Abstract

Abstrak


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Penelitian ini bertujuan untuk mengetahui adanya pengaruh model pembelajaran kooperatif tipe Team Assisted Individualization berbantuan peta konsep terhadap hasil belajar dan keterampilan berpikir kritis siswa SMP tema kalor. Desain penelitian ini adalah quasi experimental design dengan bentuk nonequivalent control group design. Pengambilan sampel dilakukan dengan teknik purposive sampling, diperoleh kelas VII A sebagai kelas eksperimen dan kelas VII B sebagai kelas kontrol. Metode pengumpulan data dalam penelitian ini dengan observasi, dokumentasi, angket, dan tes. Hasil penelitian menunjukkan adanya hubungan  antara model pembelajaran kooperatif tipe Team Assisted Individualizatin berbantuan peta konsep dengan hasil belajar dan keterampilan berpikir kritis. Rata-rata nilai posttest kognitif kelas kontrol 74,58 dan kelas eksperimen 85. Hasil analisis korelasi biserial diperoleh koefisien korelasi (rb) 0,734 dan koefisien determinasi (KD) 53,88%. Hasil keseluruhan afektif dan psikomotorik kelas eksperimen lebih besar daripada kelas kontrol. Rata-rata nilai posttest keterampilan berpikir kritis kelas kontrol 65,72 dan kelas eksperimen 77,97. Hasil analisis korelasi biserial keterampilan berpikir kritis diperoleh rb 0,842 dan KD 70,90%. Berdasarkan hasil angket tanggapan siswa terhadap pembelajaran yaitu 29 siswa dari 32 siswa memberikan tanggapan yang sangat baik. Berdasarkan hasil tersebut dapat disimpulkan bahwa model pembelajaran kooperatif tipe Team Assisted Individualization berbantuan peta konsep berpengaruh positif terhadap hasil belajar dan keterampilan berpikir kritis siswa pada tema kalor.




 


Abstract


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This research aims to know the effect of cooperative learning of type Team Assisted Individualization assisted concept map to the learning outcomes and critical thinking skill of junior high school students on the topic of heat. The design of this study is quasi-experimental design, nonequivalent control group design. The sample was taken using purposive sampling technique. The class of  VII A as the experimental class and VII B as the control class. The data collection in this study used observation, documentation, questionnaire, and  test. The result of the study shows that there is correlation between cooperative learning of Team Assisted Individualization type assisted concept map and learning outcomes and critical thinking skill. The cognitive average score of posttest in control class is 74,58 and in experimental class is 85. The result of biserial correlation analysis found that the correlation coefficient (rb) is 0,734 and the coefficient of determination (KD) is 53,88%. The overall result of affective and psychomotor experimental class is greater than the control class. The average value of critical thinking skill posttest control class 65,72 and experimental class 77,97. Results of biserial correlation analysis critical thinking skills acquired rb 0,842 and KD 70,90%. Based on the results of the questionnaire responses of students towards learning that 29 students out of 32 students have responded very well. Based on these results it can be concluded that the model of cooperative learning of Team Assisted Individualization type assisted concept map has positive effect on learning outcomes and the critical thinking skill of students on the theme of heat.