Team Assisted Individualization Research Articles

PENGARUH MODEL PEMBELAJARAN KOOPERAKTIF TYPE TAI (TEAM ASSISTED INDIVIDUALIZATION) TERHADAP HASIL BELAR SISWA KELAS X SMA NEGERI 10 LUWU

This study aims to determine the effect of the cooperative learning model type TAI (Team Assisted Individualization). Against the Learning Outcomes of Class X SMAN 10 Luwu Students. The type of research used is experimental research with a quasi-experimental design and the design is non-equivalent control group design. The instrument used in this study was a test of student learning outcomes (pretest and posttest). The research samples taken were students of class X MIPA 1 and class X MIPA 2 SMAN 10 Luwu in the 2021 academic year with a total of 60 students. Sampling was used by purposive sampling technique. The data analysis technique used is descriptive and inferential statistics. From the results of descriptive analysis, the average value of student learning outcomes in class X MIPA 2 SMAN 10 Luwu by applying the cooperative learning model type TAI (Team Assisted Individualization) obtained 80.50 in the high category. The results of the inferential analysis on student learning outcomes using the samplet-test test obtained a value of Sig. (2-tailed) of 0.000 <0.05, it was concluded that there was an effect on the treatment using a cooperative learning model type TAI (Team Assisted Individualization) increasing results student learning in the overall sample population.
 
 

Pengaruh Penerapan Model Kooperatif Tipe Teams Assisted Individualization (TAI) Disertai Praktikum Terhadap Hasil Belajar Siswa Pada Materi Ikatan Kimia

This study aims to determine the effect of the implementation of the Teams Assisted Individualization (TAI) cooperative model with practicum on learning outcomes. This study used an experimental method, with a posttest only control design. The population was students of class X IPA and the sample of class X IPA 2, amounting to 26 people as the experimental class and class X IPA 1, totaling 26 people as the control class. The results of the research were analyzed by using the hypothesis (t-test) and the tcount was 1.778> t table 1.67. From these data, it can be influence the application of the cooperative model type TAI along with practicum on student learning outcomes in chemical bonding material.

Teaching Narrative Text Using TAI Method To Increase Students' Writing Ability

The research is the teaching narrative text using team assisted individualization (TAI) method to increase students' writing ability at second years SMPN 31 Takengon. The researcher used quantitative research with experimental design. The second year of SMPN 31 Takengon (VIII1 and VIII2) as the sample. Technique data analysis in this investigation uses statistics with the score t-test and formulate uses to compare the actual difference between control and experimental samples. The result of the using the team-assisted individualization (TAI) method is increase the students' writing in narrative text. It can be seen from the result of test tobs > ttable value tobs 2.88 and ttable 1,60 or tobs ? ttable. The team-assisted individualization (TAI) method also helps the students increase imagination and make the students easy to write in narrative text.

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

Application of Tai-Type Cooperative Learning To Increase Master Of The Concept Of Lines And Series Of Students Of Class Xi Mipa 2 SMAN 1 Sinjai

This research was at a time to find out the learning activity increase and the Math learning result through the application of Team Assisted Individualization (TAI). The subjects of this research were 32 students of Class XI MIPA 2 SMA Negeri 1 Sinjai. This research used qualitative approach that employed Class Action Research done in two cycles. Every cycle consists of planning, treatment, observation and reflection. The data collection were done by pre-test, post-test, and the students activity observation. The data collected were processed using descriptive statistics using percentage. every cycle was considered successful if in average the students scored >65 and the classical learning success was >75%. On the 1st meeting of the cycle I, the students activity which considered. Good was 28.1% and on the 2nd meeting which considered Good was 46.9%. The students' Math learning result on the cycle I that reached the minimum success criterion (KKM=65) was 81.25% or 26 out of 32 students, 6 students still could not pass the KKM needed. On the 1st meeting of the Cycle II, the students learning activity considered Good was 71.875%, on the 2nd meeting the students learning activity considered as Good and Very Good was 84.4%. The students' Math learning results also increased significantly. All the students passed or surpassed the KKM target. Therefore, it is concluded that the application of Cooperative Model Team Assisted Individualization (TAI) type to the students of XI MIPA 2 SMA Negeri 1 Sinjai has successfully reached the performance indicator on the Cycle II.

Penerapan pembelajaran Team-Assisted Individualization (TAI) berbasis tahapan Newman untuk meningkatkan kemampuan siswa kelas VII SMP Brawijaya Smart School dalam menyelesaikan soal cerita matematika

the aim this research is to know applying Team-Assisted Individualization (TAI) based Newman Stages can increase ability of students to solving mathematics world problems. Data collected with document analysis and observation with descriptive qualitative approach. The result shows that the number of students in high-ability increase 42,43 percent and the number of students in low-ability decrease 33%, group distribution based on prior-ability and characteristic of students, the teacher assist student getting into difficulty, groups of learning to fare well, reflection of learning can unbend misconseption of students, and the appreciation be a motivation of students in learning

The Effect of Various Learning Approaches on Mathematical Learning Outcomes based on the Multiple Intelligences of Students

The aim of this paper is to describe the research results on multiple intelligences in mathematics learning, using a descriptive approach. It also ascertains the influence of various learning models on mathematics learning outcomes based on students’ multiple intelligences. Student Teams-Achievement Divisions (STAD) and Team Games Tournament (TGT) learning models improved learning outcomes for students possessing logical-mathematical, kinesthetic, and interpersonal intelligences. Furthermore, Group Investigation (GI) and Numbered Head Together (NHT) learning models improved student learning outcomes with logical-mathematical intelligence. Two Stay Two Stray (TSTS) learning model with peer tutors improved student learning outcomes with linguistic, logical-mathematical, and interpersonal intelligences. Team Assisted Individualization (TAI) and Jigsaw learning improved student learning outcomes with linguistic intelligence. Also, TSTS and NHT learning models improved student learning outcomes with logical-mathematical, and interpersonal intelligences. Keywords: compound intelligence, learning model, mathematics

The Efficacy of Using Team Assisted Individualization (TAI) in Teaching Reading Stories to Indonesian English as Foreign Language (EFL) Students

This research aims at finding out the efficacy of using Team Assisted Individualization technique in teaching reading especially stories to Indonesian English as Foreign Language (EFL) students. The main question of this research: Is the use of the Team Assisted Individualization technique effective in teaching reading stories to Indonesian EFL students?. The research can be an addition to the persisting teaching reading stories of English particularly the use of the Team Assisted Individualization technique. This research was conducted at the tenth-grade students at SMA Kristen Mercusuar Kupang, an Indonesian High School. The total number of samples was 25 students. The research used a pre-experimental method with a pre-test and post-test design. The pre-test was given to find out the basic ability of the students in reading stories and the post-test given to find out the students’ improvement in reading stories after giving the treatment by using of Team Assisted Individualization technique. The findings show that using the Team Assisted Individualization technique is effective in teaching reading stories to Indonesian EFL students. It is supported by the result of the significance test through SPSS 20 program that the P was 0.00. Therefore, it is recommended to use the Team Assisted Individualization technique in developing students’ competence in reading stories of Indonesian EFL students.

Peningkatan kemampuan menyelesaikan soal cerita pecahan melalui model team assisted individualization (tai) pada siswa kelas v sekolah dasar

<p class="Abstract">This research aims to improve solving problem ability about fraction for the fifth grade students using Team Assisted Individualization (TAI). The subject of this research were 18 students of the fifth grade of SD Negeri 01 Mesoyi. This research is Classroom Action Research conducted in two cycles. Each cycle consisted of planning, action, observation, and reflection. In the 1st cycle improved precycle from 55,72 to 72,22 for the classical completeness. The classical completeness percentage improved from 22,22% to 66,67% in 1st cycle.. The results of the 2nd cycle after was fixed from the the 1st cycle shows that the average of the ability to solve essay problem of fraction was higher. The average score improve from 77,22 to 76,77 in the 2nd cycle. The classical completeness of the cycle 1st to 2nd is 66,67% to 83,33%. The conclusion from this research shows that using Team Assisted Individualization can improve the ability to solve essay problem of fraction for the fifth grade of 01 Mesoyi elementary school Talun Distric Pekalongan Regency in the academic year 2020/2021</p>

Studi Komparatif Metode Pembelajaran Team Assisted Individualization dan Cooperative Integrated Reading and Composition terhadap Hasil Belajar IPS

This research aims to compare the differences in students learning outcomes in IPS subjects in grade VIII of SMP Negeri Tumijajar using cooperative learning models such as Team Assisted Individualization (TAI) and Cooperative Integrated Reading and Composition (CIRC). This study use pseudo-experimental research with Nonequivalent Control Group Design. Population in this study is all grade VIII students and samples are 58 students divided into 29 students in class VIII C and 29 students in class VIII D. Collecting data technique using observation, pre and post test, and documentation literature while for the analyzing data using t-test. The results showed that there were a significant differences in learning outcomes for student who learned cooperative TAI type compared to CIRC type with t-test results obtained 2,486 > 2,003 with a significant rate of 0.009 < 0.05
 

Peningkatan Motivasi Belajar Matematika Siswa Melalui Model Pembelajaran Kooperatif Tipe Teams Assisted Individualization (TAI) pada Siswa Kelas XI IPS 1 SMA Negeri 6 Kerinci

This research was a classroom action research. The study was conducted because there were some students who were lack of motivation in learning Math Subject. Therefore, the researcher offered Cooperative Team Assisted Individualization (TAI) to improve the students learning motivation on Math Subject. The objective of the research was to figure out whether the method could improve the student’s learning motivation related to cooperation, participation, passion and learning enthusiasm at grade XII IPS 1 SMA N 1 Kerinci. The collaborator of the research was a teacher who taught the same subject. The research was done in two cycles which had three stages; (a) Planning (b) Action (c) Observation, and (d) Reflection. The data were collected by using (a) observation (b) Questionnaire (c) Written test. The data analysis result showed that the student’s learning motivation in Math subject improved significantly after Cooperative TAI (Teams Assisted Individualization) was implemented. The student’s learning motivation in cycle one was 58,69%, then in cycle 2 the percentage was 75,30%. It concluded that the implementation of Cooperative TAI in learning and teaching process on Math Subject improved the student’s learning motivation. It was suggested to Math Teacher to apply this method as one of the solutions to cover the student’s learning motivation problem on Math Subject.

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.

Peningkatan Prestasi Belajar IPA tentang Tata Surya melalui Penerapan Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) bagi Peserta Didik Kelas VI Sekolah Dasar

<p><em>This research is a classroom action research that aims to determine the improvement of science learning outcomes about the solar system through the application of the TAI (Team Assisted Individualization) type of cooperative learning model for class VI students at SD Negeri Wanoja 02 Wanoja Village, Salem District, Brebes Regency in the second semester of the 2018 academic year. /2019 The subjects of this study were 30 grade VI students, this research was conducted in two cycles, each cycle having an objective test. The results of the research that have been carried out are obtained in the first cycle the percentage of student activity is 6%, the average grade at the time of the post test has only reached 65.8 with students' classical learning mastery of 50%, then in the second cycle the percentage of student activity is 55.56% , the average value increased to 80.28 with students' classical learning completeness of 83%, so it can be concluded that the application of the TAI type cooperative learning model in science lessons about the solar system can improve the learning outcomes of sixth grade students at SD Negeri Wanoja 02, Salem District, Regency Brebes.</em></p>

The Influence of Team Assisted Individualazation Method on Metacognitive Ability and Student Achievement in Science Subject at Madrasah Ibtidaiyah Hidayatut Thowalib Pare.

Metacognitive ability and student learning achievement are two things that needed in the learning process, especially on science subject. By using Team Assisted Individualization Method it can improve metacognitive ability and student learning achievement. This research aims to know about the process of appliying the influence of Team Assisted Individuality (TAI) method on science subject in Madrasah Ibtidaiyah Hidayatut Thowalib Pare. This research uses quantitative research method of quasi experiment control group design. It uses TAI method in experiment class and conventional in control class. After doing the learning process, metacognitive ability is measured by using questionnaires and learning achievement is measured by using pre'test and postest. The results can be seen from the cumulative average of students’ metacognitive ability of 30 students amount 93.3% in the ekserimental class and 85.1% in the cotrol class. The difference between the experimental and control class is 8.2%. While teh average result of student achievement in the experimental class using TAI Method taken from 30 student is 83.16 and the average result of student achievement in the control class is 77.37. this research uses the validity test and the reliabilty of the questionnaire that amount 20 items and followed by 57 repondents both in the experimental class and the control class. The are 30 student repondents in the experimental class and 27 student repondents in the control class that are valid. This data can be seen with significant level = 0.05 and rtable = 0.36. an item is called to be valid when rcount ≥ rtable. While for the reliabilty of item in the experimental class and in the control class are reliable, with cronbach’s Alpha = 0.731 ≥ 0.70. in this research, normality test distributed normaly because it has asymp. Sign ≥ 0.05 while the result learning of the experimental class has a significant 704 and 432 for the control class. It means that the data is normally distributed. The experimental class consisting of 30 student respondents has the average 9.333 Tcount 5.234 while Ttable 2.045 with significant level of 0.05 or 5%. Based on the data, it can be counclude that Tcount ≥ Ttable. It means Ho is rejected and Ha is accpeted. Based on the explanation above, TAI method has an influence on metacognitive ability and student achievement of grade IV on science subjects in MI Hidayatut Thowalib Tegalsari Pare For Academic year 2017-2018.

Evaluation of Teachers' Opinions About Using Team-Assisted Individualization Technique in Mathematics Course in Inclusive Education Practices

The aim of this study is to evaluate based on teachers' opinions the effects of using the team-assisted individualization technique in teaching mathematics lessons in inclusive education practices on students with normal development and students with special needs who benefit from inclusive education. The study uses the single-case embedded design, a qualitative case design. The study group of the research consists of three classroom teachers. The research uses a semi-structured interview form, observation form, and researcher and student diary notes as data collection tools. The teachers’ opinions have been collected using a semi-structured interview form. The content analysis method has been used for analyzing the data. According to the obtained results, the study has determined the teachers to generally found the team-assisted individualization technique useful in their teaching practice and the technique to be suitable for both normally developing students and students who have special needs and benefit from inclusive education. In addition, the teachers were identified to consider the technique effective in terms of students’ interest in mathematics lessons, increased mathematics course achievement, positive attitudes towards mathematics, and showing social acceptance for the students with special needs who benefit from inclusive education as well as to consider it to add value to students. Based on the research results, teachers are suggested to benefit from the teaching practices of team-assisted individualization technique in teaching mathematics and other courses in order to improve students with special needs being socially accepted. In addition, teachers are suggested to use these teaching techniques in the teaching practices of different courses for students with special needs and other types of disabilities who can benefit from inclusive educational practices.

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.

Upaya Peningkatan Kemampuan Analisis Melalui Model Pembelajaran Kooperatif Tipe TAI (Team Assisted Individualization) pada Mata Pelajaran Fiqih Siswa Kelas VIII MTs Nurul Huda

Efforts to Improve Analytical Ability Through Cooperative Learning Model Type TAI (Team Assisted Individualization) in Fiqh Subjects for Class VIII MTs Nurul Huda.The background of this research is that based on the identification carried out by the researchers at the research location, namely: the Fiqh learning process in the classroom still uses the classical method where learning is centered on the teacher, so that learning at MTs Nurul Huda on Fiqh subjects is one-way, more teacher-centered so that students become passive. The objectives of this research are: To determine the analytical ability in fiqh subjects in class VIII MTs Nurul Huda before and after using the Cooperative Learning Model Type TAI (Team Assisted Individualization). This research was conducted in the form of classroom action research. According to the type of research chosen, namely classroom action research, this research uses an action research model in the form of a spiral and from one cycle to the next. The results of this study are: Increasing student learning outcomes using the Cooperative Learning Model Type TAI (Team Assisted Individualization) is also seen from the increase in the average percentage of each indicator of analytical ability from cycle I to cycle II, which is as follows from the results of research on learning cycle II This shows an increase in results compared to the improvement in previous learning (cycle I). The average classical completeness is 87.5% so that classical completeness has been achieved because the completeness is more than 80%..

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>

PENGEMBANGAN LEMBAR KERJA SISWA (LKS) DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION UNTUK MENINGKATKAN MINAT BELAJAR DAN HASIL BELAJAR SISWA

This research aims to develop student worksheets with team assisted individualization (TAI) cooperative learning models in Pythagoras Theorem materials. This research aims to find out the increased interest in learning and student learning outcomes. The method used in this study uses research and development (R & D) method with ADDIE (Analysis, Design, Development, Implementation, Evaluatio) design. The data collection techniques used in this study are questionnaires, validation sheets and study results tests. Instruments used are device validation sheets, student response questionnaires, student learning interest questionnaires and student learning outcomes. The data analysis technique used is qualitative data consisting of advice and comments from experts and qualitative data judging by the analysis of validity, practicality and effectiveness. The results showed that, learning devices were declared very valid with the average assessment results from experts 4.15, the student response questionnaire reached 73.81% which is intended in the positive category so that the developed LKS is declared practical, the student learning interest questionnaire reached 70.33% that is in the positive category as well as the results of students who reach an average of 81.66% that exist in the complete category.

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