Pengaruh Model Pembelajaran Team Assisted Individualization Terhadap Keterampilan Sosial Siswa Pada Pembelajaran PJOK Studi Eksperimen pada Siswa SMPIT Adzkia Sukabumi Section Articles
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Abstract
Penelitian ini bertujuan untuk mengetahui pengaruh model Team Assisted Individualization terhadap peningkatan keterampilan sosial siswa pada pembelajaran Pendidikan Jasmani. Desain penelitian yang digunakan adalah Randomized Pretest-Posttest Control Group Design. Populasi dalam penelitian ini adalah siswa kelas 8 SMP Islam Terpadu Adzkia. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel berjumlah 60 siswa dan terbagi ke dalam kelompok eksperimen dan kelompok kontrol, masing-masing berjumlah 30 siswa. Kelompok eksperimen melaksanakan pembelajaran menggunakan Team Assisted Individualization, sedangkan kelompok kontrol menggunakan Direct Instruction. Instrumen penelitian yang digunakan untuk mengukur keterampilan sosial siswa adalah angket yang diadaptasi dari Social Skill Improvement System Rating Skill (SSIS-RS). Hasil uji paired t-test Sig. 0,00 < 0,05 untuk kelompok eksperimen dan kontrol. Sehingga hasil penelitian ini menunjukkan bahwa terdapat pengaruh model pembelajaran Team Assisted Individualization dan Direct Instruction terhadap peningkatan keterampilan sosial siswa. Hasil uji independent t-test menunjukkan Sig. 0.00 <0.05. Artinya, jika keduanya dibandingkan maka yang lebih berpengaruh adalah model pembelajaran Team Assisted Individualization daripada model pembelajaran Direct Instruction. Penelitian ini dapat dijadikan referensi bagi guru penjasorkes di sekolah khususnya pada jenjang sekolah menengah pertama agar dapat melaksanakan pembelajaran penjasorkes menggunakan Team Assisted Individualization untuk menciptakan suasana belajar yang mendorong siswa untuk meningkatkan keterampilan sosialnya.
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References
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Brackett, M. A., Rivers, S. E., & Salovey, P. (2011). Emotional intelligence: Implications for personal, social, academic, and workplace success. Social and Personality Psychology Compass, 5(1), 88–103. https://doi.org/10.1111/j.1751-9004.2010.00334.x
Brooks JR, D. K. (1984). A Life-Skills Taxonomy: Defining Elements Of Effective Functioning Through The Use Of The Delphi Technique (Social Skills, PsychoeducationaL). University of Georgia.
Dowd, T., & Tierney, J. (2017). Teaching social skills to youth: A step-by-step guide to 182 basic to complex skills plus helpful teaching techniques (2nd Ed.). Boys Town Press.
Dyson, B., & Casey, A. (2016). Cooperative learning in physical education and physical activity: A practical introduction. Routledge. https://books.google.co.id/books?hl=en&lr=&id=qRy4CwAAQBAJ&oi=fnd&pg=PP1&dq=Cooperative+learning+in+physical+education+and+physical+activity:+A+practical+introduction.+Routledge.&ots=556oKMG2P9&sig=8XeiiGBwoUjH2m5jzBAyIdlP2zA&redir_esc=y#v=onepage&q=Coope
Ebrahim, A. L. I. (2010). The Effect Of Cooperative Learning Strategies On Elementary Students ’ Science Achievement. International Journal of Science and Mathematics Education, October, 293–314. https://doi.org/10.1007/s10763-011-9293-0
Endrianto, E., & Ma’mun, A. (2018). MKDU Olahraga dan Waktu Aktif Berolahraga Hubunganya dengan Kebugaran Jasmani dan Keterampilan Sosial. Jurnal Penelitian Pendidikan, 18(3), 318–326. https://doi.org/https://doi.org/10.17509/jpp.v18i3.15003
Foulks, B., & Morrow, R. D. (1989). Academic Survival Skills for the Young Child at Risk for School Failure. Journal of Educational Research, 82(3), 158–165. https://doi.org/10.1080/00220671.1989.10885885
Fraenkel, J. R., Wallen, N. E., & Hyun, H. H. (2012). How to Design and Evaluate Research in Education (Eight Edit). Mc Graw Hill.
Ginanjar, A. (2016). Implementasi Praktis Model-model Pembelajaran Pendidikan Jasmani. Indramayu: Program Studi Pendidikan Jasmani Kesehatan Dan Rekreasi STKIP Nahdlatul Ulama Indramayu.
Greene, J. O., & Burleson, B. R. (2003). Handbook of communication and social interaction skills. Lawrence Erlbaum Associates.
Gresham, F. M. (2016). Social skills assessment and intervention for children and youth youth. 3577(August). https://doi.org/10.1080/0305764X.2016.1195788
Gresham, F. M., & Elliot, S. N. (1990). Social skills rating system. PsycTESTS Dataset. https://doi.org/10.1037/t10269-000
Gresham, F. M., Elliott, S. N., Vance, M. J., & Cook, C. R. (2011). Comparability of the Social Skills Rating System to the Social Skills Improvement System : Content and Psychometric Comparisons Across Elementary and Secondary Age Levels. 26(1), 27–44. https://doi.org/10.1037/a0022662
Hasani, M. K., Komarudin, K., & Juliantine, T. (2019). The Effect of Learning Model and Motivation Level on Students’ Self-Eficacy. Jurnal Pendidikan Jasmani Dan Olahraga, 4(2), 217–224. https://doi.org/https://doi.org/10.17509/jpjo.v4i2.19951
Hovdal, D. O. G., Haugen, T., Larsen, I. B., & Johansen, B. T. (2021). Students’ experiences and learning of social inclusion in team activities in physical education. European Physical Education Review, 27(4), 889–907. https://doi.org/https://doi.org/10.1177/1356336X2110028
Huang, M., Tu, H., Wang, W., Chen, J., Yu, Y., & Chou, C. (2017). Effects of Cooperative Learning and Concept Mapping Intervention on Critical Thinking and Basketball Skills in Elementary School. Thinking Skills and Creativity. https://doi.org/10.1016/j.tsc.2017.01.002
Irmansyah, J., Lumintuarso, R., Sugiyanto, F. X., & Sukoco, P. (2020). Children’s social skills through traditional sport games in primary schools. Cakrawala Pendidikan, 39(1), 39–53. https://doi.org/10.21831/cp.v39i1.28210
José, S., Menêses, C., Storino, S., Barros, H., Santos, F. B. F., Virgilio, M., & Barros, G. De. (2015). Association between physical activity , participation in Physical Education classes , and social isolation in. Jornal de Pediatria, xx, 1–8. https://doi.org/10.1016/j.jped.2015.01.008
Madrona, P. G., Samalot-Rivera, A., Marin, E. C. G., Rodenas-Jimenez, J., & Rodenas-Jimenez, M. L. (2014). Improving Social Skills through Physical Education in Elementary 4th Year. American Journal of Sports Science and Medicine, 2(6A), 5–8. https://doi.org/10.12691/ajssm-2-6A-2
McClelland, M. M., & Morrison, F. J. (2003). The emergence of learning-related social skills in preschool children. Early Childhood Research Quarterly, 18(2), 206–224. https://doi.org/10.1016/S0885-2006(03)00026-7
Mercier, R. (2013). Student-Centered Physical Education—Strategies for Teaching Social Skills. Journal of Physical Education, Recreation & Dance, 64(5), 60–65. https://doi.org/10.1080/07303084.1993.10609979
Metzler. (2005). Instructional Model for Physical Education. Holcon Hathaway.
Missal, K. N., & Hojnoski, R. L. (2008). The critical nature of young children’s emerging peer-related social competence for transition to school. Social Competence of Young Children: Risk, Disability, and Intervention, 117–137.
Montoya, A., Simonton, K., & Gaudreault, K. L. (2020). Enhance Student Motivation and Social Skills: Adopting the Sport Education and Cooperative Learning Models. Journal of Physical Education, Recreation and Dance, 91(8), 15–20. https://doi.org/10.1080/07303084.2020.1798307
Nneji, L. (2011). Impact Of Framing And Team Assisted Individualized Instructional Strategies Students ’ Achievement In Basic Science. 23(4), 1–8.
Novalinda, R., Dakhi, O., Fajra, M., Azman, A., Masril, M., Ambiyar, A., & Verawadina, U. (2020). Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement. Universal Journal of Educational Research, 8(12A), 7974–7980. https://doi.org/10.13189/ujer.2020.082585
Panuntun, F. (2020). Journal of Sport Coaching and Physical Education Pengaruh Model Pembelajaran Kooperatif Teams Games Tournament ( Tgt ) Dan Problem Based Learning ( Pbl ) Terhadap Hasil Belajar Sepak Bola ( Dribbling ) Pada SiswaKelas Xi Smk Hkti 2 Banjarnegara Abstrak. 5(1), 19–23. https://doi.org/https://doi.org/10.15294/jscpe.v5i1.36807
Poulou, M. (2014). The effects on students’ emotional and behavioural difficulties of teacher-student interactions, students’ social skills and classroom context. British Educational Research Journal, 40(6), 986–1004. https://doi.org/10.1002/berj.3131
Rahman, A., & Ahmar, A. S. (2016). The influence of cooperative learning models on learning outcomes based on students ’ learning styles. World Transactions on Engineering and Technology Education, 14(3), 425–430. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=2924441
Rahmat, Z., Fattah, N., Waspada, I. P., & Ansharullah, A. (2022). Efektifitas Model Pembelajaran Kooperatif : Team Assisted Individualization Dan Student Team Achievement Division Terhadap Kognitif Siswa. JKIP : Jurnal Kajian Ilmu Pendidikan, 2(2), 62–72. https://doi.org/10.55583/jkip.v2i2.216
Richard E. Mayer, & Patricia A. Alexander. (2017). Handbook of research on learning and instruction (2nd ed.). Routledge.
Samalot-Rivera, A., & Porretta, D. L. (2009). Perceptions and practices of adapted physical educators on the teaching of social skills. Adapted Physical Activity Quarterly, 26(2), 172–186.
Sapon, M., & Shevin. (2009). Cooperative Learning and Middle Schools : What Would It Take to Really Do It Right ? 5841(June). https://doi.org/10.1080/00405849409543637
Sari, D. K. (2014). Studi komparasi metode pembelajaran kooperatif Team Assisted Individualization (tai) dan cooperative problem solving (cps) terhadap prestasi belajar ditinjau dari kemampuan matematik siswa pada materi kelarutan dan hasil kali kelarutan kelas xi ipa sma ne. https://digilib.uns.ac.id/dokumen/detail/38936
Şenyuva, E., Kaya, H., & Bodur, G. (2014). Effect social skills of nursing students of the project based teaching methods. Procedia-Social and Behavioral Sciences, 152, 393–398. https://doi.org/https://doi.org/10.1016/j.sbspro.2014.09.218
Setiawan, H. R. (2019). Peningkatkan Aktivitas Dan Hasil Belajar Siswa Dengan Menggunakan Model Pembelajaran Team Assisted Individualization (TAI) Pada Mata Pelajaran Pendidikan Agama Islam Di Smp Rahmat Islamiyah Medan. Jurnal Ilmiah Al-Hadi, Vol 4 No 2 (2019): Jurnal Ilmiah AL-HADI, 942–955. https://jurnal.pancabudi.ac.id/index.php/alhadi/article/view/746/706
Shen, Y., & Shao, W. (2022). Influence of Hybrid Pedagogical Models on Learning Outcomes in Physical Education: A Systematic Literature Review. International Journal of Environmental Research and Public Health, 19(15), 9673.
https://doi.org/https://doi.org/10.3390/ijerph19159673
Sheridan, S. (2000). Tough kid social skill book. Sopris West.
Siregar, I. I., Budiyono, & Slamet, I. (2018). Team Assisted Individualization (TAI) in Mathematics Learning Viewed from Multiple Intelligences. Journal of Physics: Conference Series, 1108(1), 12073. https://doi.org/10.1088/1742-6596/1108/1/012073
Slavin, R. E. (1985). Team-assisted individualization: Combining cooperative learning and individualized instruction in mathematics. Learning to Cooperate, Cooperating to Learn, 177–209. https://doi.org/10.1007/978-1-4899-3650-9_7
Slavin, R. E. (1995). Cooperative learning: Theory, research, and practice (2nd ed.). Allyn & Bacon.
Slavin, R. E. (2015). Education 3-13 : International Journal of Primary , Elementary and Early Years Education Cooperative learning in elementary schools. January 2015, 37–41. https://doi.org/10.1080/03004279.2015.963370
Stiadi, D., Ma’mun, A., & Juliantine, T. (2020). The Effect of Cooperative Learning Intentionally Structuring Model on Self-Disclosure and Self-Awareness in Physical Education Learning at School. Jurnal Pendidikan Jasmani Dan Olahraga, 5(1), 22–28. https://doi.org/https://doi.org/10.17509/jpjo.v5i1.23540
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