Abstract
The aims of the Research are to difference of learning result and ability of critical thinking before and after treatment (treatment). Methods used with pretest and posttest for learning outcomes; questionnaires for students' critical thinking skills. Data analysis technique used reliability test, normality test, homogeneity test and hypothesis test of t one party test. The result of data analysis shows: 1) Based on pre test result, initial condition of student before using cooperative learning model type Teams Assisted Individualization experimental class 74,9 and control class 75,3 medium category. 2) end ability test to train students critical thinking ability show result tcount> ttable or 3,934> 1,684 (significance level 5%) means there is influence of cooperative learning model type Teams Assisted Individualization. 3) There is difference of critical thinking ability of class VIIA student with VIIB Junior High School Ma'arif Mlandi for 77 for experiment class and 75 control class and critical thinking ability equal to 79,6 with high category. 4) There was an increase in learning outcomes before and after the treatment of cooperative learning model type Teams Assisted Individualization of 74.9 to 77
Highlights
The aims of the Research are to difference of learning result and ability of critical thinking before and after treatment
Methods used with pretest and posttest for learning outcomes; questionnaires for students' critical thinking skills
4) There was an increase in learning outcomes before and after the treatment of cooperative learning model type Teams Assisted Individualization of 74.9 to 77
Summary
Belajar sains merupakan sesuatu yang harus dilakukan oleh siswa, bukan sesuatu yang dilakukan untuk siswa. Model konvensional yang diterapkan di SMP Ma’arif Mlandi mempunyai kelemahan-kelemahan yang menyebabkan kurang tercapainya tujuan pembelajaran fisika apalagi melatih kemampuan berfikir kritis siswa. Karakteristik siswa kelas VII SMP Ma’arif Mlandi, sebagian anak dapat berfikir kritis tetapi tidak sedikit siswa yang enggan untuk berfikir lebih kritis dalam kegiatan pembelajaran. Siswa/anak didik sering mengalami kesulitan dan tidak berani bertanya kepada guru, oleh karena itu sebagai alternatif pilihan dalam mengajar IPA Fisika dapat menggunakan model pembelajaran tipe Teams Assisted Individualization,. (Hanggara & Jafri, 2016), Model pembelajaran tipe Teams Assisted Individualization, siswa ditempatkan dalam kelompok-kelompok kecil (4 sampai 5 siswa) yang heterogen dan selanjutnya diikuti dengan pemberian bantuan secara. Masing-masing anggota dalam kelompok memiliki tugas yang setara.Karena pada pembelajaran kooperatif keberhasilan kelompok sangat diperhatikan, maka siswa yang pandai ikut bertanggung jawab membantu temannya yang lemah dalam kelompoknya
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