The Application of the Two Stay Two Stray (TSTS) Cooperative Learning Model in Improving the Ability to Understand the Main Idea of Paragraphs

Abstract

The purpose of this study was to describe the planning of the Two Stay Two Stray Cooperative Learning model in improving students' ability to understand the main ideas of paragraphs at Parungkadongdong Elementary School. To describe the implementation of the Two Stay Two Stray Cooperative Learning model in improving the ability to understand class V at SDN Parungkadongdong. To describe the improvement of the Two Stay Two Stray Cooperative Learning model on student learning outcomes in determining the main ideas of paragraphs. This article is Classroom Action Research. The results of the study: Planning, in Indonesian language lessons the subject matter of paragraphs using the Cooperative Learning Type Two Stay Two Stray (TSTS) model in class V SDN Parungkadongdong is said to be successful. This can be seen from the results of the teacher's ability to design lesson plans. In cycle I the teacher's ability to design lesson plans reached 85% in the high category and in cycle II the teacher's ability to design lesson plans reached 93% in the very high category. Implementation, in Indonesian lessons the subject matter of paragraphs using the Cooperative Learning Type Two Stay Two Stray (TSTS) model in class V SDN Parungkadongdong was said to be successful. This can be seen from the results of teacher activities in managing learning and student activities in carrying out learning have increased in each cycle. Teacher activity in cycle I reached 89% and in cycle II reached 93%. While student activity in cycle I reached 83% and in cycle II reached 91%. Observation (Observation) Increasing Students' Ability to Understand Main Ideas of Paragraphs, in Indonesian language lessons the main ideas of paragraphs using the Cooperative Learning Type Two Stay Two Stray (TSTS) model in class V SDN Parungkadongdong are said to be successful. This can be seen from the results of improving students' ability to understand the main ideas of paragraphs. In the pre-action it reached 68%, the first cycle reached 75% and the second cycle reached 86%.