Team Assisted Individualization Cooperative Learning Research Articles

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP PEMAHAMAN KONSEP MATEMATIS PESERTA DIDIK KELAS VIII

One of the goals of learning mathematics is to understand mathematics concepts.. However in practice the Grade 8 students of SMPN 6 Sawahlunto still have very little understanding of mathematical concepts. One of the efforts to improve understanding of mathematical concepts is to implement a team assisted individualization cooperative learning model. The purpose of this study was to find out whether students in class VIII SMPN 6 Sawahlunto who learned through direct instruction have a better understanding of mathematical concepts than students who learned through team assisted individualization models. This type of study is quasi-experimental and uses a non-equivalent post-test-only control group design. Learning tools are tests for understanding mathematical concepts. A t-test is used to test hypotheses. Based on the data analysis it was found that the students had a better understanding of the mathematical concepts taught in the team-assisted individually collaborative learning model compared to the students under the direct instruction. Keywords– Cooperative Learning, Direct Learning, Mathematical Concepts Understanding, Team Assisted Individualization.

The Application of The Team Assisted Individualization Cooperative Learning Model in Improving Learning Outcomes of Class VII Students of Junior High School State 1 Pringapus for The 2021/2022 Academic Year on Data Presentation Materials


 This research aims to determine the improvement of student learning outcomes in class VII C of Junior High School State 1 Pringapus by using the TAI type cooperative learning model in the data presentation material. The problem behind this research is the low learning outcomes of class VII C students during PTS (Middle Semester Assessment) 1 and it made the class with the lowest average math score.
 This research is a classroom action research with research stages, namely planning, implementation, observation and reflection. Research data obtained through written tests, student worksheets, observation, questionnaires, field notes and documentation.
 The results of descriptive research analysis showed an increase in student learning outcomes for class VII C Junior High School State 1 Pringapus through the TAI type cooperative learning model on data presentation material. Improved learning outcomes can be known through the evaluation results in each cycle. In the first cycle, the mastery of students was 52,94% or 18 students who completed with an average learning outcome of 79,85 and in the second cycle the number of learning mastery increased to 82,35% or 28 students with an average learning outcome of 87,79. Meanwhile, the results of the student response questionnaire also showed 74,74% results, which means that students agree or like to use the TAI type cooperative learning model in teaching and learning activities at school.

Application of Team Assisted Individualization Cooperative Learning to Improve Mathematics Learning Multiplication Material

<pre><em>The purpose of this study was to improve the multiplication material learning Mathematics. This study uses the Team Assisted Individualized Cooperative learning model, namely by grouping students into several groups, each of which contains smart children and less intelligent children. Each group worked on the multiplication questions given by the teacher, children who were good at guiding children who were less intelligent (peer tutors). The results of the study using this learning model showed encouraging results for children who previously had many who were incomplete by using this learning model many children who value above KKM.</em></pre>

EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION DAN NUMBER HEAD TOGETHER TERHADAP HASIL BELAJAR MATEMATIKA SISWA SEKOLAH DASAR

The purpose of the descriptive study was to determine the tendency of mathematics learning outcomes using the Team Assisted Individualization cooperative learning model and the cooperative learning type Number Head Together. Comparatively to test the effectiveness of the cooperative learning model Team Assisted Individualization type and cooperative learning model Number Number Together towards the mathematics learning outcomes of the fourth grade students of Nanggulan Elementary School. Descriptive results showed that the tendency of mathematics learning outcomes using the Team Assisted Individualization cooperative learning model was high with an average of 12.19 in the interval between 9.91 ≤ 12.74 and the tendency of mathematics learning outcomes using type cooperative learning models Head Together numbers are high with an average value of 11.8 at intervals between 9.91 <12.74. The results of the analysis obtained a significance value of 0,000. With a value = 0.05. Thus, there were very significant differences in the mathematics learning outcomes of students who were taught using the Team Assisted Individualization cooperative learning model and the cooperative learning type Number Head Together. By looking at the average learning outcomes using Team Assisted Individualization cooperative learning model 12,19 and those using cooperative learning model Number Head Together type 11,8, the Team Assisted Individualization learning model is more effectively applied in mathematics learning than the Number Head Together learning model.

MODIFIKASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION DENGAN STRATEGI PEMBELAJARAN TUGAS DAN PAKSA

The selection and determination of appropriate learning strategies can improve the results to be obtained from the application of classroom learning models. This writing aims to discipline students to develop individual abilities of students to be more active in the learning process and improve the quality of learning. The learning process in Indonesia in general only uses conventional learning models that make students passive and undeveloped. In order for the quality of learning to increase, the Team Assisted Individualization learning model is combined with the task learning and forced strategies. The Team Assisted Individualization cooperative learning model is one of the cooperative learning models that combines learning individually and in groups. Meanwhile, task and forced learning strategies are strategies that focus on giving assignments that require students to complete them on time so that the learning process can run effectively. Students are required to do assignments according to the given deadline. This makes students become familiar with the tasks given by the teacher. Combining or modifying the learning model of the assisted individualization team with forced and forced learning strategies is expected to be able to make students more active, disciplined, independent, creative in learning and responsible for the tasks assigned. Therefore this method of incorporation is very necessary in the learning process and can be applied to improve the quality of learning in schools.

IMPROVEMENT MATHEMATICS PROBLEM SOLVING ABILITY OF THE STUDENTS TAUGHT BY USING TEAM ASSISTED INDIVIDUALIZATION COOPERATIVE LEARNING MODEL

This research was aimed at revealing the effect of using Team Assisted Individualization cooperative learning model on improvement mathematics problem solving ability in class VIII of MTsN Kota Padang. This was a Quasi Experimental research which used quantitative and descriptive approach. The population of the research was the students in class VIII of MTsN Kota Padang. By using Random Sampling technique, class VIII3 of MTsN Lubuk Buaya Kota Padang was chosen as the experimental class and class VIII7 of MTsN Koto Tangah Kota Padang was chosen as the control class. In collecting the data, observation sheet, pre-test, questionnaire and pretest-posttest were used. Based on the result of the research, some conclusions were drawn. First, mathematics problem solving ability fluctuated. Second, mathematics problem solving ability of the students taught by using Team Assisted Individualization cooperative learning model was higher than that of students taught by using conventional model. Third, mathematics problem solving of the students having high and low previous ability taught by using Team Assisted Individualization cooperative learning model was higher than that of students having high and low previous ability taught by using conventional model

Learning outcomes through the cooperative learning team assisted individualization on research methodology’ course

All articles must contain an abstract. The research methodology is a subject in which the materials must be understood by the students who will take the thesis. Implementation of learning should create the conditions for active learning, interactive and effective are called Team Assisted Individualization (TAI) cooperative learning. The purpose of this study: 1) improving student learning outcomes at the course research methodology on TAI cooperative learning. 2) improvement of teaching activities. 3) improvement of learning activities. This study is a classroom action research conducted at the Department of Civil Engineering Universitas Negeri Surabaya. The research subjects were 30 students and lecturer of courses. Student results are complete in the first cycle by 20 students (67%) and did not complete 10 students (33%). In the second cycle students who complete being 26 students (87%) and did not complete 4 students (13%). There is an increase in learning outcomes by 20%. Results of teaching activities in the first cycle obtained the value of 3.15 with the criteria enough well. In the second cycle obtained the value of 4.22 with good criterion. The results of learning activities in the first cycle obtained the value of 3.05 with enough criterion. In the second cycle was obtained 3.95 with good criterion.