PENERAPAN MODEL STUDENT TEAMS ACHIEVEMENT DIVISION UNTUK MENINGKATKAN HASIL BELAJAR DAN KREATIVITAS BELAJAR EKONOMI

Abstract

Abstrak: Penelitian ini bertujuan untuk meningkatkan hasil belajar dan kreativitas belajar ekonomi.
Penelitian tindakan kelas ini menggunakan model pembelajaran kooperatif tipe Student Teams Achievement
Division. Subjek penelitian adalah siswa kelas VIII-2 SMP Negeri-1 Pancur Batu yang berjumlah 38
orang. Data hasil belajar diperoleh lewat teknik tes, sedangkan data kreativitas belajar siswa lewat teknik
observasi. Analisis data menggunakan metode analisis deskriptif kuantatif. Hasil penelitian menunjukkan
bahwa hasil rata-rata pretes adalah 62,89 dimana hanya 37% siswa yang memenuhi Standart Ketuntasan
Belajar Minimal (SKBM). Setelah diadakan tindakan siklus I nilai rata-rata meningkat menjadi 75
dengan 71% siswa mencapai SKBM, pada siklus II nilai rata-rata meningkat menjadi 79 dengan 87%
siswa memenuhi ketuntasan. Kreativitas juga mengalami peningkatan dari 59% pada siklus I menjadi
78% pada siklus II. Dengan demikian, penerapan model STAD hasil belajar ekonomi meningkat sebesar
16% dari siklus I ke II serta dapat meningkatkan kreativitas sebesar 19% dari perbandingan siklus I dan
siklus II.
Kata Kunci: model STAD, hasil belajar, kreativitas belajar
THE APPLICATION OF STUDENT TEAMS ACHIEVEMENT DIVISION
LEARNING MODEL TO IMPROVE THE LEARNING OUTCOMES
AND CREATIVITY IN LEARNING ECONOMICS
Abstract: The purpose of this research is to improve the learning outcomes and creativity in learning
economics. This Classroom Action Research (CAR) was carried out using the model of Student Teams
Achievement Division. The research subjects were students of class VIII-2 of SMP N 1 Pancur Batu
with the total of 38 students. Data for outcomes analysis were collected through test and observation
sheet. The results show that the average value of the pre-test is 62.89 in which only 37% of students meet
the Minimum Standards Mastery Learning (SKBM). After the first cycle, the average value increases
to 75 with 71% of students achieving SKBM, and after the second cycle, the average value increases
to 79 which means 87% of students meet completeness. The creativity also increases from 59% in the
first cycle to 78% in the second cycle. It can be concluded that the outcomes of economy learning has
increased by 16% from cycle I to cycle II and the creativity has also increased 19% from the first cycle
to the second cycle.
Keywords: STAD Model, learning outcomes, learning creativity