PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT (TGT) UNTUK MENINGKATKAN AKTIVITAS DAN PEMAHAMAN BELAJAR SISWA KELAS XI TEKNIK KENDARAAN RINGAN SMK N 1 SAWIT PADA MATA PELAJARAN MEMPERBAIKI SISTEM INJEKSI BAHAN BAKAR DIESEL TAHUN PELAJ

Abstract

The objectives of this research are to investigate (1) the improvement of the learning activity on the topic of discussion of Diesel Fuel Injection System Repair of the students in Grade XI of Light Vehicle Engineering 1 of State Vocational High School 1 of Sawit through the application of the cooperative learning model of the TGT type; and the improvement of the learning comprehension on the topic of discussion of Diesel Fuel Injection System Repair of the students in Grade XI Light Vehicle Engineering 1 of State Vocational High School 1 of Sawit through the application of the cooperative learning model of the TGT type. This research used the classroom action research with two cycles. Each cycle consisted of four phases, namely: planning, implementation, observation, and reflection. The subjects of this research were the students in Grade XI Light Vehicle Engineering 1 of State Vocational High School 1 of Sawit. The sources of the data of research were observation sheet on the learning activity and the result of learning comprehension test. The data of research were collected through test non-test (observation sheet). The data of the former were validated with the content validity and those of the latter were validated with construct validity. The procedures of research consisted of a series of four activities, which were done in repeated cycle namely:  planning, implementation, observation, and reflection. The application of the cooperative learning model of the TGT type can improve the students’ learning activity and learning comprehension on the topic of discussion of Diesel Fuel Injection System Repair of the students in Grade XI of Light Vehicle Engineering 1 of State Vocational High School 1 of Sawit. In Pre-cycle the percentage of the students’ learning activity was 45.45%. Following the treatment, it became 66.67% in Cycle I and 81.82% in Cycle II respectively. In Addition, in Pre-cycle, the percentage of the learning comprehension was 48.48%. Following the treatment, it became 66.67% in Cycle I and 81.82% in Cycle II respectively.