PENERAPAN PEMBELAJARAN KOOPERATIF MODEL EXAMPLES NON EXAMPLES DAN STAD PADA MATA KULIAH STRUKTUR HEWAN PROGRAM STUDI PENDIDIKAN BIOLOGI

Hening Widowati

doi:10.24127/bioedukasi.v2i1.202

Abstract

The research aims to overcome learning difficulties by implementing cooperative learning model “Examples and Non Examples STAD” through activity Lesson Study in Animal Structure college activities. Preliminary research by studying the documentation, observation, and limited interviews to faculty and students about the usual lectures in Biology Education courses. Retrieval of data using the method of documentation, observation, tests, and interviews. Data were analyzed descriptive qualitatively. Preliminary research findings indicate that the material is abstract and the Basic Tissues are not related to daily life so it needs to concretisation process ; classes force lecturers held a Biology major classical learning, making it more difficult for understanding because students tend to be a listener only and not make the learning process. To overcome the disadvantages of learning in the college made the development of media in the form of a slides lecture that was presented on the LCD, especially for concreting material, students completed worksheets to conduct discussions and small group work activities, sheet test to determine student understanding, and cooperative learning model performed Examples of Non Examples and STAD through Lesson Study activities at the college activities by empowering collaborative work in small groups. Use of the method in this lecture can improve learning activities that were previously only 38.916% to about 73.930 to 77.833%, and all indicators of learning activities can be achieved. The results of the previous lecture that the average score of only 57.759 to 77.155 on Lesson Study2, so the increased is 33.581%. Based on the data obtained can be concluded implementation of cooperative learning model Examples and Non Examples STAD through Lesson Study in Animal Structure college activities can be a solution to overcome the difficulties learning materials Basic Tissues, which demonstrated the increased activity and student learning outcomes.Kata kunci: examples non examples, STAD, struktur hewan, lesson study

Highlights

Preliminary research findings indicate that the material is abstract and the Basic Tissues are not related to daily life so it needs to concretisation process ; classes force lecturers held a Biology major classical learning, making it more difficult for understanding because students tend to be a listener only and not make the learning process
To overcome the disadvantages of learning in the college made the development of media in the form of a slides lecture that was presented on the LCD, especially for concreting material, students completed worksheets to conduct discussions and small group work activities, sheet test to determine student understanding, and cooperative learning model performed Examples of Non Examples and Student Teams Achivement Division (STAD) through Lesson Study activities at the college activities by empowering collaborative work in small groups
Penggunaan metode-metode efektif (sehingga skor terendah menjadi naik interaktif pembelajaran kooperatif di antaranya Example Non Example dan Student Teams Achivement Division (STAD) (Student Team Achievement Division)/Tim Pebelajar Kelompok Prestasi yang dilengkapi media LCD untuk menunjukkan gambargambar jaringan dan kedudukannya dalam tubuh hewan serta Lembar Kerja Mahasiswa yang memungkinkan keterlibatan semua anggota dalam kelompok kecil dapat meningkatkan aktivitas dan hasil belajar mahasiswa

Summary

Introduction

Hewan umumnya menggunakan metode memahamkan konsep materi, di samping ekpositori klasikal, yang dikombinasi juga memberi peluang berkembangnya dengan penggunaan media-media charta, hubungan interpersonal dalam kelompok kecil sehingga potensi-potensi lain dapat dan menganalisa gambar; melalui diskusi dikembangkan, misalnya kerjasama, kelompok 3-5 mahasiswa, hasil analisa tanggungjawab, saling percaya, menghargai gambar dicatat, selanjutnya diminta untuk pendapat teman, saling membantu, membacakan hasil diskusinya; selanjutnya menghilangkan sikap egois, serta dosen menjelaskan materi sesuai tujuan yang meningkatkan motivasi intrinsik. Berdasarkan data pada Tabel 2, diperoleh hasil bahwa sebelum diadakan inovasi metode pembelajaran, aktivitas kuliah mahasiswa secara umum belum memenuhi target (sebelum LS 38,916 < target 53,571), kegiatan mencatat dan merangkum saja yang memenuhi target.

Results

Conclusion