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PENINGKATKAN HASIL BELAJAR MATEMATIKA MATERI OPERASI HITUNG PECAHAN MELALUI PENERAPAN COOPERATIVE LEARNING TIPE STUDENT TEAMSACHIEVEMENT DIVISION (STAD) BAGI SISWA KELAS VI SD NEGERI 1 TERMAS KEC.KARANGRAYUNG KAB. GROBOGAN PADA SEMESTER GENAP TAHUN PELAJA

Mashuri Mashuri

Abstract


Abstract: The purpose of the study was to describe student activity and teacher performance and improve student learning
outcomes in mathematics learning the subject of fraction counting operations with cooperative learning model type STAD
class VI SD Negeri 1 Termas Karangrayung. The writing of this class action was carried out at SD Negeri 1 Termas,
Grobogan, in the second semester of the 2016/2017 school year for 3 months. The subjects of the writing were 28 students
in grade VI of SD Negeri 1 Termas. The method used in this writing is the method of classroom action writing which is
carried out in 2 cycles through 4 stages, namely (1) planning, (2) implementation, (3) observation, (4) reflection. In
carrying out the writing of class actions using observation sheets and test results of learning. Data analysis using descriptive
analysis techniques. Writing is said to be successful if 75% of the sixth grade students of SD Negeri 1 Termas experience
learning completeness of individuals with grades> 70 in mathematics learning materials for fractional counting operations.
Based on the results of the writing about efforts to improve mathematics learning outcomes Material of Calculating
Fraction Operations Through the Application of Cooperative Learning Types of Student Teams-Achievement Division
(STAD) Students of Class VI SDN 1 Termas Kec. Karangrayung Kab. Grobogan During Even Semester 2016/2017
Academic Year can be concluded as follows. 1) The teacher's performance in mathematics learning Fraction Calculations
with the application of cooperative learning model type STAD increases with the score at the end of cycle 77 with very
good criteria. 2) Student activity in mathematics learning Fraction Compute Operation with the application of cooperative
learning model type STAD increases with a score at the end of cycle 76 with very good criteria. 3) Improved student
learning outcomes can be seen in the test results with an average value of 55.00 in the initial test, 64.28 in the first cycle,
and 82.14 in the second cycle. Individual learning completeness is 17.85% of students from 28 students in the initial test,
42.85% in the first cycle, and 100% or 28 students in the second cycle, with a value of> 70. Kent mathematics learning
outcomes have reached the desired target as indicator of success is 75% of students experience learning completeness of
individuals with a value of> 70. Because indicators of success have been achieved in cycle II so that the activity ends in
cycle II.


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 ISSN : 2443-3268