Implementation of Team Assisted Individualization (TAI) Learning Model to Improve Student’s Activeness and Learning Outcomes on Reaction Rate Materials

Febrian Solikhin, Nurul Nikmah, Akmal Chairunisa

Abstract


Abstract: Implementation of Team Assisted Individualization (TAI) Learning Model to Improve Student’s Activeness and Learning Outcomes on Reaction Rate Materials. Objectives: The aims of this study to improve student’s activeness in learning process and student’s learning outcomes by applying the Team Assisted Individualized (TAI) type of Cooperative learning model. Methods: This research is classroom action research (CAR). It use 2 learning cycles consisting of planning, implementation, observation, and reflection. The subjects of this study were students of class XI Science 1, MAN 1 Bengkulu City which consisted of 12 male students and 23 female students. The problem in this class is the lack of student participation in the learning process. This causes a decrease in learning outcomes in each material. Findings: Increased student's activeness from 43.80% in the first cycle to 77.14% in the second cycle. While the percentage of mastery learning outcomes increased from 22.85% in the first cycle to 80.0% in the second cycle. Conclusion: These results state that the TAI type of cooperative learning model can increase the percentage of learning activeness and mastery of learning outcomes.


Full Text:

PDF

References


Aunurrahman. (2014). Belajar dan Pembelajaran. Alfabeta.

Dewi, I. G. A. G. P., Selamat, I. N., & Suardana, I. N. (2018). Studi Komparasi Model Pembelajaran Kooperatif Tipe Team Assisted Individualization Dan Tipe Numbered Heads Together Terhadap Hasil Belajar Kimia Pada Topik Struktur Atom. Jurnal Pendidikan Kimia Indonesia, 2(2), 50–58. https://doi.org/10.23887/jpk.v2i2.16614

Gunawan, L. A., Sukib, S., & Hakim, A. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Berbantuan Study Card Terhadap Hasil Belajar Kimia. Chemistry Education Practice, 2(2), 1–7. https://doi.org/10.29303/cep.v2i2.1257

Himawan, Yunus, M., & Sugiarti. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization terhadap Hasil Belajar Siswa Kelas X SMA Negeri 2 Polewali (Materi Pokok Ikatan Kimia) The Influence of Cooperative Learning Model Team Assisted Individualization to the Student. Jurnal Chemica, 18(1), 92–100.

Öztürk, İ. H. (2011). Curriculum reform and teacher autonomy in turkey: the case of the history teachi̇ng. International Journal of Instruction, 4(2), 1694–609. www.e-iji.net

Rudi, L. (2017). Application of Teaching Model of Team Assisted Individualization [TAI] In Basic Chemistry Courses in Students of Forestry and Science of Environmental Universitas Halu Oleo. International Journal of Education and Research, 5(11), 69–76.

Safitri, N. F., Sukro, & Suhartono. (2017). Pengaruh Model Pembelajaran Kooperatif Tipe TEam Assisted Individualization (TAI) Terhadap Hasil Belajar Siswa pada Materi Kesetimbangan Ion dan pH Larutan Garam Kelas XI di SMAN 54 Jakarta. Jurnal Riset Pendidikan Kimia, 7(1), 1–6. http://journal.unj.ac.id/unj/index.php/jrpk/article/view/3075/2469

Sari, D. R., Masykuri, M., & Mulyani, S. (2018). Penerapan Model Pembelajaran Kooperatif Team Assisted Individualization (TAI) Dilengkapi LKS untuk Meningkatkan Kemampuan Berpikir Kritis dan Prestasi Belajar Siswa pada Materi Kelarutan dan Hasil Kali Kelarutan Kelas XI IPA 3 SMA Negeri 2 Boyolali. Jurnal Pendidikan Kimia, 7(1), 12. https://doi.org/10.20961/jpkim.v7i1.24550

Sitanggang, L. J., Masykuri, M., & Ashadi, A. (2018). Penerapan Model Pembelajaran Kooperatif Tipe TAI Berbantuan Buku Saku pada Materi Redoks untuk Meningkatkan Kemandirian Belajar dan Prestasi Belajar Siswa Kelas X MIA 5 SMA Negeri 2 Boyolali. Jurnal Pendidikan Kimia, 7(2), 251. https://doi.org/10.20961/jpkim.v7i2.25868

Slavin, R. E. (2005). Cooperative Learning. Allyn and Bacon Inc.

Solikhin, F., Ikhsan, J., & Sugiyarto, K. H. (2019). A need analysis in developing virtual laboratory according to the chemistry teachers. Journal of Physics: Conference Series, 1156. https://doi.org/10.1088/1742-6596/1156/1/012020

Sugiyarto, K. H., Ikhsan, J., & Lukman, I. R. (2018). The use of an android-based-game in the team assisted individualization to improve students’ creativity and cognitive achievement in chemistry. Journal of Physics: Conference Series, 1022(1), 1–7. https://doi.org/10.1088/1742-6596/1022/1/012037

Wati, D. Y. M., Watulingas, M. C., & Nurlaili. (2020). Hasil Belajar Siswa SMA yang Diajar dengan Model Pembelajaran Team Assisted Individualization dan Team Accelerated Instruction pada Materi Koloid. Bivalen: Chemical Studies Journal, 3(1), 9–12.

Westwood, P. (2008). What teachers need to know about teaching methods. ACER Press.

Widyaningsih, E. E. (2017). Model Pembelajaran Team Assisted Individualization (TAI) Sebagai Upaya Optimalisasi Kontribusi Anggota Kelompok Dalam Praktikum IPA Materi Cahaya. Jurnal Materi Dan Pembelajaran Fisika, 7(2), 57–62.


Refbacks

  • There are currently no refbacks.