Team Assisted Individualization Learning Model Research Articles

Penerapan Model Team Assisted Individualization Untuk Meningkatkan Hasil Belajar Siswa

The objectives of this research are (1) to describe the teacher's ability to apply the Team Assisted Individualization type cooperative learning model to improve Indonesian language learning outcomes, (2) to describe students' Indonesian language learning outcomes through the application of the Team Assisted Individualization type cooperative learning model in class VIII students at State Middle Schools. 4 South Makale. The type of research used in this research is qualitative research. The data collection techniques used in this research were observation, interviews, tests, field notes and documentation. The results of this research show that 1) the teacher's ability to manage learning using the Team Assisted Individualization type cooperative learning model for students is classified as very good. This can be seen from the overall average score of 4.57 over the three meetings; 2) student learning outcomes increase with the Team Assisted Individualization learning model. This can be seen from the results of the initial test (pre-test) of 25 students, none of whom achieved a KKM score ≥ 70 because they only got an average score of 30.90, while in the final test (post-test) only 3 people did not complete it. of 25 students with an average score of 80.35. Classically and individually, students achieve completeness of the KKM score in the final test after being given treatment compared to the initial test before being given treatment.

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach

This study aims to determine the average increase in the mathematical representation ability of students who are taught using Team Assisted Individualization (TAI) learning and conventional learning and to see the effectiveness of the TAI learning model with a constructivist approach. The subjects in this study were students of class VIII SMP Negeri 3 Samaturu in the even semester. Sampling was carried out using cluster random sampling technique as the experimental unit selected two research classes. Data analysis techniques using descriptive statistics and inferential statistics. Furthermore, the results of inferential statistics on hypothesis testing using the t-test. Based on the results and discussion in this study, several conclusions were obtained, namely: (1) students' mathematical representation abilities before being taught by the TAI model with a constructivism approach consisting of 19 students showed an average of 14.08, with a standard deviation of 5.78615; (2) students' mathematical representation abilities after being taught using TAI learning with a constructivism approach show an average value of 58.72, with a standard deviation of 7.332761; and (3) Learning mathematics through the TAI learning model is more effective than conventional learning.

The effectiveness of the Team Assisted Individualization model assisted by mathematics domino on mathematics learning outcomes of high school students

This study was inspired by the class X SMA Hidayatullah Batam's poor mathematics learning outcomes, one of which was brought on by teaching strategies that discouraged student participation in the learning process. The purpose of this study was to compare the Team Assisted Individualization learning model assisted by mathematics domino (domat) visualizer with conventinal learning models in terms of the mathematics learning results for class X students at SMA Hidayatullah Batam. This kind of research utilized a posttest-only control group design and was quasi-experimental in nature. Up to 53 pupils from class X at SMA Hidayatullah made up the research population. The experimental class, X MIPA PA (15 students), and the control class, X MIPA PI (15 students), were sampled via purposive sampling. The research instrument was in the form of essay questions where all items were valid and reliable (reliability coefficient 0.927 in the high category). Using one sample t-test and independent sample t-tests the data were analyzed. The results showed: (1) The implementation of the domat-assisted TAI learning model was effective in terms of mathematics learning outcomes with a t-value (4.231) t-table (2.144); (2) the conventional model is ineffective with a t-value (-0.728) ≤ t-table (2.144); and (3) there were differences between the domat-assisted TAI learning model and the conventional model in terms of the outcomes of mathematics learning with a t-value (3.082) t-table (2.048). On the basis of the study's findings, the domat-assisted TAI learning approach is advised as an alternative to learning mathematics. It can help students take an active part in the learning process and improve their learning outcomes.

Team Assisted Individualization TAI (Team Assisted Individualization) Learning Model on Learning Skills of Private Elementary School Students PAB 29 Manunggal

This study aims to: (1) Know the listening skills of fourth grade students at Sekolah Dasar PAB 29 Manunggal before using the TAI (Team Assisted Individualization) learning model, (2) Know the listening skills of fourth grade students at SD PAB 29 Manunggal Private Elementary School after using the TAI learning model ( Team Assisted Individualization), (3) Knowing the effect of the TAI (Team Assisted Individualization) learning model on the listening skills of grade IV Sekolah Dasar Private PAB 29 Manunggal. This type of research is a quantitative study with a one-group pretest-posttest design. The population of this study was class IV-B of PAB 29 Manunggal Private Elementary School, which consisted of28 people. The sampling technique used is saturated sampling in which all members of the population are used as samples.Data collection techniques using observation sheets. Based on the results of the study: (1) Before using the TAI (Team Assisted Individualization) learning model, the average student score was still low, namely 51.79 and the highest scoreobtained by students before using the TAI (Team Assisted Individualization) learning model was 65, (2 ) After using the TAI (Team Assisted Individualization) learning model the average value of students increased to 79.57, and the highest score obtained by students after using the TAI (Team Assisted Individualization) learning model was 94, (3) Based on this research, the results obtained Hypothesis calculations using the t test (Paired Sample T Test) at a significant level of 0.05 obtained sig. (2-tailed) is 0.000 ≤ 0.05, it can be said that Ha is accepted and H0 is rejected.

Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. This research is classroom action research, which consists of two cycles. The subjects in this study were one teacher and fifteen fourth-grade students at 028 Kubang Jaya Elementary School. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.

Meningkatkan Hasil Belajar Shooting dalam Permainan Sepak Bola melalui Model Pembelajaran Team Assisted Individualization (Tai) pada Siswa Kelas X MIA 1 SMA Negeri Ambon

The game of football is one of the PJOK learning materials that is taught at every level of the education unit, both from elementary school to tertiary level. The purpose of this study was to determine the increase in shooting learning outcomes through the TAI learning model. This type of research is Classroom Action Research (CAR). The results of this study indicate that the results of the action in cycle I, there were 11 students who had completed or 74.75% with a total value of 884.5, 6 students did not complete or 25.24% with a total value of 298.7. In Cycle II, there were 17 students who completed with a total score of 1354.3 or 889.36%. There is an increase in learning outcomes of 13.89%, meaning that learning outcomes in shooting in soccer games can be improved through the TAI (Team Assisted Individualization) learning model.

The Effect of Cooperative Learning Model Type of Team Assisted Indivisualization Assisted LKPD on Mathematics Learning Outcomes

The purpose of the study was to determine the students' mathematics learning outcomes by using a cooperative learning model of team assisted individualization type assisted by hots-based worksheets; and the effect of cooperative learning model type team assisted individualization assisted LKPD based hots on students' mathematics learning outcomes. The method used is an experiment with sampling determined by taking the available classes without doing random sampling. The experimental class and control class were determined by lottery, the results of the draw determined that class V SD Mallengkeri I was the control class and class V was SD Mallengkeri II as the experimental class, namely the class that was given treatment. The data analysis technique in this study used descriptive statistical analysis. As a requirement, test requirements were carried out, namely normality test and homogeneity test using Kolmogorov-Smirnov and Levene's test. After that, the hypothesis is tested using the Paired sample test. The results showed that the mean of the experimental class was 81, 88 while the mean of the control class was 68, 88. Based on data analysis with the Paired sample test. which was carried out at the 95% confidence level, the results were 0.000 <0.05, which means H0 is rejected. To find out the difference in student learning outcomes and understanding between the experimental class and the control class, the N-gain test was carried out using the N-Gain formula. Based on the calculation results obtained, for the experimental class of 0.58 which shows an increase in understanding in the medium category. Based on these data, it can be concluded that the use of the Team Assisted Individualization learning model has an effect on the learning outcomes of fifth graders at SD Cluster III Tamalate Makassar

Comparison of Mathematics Learning Outcomes with Student Team Achievement Divisions and Team Assisted Individualization Model

The purpose of this study was to determine the difference between student learning outcomes in mathematics using the Student Team Achievement Divisions (STAD) learning model and the Team Assisted Individualization (TAI) learning model. The research method is descriptive quantitative with a quasi-experimental approach, and a two-group posttest only control design. Samples were taken by means of convenience sampling. The data collection technique is a test instrument by looking at the learning outcomes. The results and findings, based on the results of hypothesis testing using the t-test, obtained that t count is greater than t table of 3.179> 1.995 with a significance level of 0.05. These findings are supported by the calculation of learning outcomes for experimental class I using the Student Team Achievement Divisions method with the average value is 70.01, this shows a higher value than the experimental class II which uses the Team Assisted Individualization method which averages 66.90. The conclusion is that there are differences in the learning outcomes of students who are taught using the Student Team Achievement Divisions model with students who are taught using the Team Assisted Individualization learning model. The Student Team Achievement Divisions learning model produces higher learning outcomes and is recommended to be used in teaching all mathematics materials at all levels

Evaluation of E-Module Assisted Tai Cooperative Learning Model in Improving Student's Mathematics Literature

The purpose of this study was to evaluate, identify and categorize the level of mathematical literacy of class VII students at MTs Husnul Khotimah 2 Kuningan before and after the implementation of the Team Assisted Individualization (TAI) learning model assisted by e-modules. This research method is quantitative with One Group Pretest-Posttest design. The data collection technique used a mathematical literacy test for pretest and posttest with number content. While the data analysis technique used the average difference test (Paired Sample T-Test) and the Gain test. The results showed that based on the results of the average difference test, there were differences in scores before and after the application of the Team Assisted Individualization (TAI) model with the help of e-modules and the application of the TAI model could also improve mathematical literacy with an average score of each before and after the application of the model is 47.07 and 70.33 with categorization of improvement based on the Gain test after the application of the TAI model assisted by e-modules, namely 7 students of low improvement, 18 students of moderate improvement, and 5 students of high improvement and the average increase of students after the application of the model TAI assisted by e-module is 0.481 and is included in the moderate criteria. Thus, one way to improve students' mathematical literacy is to use the TAI learning model.

Penerapan Model Team Assisted Individualization Pada Hasil Belajar Matematika Siswa Kelas V SDN 1 Bagik Polak Barat

This study aims to improve the mathematics learning outcomes of fifth grade students of SDN 1 Bagik Polak Barat for the 2021/2022 academic year through the application of the Team Assisted Individualizatio model. The type of research used is Classroom Action Research with 4 stages, namely, planning, implementation, observation and reflection. This research was conducted in 2 cycles, where each cycle consisted of 3 meetings. The subjects in this study were all fifth grade students of SDN 1 Bagik Polak Barat who had a K13 curriculum. The data collection techniques used in this study were observation of the activities of teachers and fifth grade students at SDN 1 Bagik Polak Barat, as well as learning outcomes tests in each cycle. Based on data analysis, the activities of teachers and students were in the active category in the first cycle and in the second cycle increased to very active. As well as classical completeness in the first cycle of 79.16%, an increase in the second cycle of 95.83% and has reached the predetermined success achievement. So it can be said that the application of the Team Assisted Individualization learning model can improve the mathematics learning outcomes of fifth graders at SDN 1 Bagik Polak Barat for the 2021/2022 academic year.

Penerapan Model Team Assisted Individualization Pada Hasil Belajar Matematika Siswa Kelas V SDN 1 Bagik Polak Barat

This study aims to improve the mathematics learning outcomes of fifth grade students of SDN 1 Bagik Polak Barat for the 2021/2022 academic year through the application of the Team Assisted Individualizatio model. The type of research used is Classroom Action Research with 4 stages, namely, planning, implementation, observation and reflection. This research was conducted in 2 cycles, where each cycle consisted of 3 meetings. The subjects in this study were all fifth grade students of SDN 1 Bagik Polak Barat who had a K13 curriculum. The data collection techniques used in this study were observation of the activities of teachers and fifth grade students at SDN 1 Bagik Polak Barat, as well as learning outcomes tests in each cycle. Based on data analysis, the activities of teachers and students were in the active category in the first cycle and in the second cycle increased to very active. As well as classical completeness in the first cycle of 79.16%, an increase in the second cycle of 95.83% and has reached the predetermined success achievement. So it can be said that the application of the Team Assisted Individualization learning model can improve the mathematics learning outcomes of fifth graders at SDN 1 Bagik Polak Barat for the 2021/2022 academic year.

Innovation in the Implementation of the Team Assisted Individualization Learning Model Based on Hands-On-Activity to Improve Students' Motivation and Concept Understanding

The purpose of this study was to determine the application of the TAIbased Hands-on Activity learning model effectively to improve theunderstanding of chemical concepts and the learning motivation of learners ofhydrocarbon combustion material. This study uses a Quasi-ExperimentalDesign with the research subjects being Class XI students of SMA N 1 Kramat.The sample in this study was taken using the Random Sampling Clustertechnique. The instrument in this study was a test instrument in the form of apretest and posttest, while the non-test instrument was a questionnaire. Theresults of the t-test analysis showed that the application of the TAI basedHands-on Activity learning model was effective in increasing the ability tounderstand chemical concepts and learner motivation. The average ability tounderstand the concepts of chemistry in the experimental class and the controlclass was 78.06 and 67.86, respectively. The average learning motivation ofstudents in the experimental class and the successive control class is 75.83 and65.83. The N-gain test for understanding the concept of the experimental classand the control class were 0.467 (medium category) and 0.296 (low category),respectively. N-gain learning motivation of students in the experimental classand control class was 0.42 (medium category) and 0.25 (low category),respectively.

Upaya Meningkatkan Hasil Belajar Matematika Melalui Cooperative Learning Tipe TAI (Team Assisted Individualization)

This study aims to improve mathematics learning outcomes through cooperative learning type TAI (Team Assisted Individualization) in fifth grade students of SD Muhammadiyah 4 Tangerang City. This research was conducted on 30 students consisting of 14 male students and 16 female students. The learning used in this research is classroom action research using the spiral model of Kemmis and Mc Taggart. The stages of classroom action research according to Kemmis and Mc Taggart are as follows: The main concept of classroom action research consists of four components, namely planning (planning), action (acting), observation (observing) and reflection (reflecting). The results obtained in the first cycle, students who achieved complete learning were 20 students (66.7%) with an average score of 67 student learning outcomes, the second cycle reached 25 students (83.3%) with an average learning outcome. 74 , and the third cycle reached 28 students (93.3%) with an average learning outcome of 77. In conclusion, the application of the Team Assisted Individualization learning model to fifth grade students of SD Muhammadiyah Tangerang can improve students' mathematics learning outcomes. This can be seen from the increase in class averages and students who reach the KKM.
 Keywords: Mathematical Ability, Team Assisted Individualization (TAI) Method

Efforts to improve students’ mathematical critical thinking ability by using Team Assisted Individualization learning model

The development of critical thinking is the goal of the Indonesian education curriculum. However, research on how to develop and improve these abilities is still rarely studied. In this article, we offer a team assisted individualization-learning model in improving critical thinking skills. The objectives of this study were (1) to describe the improvement of students’ mathematical-critical thinking skills using the Team Assisted Individualization learning model, (2) To determine the increase in students’ critical thinking skills after team assisted individualization learning has carried out. This study used experimental research. The subjects in this study were fourth-semester students of the Khairun University mathematics education program. The instrument used was a question describing students’ mathematical-critical thinking skills. Data have been analyzed per indicator and as a whole using descriptive analysis, namely benchmark reference guidelines (PAP) scale five and Normalized Gein. Data were analyzed using the inferential analysis to determine the increase in students’ mathematical critical thinking skills, namely hypothesis testing (one-sample t-test). The result of the data analysis showed an increase in students’ mathematical critical thinking skills, which were interpreted moderately after implementing the assisted individualization team learning model.

Effectiveness of the Application of the Team Assisted Individualization Model to Improve the Learning Independence of Senior High School Students in Optical Instrument Material

This research aimed to determine the differences in the improvement of students' physics learning independence through the application of the Team Assisted Individualization (TAI) learning model. This type of research used a quasi-experimental design with a non-equivalent control group design. The research sample was determined from the population of class XI IPA students of SMAN 1 Pekanbaru, based on the results of the normality and homogeneity tests of the population. Classes that were declared normal and homogeneous, two classes were randomly selected as the control class (36 students) and the experimental class (36 students). The data collection instrument used a student learning independence questionnaire for pre-test and post-test. Data were analyzed using descriptive and inferential analysis. The results of the descriptive analysis obtained the independent learning average of the experimental class was 2.71 with the high category and the control class 2.47 with the low category. The results of the inferential analysis show that there are significant differences in student learning independence before and after learning by applying the TAI learning model. Therefore, the use of the TAI learning model can improve the learning independence of class XI IPA students of SMAN 1 Pekanbaru on the material of optical instruments.

Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

This research aims to improve social interaction and learning achievement in Computer and Network learning materials in Grade X-9 Vocational High School 1 Padang students using the Team Assisted Individualization learning model with modules. This research is a Class Action Research consisting of two cycles. Each Cycle consists of action planning, action execution, observation, and reflection. This study's subject was Grade X-9 Vocational High School 1 Padang Year 2019/2020, which numbered 38 students. Data sources come from teachers and students. The data validity technique used in this study is a triangulation technique that tests the validity of data by utilizing outside means of data to check or benchmarking data methods. The analysis technique also refers to Miles and Huberman analysis models performed in three components: data reduction, data presentation, conclusion drawing, and verification. Data collection instruments through questionnaires, tests, observations, and interviews. The data analysis techniques used are qualitative and quantitative descriptive analysis. The results showed that the Team Assisted Individualization learning model with modules could improve: (1) social interaction increased from 47.37% to 71.05%, and (2) cognitive aspect learning achievement by 34.21% increased to 65.79%. While the affective aspect is learning in (Cycle I) reached the target of 81.58%.

Improving Mathematics Problem Solving Ability through Team Assisted Individualization Learning Model

The purpose of this study was to improve students' problem-solving abilities using the Team Assisted Individualization (TAI) model in students grade IV of Bekasi Jaya II State Elementary School. This study was carried out because of the students' low problem-solving ability in Mathematics.This study employed the Classroom Action Research approach, which was conducted in two cycles. Each cycle has four stages, namely, planning, implementation, assessment, and reflection stage. About 27 students from grade IV has participated in this study. Data collection was carried out through written tests and observation sheets. Data were analyzed with descriptive analysis. The criterion for success in this study is if 80% of students achieve a minimum score of 75.Based on the results, the students' problem-solving ability in cycle I with classical completeness was 59%, and got an average score of 72. In cycle II with 89% classical completeness, and the mean score of students' problem-solving abilities increased to 88. Thus, it can be concluded that the Team Assisted Individualization model can improve the conceptual understanding of grade IV students of Bekasi Jaya II State Elementary School.

Implementasi model pembelajaran team assisted individualization (TAI) untuk meningkatkan keterampilan pemecahan masalah perkalian bilangan cacah

<p class="Abstract"><em>The purpose of this research is to improve problem solving skills multiplication whole numbers by Team Assisted individualization (TAI) learning model. This research is Classroom Action Research two cycles with 4 meetings. The subjects research were students of III clas at SDN Karangasem I Surakarta in the 2019/2020 academic years. This research uses observation, interviews, tests and documentation to collected the data. The validity of the data uses source triangulation and technique triangulation. The analysis of the data used Miles and Huberman model. Result of research on pre-action shows conditions of problem solving skills 3,23% classically. The first cycle increase to 54,84% in classical. The research continued with the second cycle, increase to 93,55% in classical. Based on the result of research TAI learning model can improve problem solving skills multiplication whole number students of III class at SDN Karangasem I Surakarta in the 2019/2020 academic years.</em></p>

Comparison Learning Model Air and Tai Combined With Cognitive Conflict Strategy Againts Active Learning and Concept Understanding

Abstract : There are several problems in the learning process of Basic Electricity and Electronics at SMK Negeri 8 Malang, including: (1) When learning takes place students do not pay attention and listen to the teacher when delivering material, (2) The teacher does not focus on learning activities to students, (3) Students are less active in asking and expressing his opinion about the material that has been taught. This study uses a variety of learning models and methods that can improve students' learning activeness and conceptual understanding, namely the Auditory, Intellectual, Repetition (AIR) learning model and the Team Assisted Individualization (TAI) learning model, each of which is combined with cognitive conflict strategies. The research design used a quasi experimental design with a non-equivalent control group design type. The data analysis technique consisted of normality test, homogeneity test, two mean similarity test, and hypothesis testing. The conclusion of this study is that the AIR learning model combined with cognitive conflict strategies is superior to the TAI learning model combined with cognitive conflict strategies