calculating powers and simple root.

This research is a classroom action research. The subjects of the research are class V students of SD Negeri Ngebel, Bantul Academic Year 2011/2012. In plan, the research will be done in III cycles. Because objective of the research has been achieved in cycle II, the research is only up to cycle II. The first and the second cycle consist of 3 meetings. In implementation, researcher is as an instructor and teacher is as an observer. Research instruments consist of observation sheets, interview guidelines, and diagnostic tests tasks.

Result of the research shows that the cooperative learning model, Student Teams-Achievement Divission type can improve mathematics learning outcome of class V students in subject sub calculating simple powers and simple root. It can bee seen from result of observation sheet in 4 meetings which show percentage of student activities in a row are 25%, 50%, 75% , and 83,33% so that can bee said that class V students of SD Negeri Ngebel become more active. Furthermore, result of interviews with teacher and students show positive respond toward the implementation of the cooperative learning model, Student Teams-Achievement Divission type in mathematics learning process. Finally, the results of the diagnostic test in every cycle show enhancement in percentage of classical completeness that is 71, 43% in cycle I and 88, 57% in cycle II.