Team Assisted Individualization Model Research Articles

Model Pembelajaran Team Assisted Individualization dalam Keterampilan Menulis Bahasa Jerman

Abstract. The purpose of this study was to determine the improvement in writing skills of German language texts for class XI students of SMAN 3 Makassar through the application of the Team Assisted Individualization model. This type of research is classroom action research which consists of two cycles with each cycle consisting of two meetings. The subject of this research is class XI MIPA 3 SMAN 3 Makassar. There are two types of research data, namely qualitative data and quantitative data. Qualitative data were obtained from teacher and student observation data, while quantitative data were obtained from students' writing tests. The results of students' text writing tests in cycle 1 obtained an average of 3 and experienced an increase in cycle II with an average value of 5. The results of this study indicate that the application of the Team Assisted Individualization model can improve the German writing skills of class XI students of SMAN 3 Makassar.Keyword: Implementation, Writing, Team Assisted Individualization model

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

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

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.

ANALISIS PENERAPAN MODEL TAI BERBANTUAN MEDIA KONKRET TERHADAP PEMAHAMAN KONSEP MATEMATIKA MATERI SUDUT

Diversity of characters, different levels of learning understanding and difficulties in understanding learning concepts make it difficult for teachers in the teaching and learning process because students are still unfamiliar with the material so that teachers are allowed to provide a real picture so that the learning material is easily understood by students. The learning process requires a learning model that can make students learn optimally by using a cooperative learning model, one of which is the Team Assisted Individualization (TAI) model. The use of learning media that brings students closer to everyday experiences about mathematical concepts realistically by using an experiential approach to real-world situations or concrete objects. The purpose of this study was to determine the application of the Team Assisted Individualization (TAI) learning model using concrete object media to improve students' ability to understand mathematical concepts in angle material. Based on the literacy results obtained from seven relevant journals regarding "Analysis of the Application of the TAI Model Assisted by Concrete Media on Understanding the Mathematical Concepts of Angle Material" it was found that learning the concept of angles with the aid of concrete media using the Team Assisted Individualization (TAI) cooperative learning model can have a positive effect on learning process and improving student learning outcomes so that it can be applied to elementary school level mathematics learning

Pengaruh Model Teams Games Tournament (TGT) Dan Team Assisted Individualization (TAI) Berbasis Flashcard Terhadap Hasil Belajar Siswa Kelas VI SD Materi Sistem Tata Surya

The aims of this study were (1) to analyze the effect of flashcard-based Teams Games Tournament (TGT) on student learning outcomes in grade VI material on the solar system in the Nusa Indah cluster, Mranggen sub-district. 2) to analyze the effect of flashcard-based Team Assisted Individualization (TAI) on student learning outcomes. VI matter of the solar system. 3) analyze the difference in the effect of the TGT flashcard model and TAI flashcard learning on the learning outcomes of class VI students on the solar system material. This research is a quantitative type, with this research method is a quasi-experimental design with nonequivalent control group design. The population in this study were students of class VI SD Negeri in the Nusa Indah cluster, Mranggen District, Demak Regency as many as 223 students. The results showed that there were differences in the statistical group in the TAI class and the control class. Because sig 0.001 < 0.05. and t count > t table then the decision is Ho is rejected and Ha. received. Ha accepted means that there is an effect of the TAI model on student learning outcomes. There are differences in the statistical group in the TGT class and the control class. Because sig 0.00 < 0.05. and t count > t table then it means Ho is rejected and Ha is accepted. This means that there is an influence of the TGT learning model on student learning outcomes. The average value for the two classes there is a difference in the statistical group in the TGT class and TAI class. Because sig 0.000 < 0.05 While the t count value is 3.910 with df = 60 then the t table is 1.9990 so that t count > t table (3.910 > 1.9990), because sig 0.000 < 0.05. and tcount > t table then the decision is Ho is rejected and Ha is accepted. Ha accepted. it means that there is a difference in the effect of the TGT model and the TAI model on the learning outcomes of class VI students on the solar system material.

The Effect of Cooperative Model Type Team Assisted Individualization (TAI) on Student Learning Outcomes in Integrated Thematic Learning

The main objective of this study is to identify the impact of Team Assisted Individualization models on the academic results of primary school students on the topic "environment is our best friend." The above research was quantitative and employs a quasi-experimental situation design. The design of a non-equivalent Control Group is being used in the study. The grouping sampling method had been used to sample the population, which was composed of 3 SD in Cluster I, Kec. IV, Jurai. The study was undertaken at Class VA had 16 students in it as an experiment group and Class VB had 15 students in it as a control group. Preconditioned test results in the form of normality, homogeneity tests, and hypothetical tests using the t-test were also used to analyze the data for this research. The experimental class's pre-test average was 46,25, and the post-test average was 80,5 after implementing the Team Assisted Individualization learning models. Meanwhile, after being taught using the traditional approach of 64,13, the control class received an average of 49,06 There is a pre-test and a post-test. Then there's the t-test both had a significant level of 0,05. This ttable = 2,045 > tcount = 3,605. It can be concluded that the Team Assisted Individualization model has an impact on students' learning outcomes when it comes to the topic "environment is our best friend.

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

COMPARATION OF STUDENTS’ ACHIEVEMENT ON THE TOPIC OF LINEAR EQUATION ON TWO VARIABLES AT SMP NEGERI 19 AMBON

This research is intended to find out the differences of students’ achievement which taught by using Team Assisted Individualization model and Think Pair Share model. Population of this research are 8th grade students of SMP Negeri 19 Ambon which consists of 10 classes. Research samples are students of class VIII-5 which stated as experiment group I (using TAI model) and students of class VIII-3 which stated as experiment group II (using TPS model). Each experiment group using different learning instruments, especially on students’ worksheets. This research is a quantitative research using posttest only group design. Data of this research is analyzed using t-test which supported by SPSS software version 22.0. Result shows that students group which using Team Assisted Individualization model has better achievement compare to Students on Think Pare Share class

Penerapan Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) untuk Meningkatkan Aktivitas dan Hasil Belajar Siswa pada Mata Pelajaran Ekonomi di SMA Negeri 2 Denpasar

The study aimed to find out (1) the improvement of student’s learning activity in economic subjects by implementing team assisted individualization model. (2) the improvement of student’s learning outcomes by implementing team assisted individualization model. This research was CAR that was done in 2 cycles. The subject was 45 tenth graders in SMA Negeri 2 Denpasar. The objects of the study were students’ learning activities and learning outcomes. The study was quantitative research where the data source used primary data. The data was collected through observation and test. The results showed that, (1) TAI model increase student’s learning activities, the average in the first cycle of 6.75 with active category, then in the second cycle it increased to 8,85 in the active category. (2) The implementation of the TAI improves student’s learning outcomes, with the average of 67.11 in the sufficient category, then in the second cycle it increased to 80,11 with a good category.

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.

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.

Team Assisted Individualization Model Assisted by Effective Ludo Media Improving Student Learning Outcomes

The low competence of mathematical knowledge caused by the lack optimal use of the learning model makes it difficult for students to understand the learning material. The purpose of this study was to analyze the effectiveness of the Team Assisted Individualization model assisted by Ludo media on learning outcomes in terms of the problem-solving ability of fraction material. This type of research was a quantitative study using pre-experimental design in the form of a one-group pretest-posttest design. The number of samples in this study was all students of class IV, amounting to 26 students using saturated sampling type sampling. Data collection in this study was obtained through interviews, tests and documentation. The results of data analysis obtained tcount 9.698 and ttable 1.706 with a significant level of 5%. Because t_count> ttable is 9.698> 1.706, so H_0 is rejected, which means that there are differences in pretest and posttest learning outcomes. Then the two-party t-test of problem-solving abilities shows that tcount> ttable is 8,000> 1,671 then H_0 is rejected, so there is a significant difference in learning outcomes seen from the problem-solving ability using the Team Assisted Individualization model with groups that are taught with conventional models in grade IV SD. The Team Assisted Individualization model assisted by Ludo media is effectively applied in the learning process to improve student learning outcomes for fractions.

School Physics Assistance Learning using the TAI (Team Assisted Individualization) Model: Analysis of Student Evaluation Capabilities

The ability of prospective teacher students obtained in lectures needs to be developed to be applied in learning in schools. One of them is by applying the TAI learning model. The application of the TAI (Team AssistedIndividualization) learning model is implemented to analyze the student's evaluation ability in the implementation of school assistance and and to add to the experience of students in the real field. This effort was carried out with four stages of TAI namely Teams, Placement Tests, Student Creative, and Teaching Group. At each stage of the TAI model, students provide a description and analysis in the form of activity reports and presentations. The research conducted is a description of collaborating with experimental research, one-shot case study research on students of physics level 5 and data collection techniques with observation and interviews.The results showed that students had the highest ability to evaluate the ability to provide solutions to the obstacles found in partner schools and the lowest ability to find a settlement procedure that was suitable for the scope of the implementation of school assistance.

THE EFFECT OF COOPERATIVE LEARNING ON STUDENTS’ ECOLOGY ACHIEVEMENT AND INTERPERSONAL COMMUNICATION SKILL IN BIOLOGY EDUCATION STUDY PROGAM FKIP PAKUAN UNIVERSITY BOGOR

This research is aimed at finding out the effect of cooperative learning on students’ achievement in ecology and their interpersonal communication skill in Biology Education Study Program, FKIP Unpak Bogor. This research was conducted at Biology Education Study Program, FKIP Unpak Bogor, and academic year of 2017/2018. Population in this research is students of the fourth semester of Biology Education Study Program, FKIP Unpak Bogor. Cluster Random Sampling technique is used in choosing the sample. There are two classes chosen as the sample with 75 students. Quantitative approach is used with experimental method which consists of three variables. The first variable is Team Assisted Individualization model (TAI) which is a independent variable (X). The second variable consists of two dependent variables (Y) they are ecology learning achievement and interpersonal communication skill. Based on the data analysis and research result, it can be concluded that there is an effect of the use of Team Assisted Individualization model on ecology learning achievement in Biology Education Study Program, FKIP Unpak Bogor. Learning outcome of ecology and interpersonal communication skill on experimental group which taught using Team Assisted Individualization is better than the result of the control group. Team Assisted Individualization model is a model that can improve ecology learning outcome and interpersonal communication skill.

PENINGKATAN HASIL BELAJAR MATERI BANGUN DATAR MELALUI MODEL TEAM ASSISTED INDIVIDUALIZATION DI KELAS IV B SD NEGERI 47 KOTA JAMBI

To be able to learn something well, we need to hear, see, ask questions about it, and discuss it with others. Not only that, students need to "do it", which is describing something in their own way, showing examples, trying to practice skills and doing tasks that demand the knowledge they have gained. This research addressed the question: Is the Team Assisted Individualization model able to improve students’ learning outcomes in mathematics? While the purpose of this study was to find out how far the implementation of the Team Assisted Individualization model can improve Mathematics in the topic of Flat Surfaces learning outcomes in class IV B. This research uses two rounds of action research. Each round consists of four stages, namely: design, activity and observation, reflection, and revision. The target of this study is class IV B. The data obtained are in the form of formative test results, observation sheets of teaching and learning activities. From the results of the analysis it was found that student learning outcomes experienced an increase from the first cycle to the second cycle, namely, the first cycle (80.64) and the second cycle (87.09%) The conclusion of this study is that the Team Assisted Individualization model can have a positive effect on the learning outcomes of Jambi City Elementary School 47 students, and this learning model can be used as an alternative in mathematics learning.

PENINGKATAN HASIL BELAJAR MATERI BANGUN DATAR MELALUI MODEL TEAM ASSISTED INDIVIDUALIZATION DI KELAS IV B SD NEGERI 47 KOTA JAMBI

To be able to learn something well, we need to hear, see, ask questions about it, and discuss itwith others. Not only that, students need to "do it", which is describing something in their ownway, showing examples, trying to practice skills and doing tasks that demand the knowledgethey have gained. This research addressed the question: Is the Team Assisted Individualizationmodel able to improve students’ learning outcomes in mathematics? While the purpose of thisstudy was to find out how far the implementation of the Team Assisted Individualization modelcan improve Mathematics in the topic of Flat Surfaces learning outcomes in class IV B. Thisresearch uses two rounds of action research. Each round consists of four stages, namely:design, activity and observation, reflection, and revision. The target of this study is class IV B.The data obtained are in the form of formative test results, observation sheets of teaching andlearning activities. From the results of the analysis it was found that student learning outcomesexperienced an increase from the first cycle to the second cycle, namely, the first cycle (80.64)and the second cycle (87.09%) The conclusion of this study is that the Team AssistedIndividualization model can have a positive effect on the learning outcomes of Jambi CityElementary School 47 students, and this learning model can be used as an alternative inmathematics learning.Keywords: Cooperative Team Assisted Individualization (TAI) Model, mathematics 26

PENGARUH MODEL PELAJARAN TGT DAN TAI TERHADAP HASIL BELAJAR MAHASISWA PGSD UNIPA SURABAYA PADA POKOK BAHASAN KONSEP PENDIDIKAN IPS

This research aims at knowing the influence of learning models Team Assisted Individualization (TAI) and Team Games Tournament (TGT) toward learning achievement of the students of Elementary Teacher Education (PGSD) Unipa Surabaya on the topics such as concept of social science education. The population of this research is the students of Elementary Teacher Education (PGSD) Unipa Surabaya year 2016. The sample of this research is the students of A class, B class and C class year 2014. This research uses experimental. Design uses Randomized Control Group Pretest-Postest Design. At the same time, the data analysis technique used statistic program SPSS version 16. From the research data analysis it can be seen that is no difference between TAI and TGT model in Social Science lesson to PGSD Student Unipa Surabaya.

The use of an android–based-game in the team assisted individualization to improve students’ creativity and cognitive achievement in chemistry

The use of information and communication technology (ICT) in learning process resulted in positive impact to students’ output. This research investigated the difference of improvement of students’ creativity and cognitive achievement due to the use of android-based games on Chemistry Nomenclature in learning method of team-assisted individualization (TAI) into the improvement of students’ creativity and cognitive achievement. This was an quasi experiment research with non-equivalent pretest-posttest control group design involving 2 groups of students of X grade of a senior high school in Yogyakarta, Indonesia, SMAN 1 Seyegan, Sleman. The groups were experiment and control which were chosen randomly, involving 32 students in each group. The difference of learning model in the two groups were the use of android-based games within learning model of TAI in the experiment group, but it was only the use of TAI model in control group. The android-based games were developed and validated previously in this investigation, and were excellent in quality for the use in Chemistry learning process, and were reported separately. The data of both students’ creativity and cognitive achievement were measured before and after learning process. Data of students’ creativity were collected with the instruments of questionnaire and observation sheets, and the data of cognitive achievement were collected with a set of test. Statistical analysis of MANOVA was used to analyze data to measure the difference of the improvement of students’ creativity and cognitive achievement between experiment and control groups. The results showed that the improvement of creativity and cognitive achievement of students in the experiment group was higher significantly than that in control group.

THE INFLUENCE OF TEAM ASSISTED INDIVIDUALIZATION (TAI) ON GEOGRAPHY LEARNING MODEL TEAM OF JUNIOR HIGH SCHOOL

Selection of the right learning model will increase the chances of achieving student learning success. The choice of learning model should pay attention to students' ability which is generally not the same among students one to another. The main factors are the various intelligence and student backgrounds. In addition, the absorptive capacity of the subject matter between students with one student is not the same so that affect learning outcomes achieved. Therefore, teachers need alternative learning model to overcome the diversity of student characteristics, one of them is with individual learning. However, the large number of students in the classroom and the various shortcomings in individual learning such as the effectiveness of learning, time, effort, and curriculum demands, as well as other obstacles, then individual learning is very unlikely to be implemented. An alternative that teachers can do is through the use of learning models that lead to programmed individual learning. The model of learning in accordance with the problem is Model Team Assisted Individualization (TAI). The TAI model is designed as a learning model that combines individual learning with cooperative learning. With the TAI model, the weaknesses that exist in individual learning and on cooperative learning can be minimized with the advantages that exist in both. This study aims to determine the effect of the use of TAI Model on the results of IPS geography learning. This research includes quasi experiment type, using Pretest-posttest Control Group Design design. The subjects consisted of one experimental class and one control class, grade VII student SMPN 4 Lumajang. The research instrument is a test consisting of prates and pascates. The data analysis technique uses t-test with SPSS 16.00 for Windows. The result of data analysis shows that the learning result of IPS geography of students using TAI model is better than students who do not use TAI Model. Thus it can be argued that the use of TAI model influences the learning outcomes Geography IPS Geography students proposed for teachers in the field of study Geography is to make the Model TAI as an alternative model of learning to improve student learning outcomes. Suggestions for further research are piloting the TAI Model on different materials and levels of higher classes or schools, as well as combining with more varied learning media so as to show a great influence on student learning outcomes and gain greater benefits from the TAI Model.
 Key Words: Model Team Assisted Individualization (TAI), Geography Learning Result