Penerapan Model Pembelajaran Student Team Achievement Divisions Untuk Peningkatan Prestasi Belajar SMK Ma’arif 7 Kebumen

Abstrak

This research aims to describe the application of the Student Team Achievement Divisions type cooperative learning model in improving the learning achievement of students in Class XI Accounting at Ma'arf 7 Vocational School, Kebumen. This research took the form of Classroom Action Research (PTK), the students studied were class XI Accounting students at Ma'arif 7 Vocational School, Kebumen with a total of 36 students. This research approach uses a qualitative approach. The data collected is in the form of learning implementation data using the STAD type cooperative learning model and learning outcomes. The data analysis used is qualitative and quantitative data analysis. The data analysis technique used is data reduction, data presentation and drawing conclusions. Based on the research results, it was found that (1) The use of the Student Team Achievement Division (STAD) cooperative model in PAI learning can improve learning outcomes in the material Competing in Kindness and Work Ethic in class XI Accounting students at Ma'arif 7 Vocational School, Kebumen, namely: dividing the participants students in several groups, each group consisting of 5 teachers, delivers lesson material by first explaining the objectives of the lesson, students study in groups that have been formed, the teacher prepares worksheets as a guide for group work, the teacher evaluates learning outcomes through group and individual work, the teacher awards to groups with superior grades. (2) Learning outcomes in Islamic Religious Education subjects through the Student Team Achievement Division (STAD) type cooperative model in PAI learning can improve learning outcomes in the material Competing in Kindness and Work Ethic in class This has increased further. This is evident from the class average score in the initial condition of 70.83, increasing in Cycle I to 74.65 and increasing again in Cycle II to 79.65. Meanwhile, the percentage of learning completeness in the initial condition was 36%, increasing in Cycle I to 58% and increasing again in Cycle II to 89%. In this way, the completeness of classical learning outcomes has been successfully achieved according to the initial target, namely 80% of students scored more than the KKM that had been determined before the research.