Analisis Komparasi Implementasi Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Berbasis Asesmen Kinerja Terhadap Prestasi Belajar Fisika Pada Siswa Kelas X SMA Negeri 1 Baturiti

Abstract

Penelitian ini bertujuan untuk mendeskripsikan dan membandingkan perbedaan prestasi belajar fisika antara siswa yang diberi perlakuan yaitu: (1) model STAD berbasis asesmen kinerja (A1), (2) model STAD berbasis asesmen konvensional (A2), (3) model konvensional berbasis asesmen kinerja (A3), (4) model pembelajaran konvensional berbasis asesmen konvensional (A4). Penelitian ini termasuk jenis penelitian eksperimen dengan rancangan post test only control group design. Populasi dalam penelitian ini adalah semua siswa kelas X SMA Negeri 1 Baturiti di Kabupaten Tabanan semester genap tahun pelajaran 2014/2015 yang berjumlah 149 orang. Sampel penelitian berjumlah 72 peserta didik yang terdiri dari 3 kelas sebagai kelompok eksperimen dan 1 kelas sebagai kelompok kontrol. Penentuan kelas sampel menggunakan teknik Simple Random Sampling secara bertahap. Data dikumpulkan melalui tes prestasi belajar fisika dan dianalisis dengan analisis varians satu jalur (ANAVA A) dengan uji-F, dilanjutkan dengan uji t. Sebelumnya dilakukan uji normalitas sebaran data dan uji homogenitas varians. Setelah itu, hipotesis pertama diuji dengan ANAVA A, hipotesis kedua, ketiga, keempat, kelima, keenam dan ketujuh dengan uji t. Hasil penelitian menunjukkan bahwa: (1) ada perbedaan yang signifikan prestasi belajar fisika pada siswa antara A1A2A3A4 (Fhitung = 5,87 > Ftabel = 2,74 (p<0,05), (2) ada perbedaan yang signifikan prestasi belajar fisika pada siswa antara A1A2 (thitung = 2,82 > ttabel = 2,04 (p<0,05), (3) ada perbedaan yang signifikan prestasi belajar fisika pada siswa antara A1A3 (thitung = 3,47 > ttabel = 2,04 (p<0,05), (4) ada perbedaan yang signifikann prestasi belajar fisika pada siswa antara A1A4 (thitung = 7,29 > ttabel = 2,04 (p<0,05), (5) tidak terdapat perbedaan yang signifikan prestasi belajar fisika pada siswa antara A2A3 (thitung = 0,92 < ttabel = 2,04 (p>0,05), (6) ada perbedaan yang signifikan prestasi belajar fisika pada siswa antara A2A4 (thitung = 4,38 > ttabel = 2,04 (p<0,05), (7) ada perbedaan yang signifikan prestasi belajar fisika pada siswa antara A3A4 (thitung = 3,18 > ttabel = 2,04 (p<0,05), Berdasarkan temuan tersebut dapat disimpulkan, bahwa implementasi model pembelajaran kooperatif tipe Student Teams Achievement Division (STAD) lebih efektif apabila berbasis asesmen kinerja pada siswa kelas X SMA N 1 Baturiti. Temuan penelitian ini berimplikasi: (1) setiap guru diharapkan dapat memilih model pembelajaran yang tepat, salah satunya adalah model pembelajaran kooperatif tipe STAD, (2) guru dalam menggunakan model pembelajaran yang inovatif sebaiknya berbasis asesmen kinerja.
Kata Kunci : Model Pembelajaran STAD, Asesmen Kinerja dan Prestasi Belajar Fisika.

This research aims at describing and comparing the difference of physics learning achievement between the students who are given the treatment,they are: (1) STAD style based on working assessment (A1), (2) STAD style based on convensional assessment (A¬2), (3) convensional style based on working assessment (A3), (4) convensional teaching and learning style based on convensional assessment (A4). This is an experiment reserch with post test only control group design. The population of the research were all X grade students of Baturiti 1 Senior High School in Tabanan Regency semester II in 2014/2015. They were 149 students. The samples of the research were 72 students in which 3 classes as the experiment groups and 1 class as the control group. The decision of the sample class used Simple Random Sampling technique gradually. Data was collected using physics learing achievement test and it was analyzed using one-way analysis of variance (ANAVA A) with F¬-test, then continued by t-test. Before that, there was a normality test of the spread of the data and the test of homogeneity of variance. After that, the first hypothesis was tested by ANAVA A, meanwhile the second, third, fourth, fifth, sixth and seventh hypothesis were tested using t-test. The result of the research showed that: (1) there is a significant difference of physics learning achievement on the students among group A1A2A3A4 (Fcount = 5,87 > Ftable = 2,74 (p<0,05),(2) there is a significant difference of physics learning achievement on the students among group A1A2 (tcount = 2,82 > ttable = 2,04 (p<0,05), (3) ) there is a significant difference of physics learning achievement on the students among group A1A3 (tcount = 3,47 > ttable = 2,04 (p<0,05), (4) there is a significant difference of physics learning achievement on the students among group A1A4 (tcount = 7,29 > ttable = 2,04 (p<0,05), (5) there is no significant diference of physics learning achievement on the students among group A2A3 (tcount = 0,92 < ttable = 2,04 (p>0,05), (6) there is a significant difference of physics learning achievement on the students among group A2A4 (tcount = 4,38 > ttable = 2,04 (p<0,05), (7) there is a significant difference of physics learning achievement on the students among group antara A3A4 (tcount = 3,18 > ttable = 2,04 (p<0,05). Based on the result, it is concluded that the implementation of cooperative learning type STAD is more effective if it is based on work assessment on the students Grade X of Baturiti 1 Senior High School. The result of this research has an implication : (1) It is hoped for each teacher to choose an appropriate teaching and learning method, one of them is STAD, (2) teachers in using inovative learning model must be based on working assessment.
keyword : STAD teaching and learning style, work performance assessment, and physics learning achievement