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Chapter I
Preliminary
A. Background
Mathematics should be given to all learners from primary schools to equip them with the ability to think logically, analytical, systematic, critical and creative thinking and the ability to work together. In membelajarkan mathematics to students, if the teacher is still using the old learning paradigm in the sense of communication in learning mathematics generally tends to run in one direction from the teacher to the students, teachers dominate the learning resulting learning tend to be monotonous learners (students) feel tired and tormented. Therefore in membelajarkan mathematics to students, teachers should prefer a wide variety of approaches, strategies, methods appropriate to the situation so that the planned learning objectives will be achieved. Keep in mind that whether or not an election will depend on the learning model learning goals, compliance with the learning materials, the development of learners (students), the ability of teachers to manage learning and optimize learning resources available.
B. Destination
This paper aims to broaden the readers, especially students majoring in math, science teachers college and university education in Lampung for later learning implementation plan to implement cooperative learning model suitable
developmental level of students and learning materials.
Chapter II
Cooperative Learning Model
A. Definition of Cooperative Learning Model
Attempts membelajarkan student teacher is a very
important in achieving success learning objectives of the plan. Therefore, the selection of a variety of methods, strategies, approaches and techniques of learning is a major thing. According to Eggen and Kauchak in Ward (2005), a model of learning is a form of program or user guide teaching strategies designed to achieve the learning. The guidance includes the responsibility of teachers in planning, implementing, and evaluating learning activities. One model that can be applied to teacher learning is a model of cooperative learning.
Is cooperative learning model that? Model of cooperative learning
is a learning model that prioritizes the kelompok.Setiap groups of students in the group have a level of different (high, medium and low) and if possible, group members come from different races, cultures, different tribes and concerned about gender equality. Cooperative learning model prioritizes cooperation in solving the problems to apply their knowledge and skills in order to achieve the learning objectives. According to Nur (2000), all models are characterized by a structure of learning tasks, structure and purpose of the award structure. The structure of the task, the structure and purpose of reward structures on different models of cooperative learning task structure, the structure of goals and reward structures other learning models.
The purpose of cooperative learning model is the result of increased student academic learning and students can receive a wide diversity of friends, as well as the development of social skills.
B. Basic Principles and Characteristics of Cooperative Learning Model
According to Nur (2000), the basic principles of cooperative learning as follows:
1.Setiap group members (students) are responsible for everything that is done in a group.
2.Setiap group members (students) need to know that all the members
3.kelompok have similar goals.
4.Setiap group members (students) have to split the duties and responsibilities equally among group members.
5.Setiap group members (students) will be subject to evaluation.
6.Setiap group members (students) to share leadership and the skills needed to learn together during the learning process.
7.Setiap group members (students) will be required to account for the material is handled individually in cooperative groups.
While the characteristics of cooperative learning model are as follows:
1. Students in groups cooperatively resolve the matter in accordance learn basic competencies to be achieved.
2. The group was formed of students who have different skills, good level of high, medium and low. If possible members of the group come from different races, cultures, different tribes and concerned about gender equality.
3. Award more emphasis on the group rather than the individual.
In the discussion developed cooperative learning and communication in order for students to share skills, learn to think critically, mutual expression, allowing each channel capabilities, help each other learn, and the ability to assess each role himself and another friend.
C. Cooperative Learning Steps
There are six (6) steps in the cooperative learning model.
1. Delivering objective and motivate students.
Teachers communicate learning objectives and communicate basic competencies to be achieved and motivate students.
2. Presents information.
Teachers present information to students.
3.Mengorganisasikan students into study groups.
Teachers inform grouping students.
4.Membimbing study groups.
Teachers motivate and facilitate the work of students in the study group.
5. Evaluation.
Teachers evaluate the learning outcomes of the learning materials that have been implemented.
6.Memberikan award.
Teachers reward individual and group learning outcomes.
Chapter III
Type STAD Cooperative Learning Model
A. Understanding Type STAD Cooperative Learning
Cooperative learning types of Student Team Achievement Division (STAD) developed by Robert Slavin and his friends at the Johns Hopkins University (in Slavin, 1995) is the simplest cooperative learning, cooperative learning and is suitable for use by teachers who are just beginning to use learning cooperative.
Student Team Achievement Divisions (STAD) is a type of cooperative learning the simplest. Students are placed in learning teams of four people who are mixed according to their performance level, gender and ethnicity. Teachers present the lesson and then students work in teams to ensure that all team members have mastered the lesson. Finally, all students are quizzes on the material in the record, when the quiz they can not help each other. Type of learning is to be applied in learning mathematics.
Type STAD Cooperative Learning Model is an approach that emphasizes cooperative learning activities and interaction among students to motivate each other and help each other to master the subject matter in order to achieve maximum performance. Teachers who use STAD propose new academic information to students every week using Verbal presentations or text.
B. Learning Implementation Phase Model STAD.
1.Persiapan materials and the application of the students in the group
Before presenting the teacher must prepare an activity sheet and answer sheet will dipelajarai the group of students in cooperative groups. Then assign students in heterogeneous groups, with up to 4-6 people, the rule of heterogeneity can be based on:
a). academic ability (good, medium, and low)
Obtained from the academic (initial score) before. Keep in mind that the division must be balanced so that each group consisted of students with student achievement levels balanced.
b). Gender, social background, leisure default / properties (quiet and active), etc..
2. Presentation of Lesson Materials
a. Preliminary
Here it should be emphasized what students will learn in a group and inform important to motivate the student's curiosity about the concepts they will be learning. The subject matter presented by the teacher using learning methods. Students follow the teacher presentation carefully in preparation to take the test next
b. Development
Do the development of appropriate materials the students will learn in groups. Here students learn to understand the meaning and not memorization. Question-peranyaan explanation is given as right or wrong. If students have grasped the concept, it can switch kekonsep another.
c. Practice controlled
The practice of presenting the material in a controlled done by having students work on the problems, call the students at random to answer or solve problems that students are always ready and in providing the time-consuming task not long.
3.Kegiatan group
Teachers hand out worksheets to each group as the material the students will learn. The contents of LKS besides the subject matter is also used to train cooperative. Teachers give help to clarify the order, repeating the concept and answer questions. In this group activity, students together to discuss problems encountered, compare answers, or correct misconceptions. The group is expected to work with the best and help each other in understanding the subject matter.
4.Evaluasi
Performed for 45-60 minutes independently to show what students have learned while working in groups. After the presentation the teacher and group activities, students are given tests individually. In answer to a test, students are not allowed to help each other. Evaluation results are used as the value of individual development and group development donated as a value.
5. Award group
Each group member is expected to achieve high test scores because these scores will contribute to an increase in the average score of the group. From the results of the development of value, the award is given in the achievement levels of awards like the good, great and super.
Re 6.Perhitungan initial score and the conversion of the
The assessment period (3-4 weeks) re-evaluation score calculated as the initial score of new students. Then do the changes in the group so that students can work with someone else.
C. Relevant mathematics STAD.
Math materials that are relevant to the type of cooperative learning Student Team Achievement Divisions (STAD) is material only to understand the facts, the basic concepts and do not require reasoning tinggidan also memorizing, such as integers, sets, numeral clock, etc.. With the presentation of appropriate materials and attractive to students, as well as the type STAD cooperative learning can maximize the learning process so as to improve student achievement.
D. Advantage Learning Model STAD Type
The advantages of this method type STAD cooperative learning is the cooperation within the group and in determining the success of the group depends on individual success too, so that each member of the group can not rely on the other members. Type STAD cooperative learning emphasizes on activities and interaction among students to motivate each other to help each other master the subject matter in order to achieve maximum performance.
CHAPTER IV
Conclusions and Suggestions
A. Knot
1. Cooperative learning is a learning strategy in which students learn in small groups with different levels of ability
2. Learning the skills approach in the process of setting type STAD cooperative learning can transform teaching from teacher to student centered center.
3. At the core concepts of learning model type STAD is present lessons teacher then students work in teams to ensure that all team members have mastered the lesson
Suggestion
1.Diharapkan teachers introduce and melatihkan keterampilam skills and cooperative process before or during learning so that students are able to discover and develop their own facts and concepts as well as to foster and develop attitudes and values required.
2.Agar learning the skills of process-oriented approach to type STAD cooperative learning to walk, the teacher should make plans to teach the subject matter, and determine all the concepts that will be developed, and for each concept defined methods or approaches to be used and the skills that will developed.
REFERENCES
Ismail. (2003). Media Learning (Learning models). Jakarta: Junior Quality Improvement Project.
Sri Ward. (2006). Sample SMP Mathematics Syllabus and lesson plans. Yogyakarta: PPPG Math.
Tim PPPG Mathematics. (2003). Some Techniques, Models and Strategies in
Learning Mathematics. PPPG Teaching Material Training in Mathematics, New York: PPPG Math.
Widowati, Budijastuti. 2001 Cooperative Learning. Surabaya: State University of