Email this article 
The Application of The Teams Assisted Individualization (TAI) Learning Model to Improve Learning Outcome of The Starter Motor Electrical System in VHS
Mike Elly Anitasari, Universitas Muhammadiyah Purworejo, Indonesia
Rakha Rakha, Universitas Muhammadiyah Purworejo, Indonesia
Yusri Bin Kamin, Universiti Teknologi Malaysia, Malaysia
Muhammad Nurtanto, Universitas Sultan Ageng Tirtayasa, Indonesia
Abstract
This research was carried out at Vocational High School (VHS), where the student’s abilities for The Starter Motor Electrical System were still low. The objectives of the study were: to know (1) the application of the TAI (Team Assisted Individualization) learning model for the Motor Starter Electrical System learning in VHS; (2) the improvement in learning outcomes and the percentage of student graduation in the Motor Stater Electrical System learning with the TAI application learning model in VHS; (3) the extent to which the escalation of learning outcomes and the percentage of student graduation in the Motor Stater Electrical System learning after the TAI learning model application. This research belongs to Classroom Action Research, and the subjects were the VHS students. Data were collected using observation methods and test instruments. After the data were obtained, it was analyzed using descriptive analysis techniques. The research results show that: (1) The application of learning using the TAI learning model is carried out in the planning, action and closing stages. (2) The implementation of the TAI learning model can improve students’ learning outcomes, (3) the percentage of students’ graduation of 33.33% with an average score of 60.55 was getting higher to 58.33% in the first cycle with an average value of 69.02 and 94.44% in the second cycle with an average value of 78.47, respectively. It indicates the escalation of the average value of the students’ learning outcomes by 9.45 and the percentage of students’ graduation by 36.11%, respectively.
Keywords
Full Text:
PDFReferences
A. Aziz Makmuri and S. Suyitno. (2021). Meningkatkan Prestasi Belajar Siswa pada Kompetensi Pemeliharaan Kelistrikan Kendaraan Ringan dengan Alat Peraga Di Kelas XI Teknik Kendaraan Ringan 6 SMK Nahdlatul Ulama Lasem Kabupaten Rembang, autotech, vol. 16, no. 2, pp. 125–133, doi: 10.37729/autotech.v16i2.1213.
A. Muja, L. Blommaert, M. Gesthuizen, and M. H. J. Wolbers. (2019). The role of different types of skills and signals in youth labor market integration’, Empirical Res Voc Ed Train, vol. 11, no. 1, p. 6, doi: 10.1186/s40461-019-0081-3.
B. Fürstenau and M. Hommel. (2019). Developing financial competence about mortgage loans by informal learning using banks’ online calculators, Empirical Res Voc Ed Train, vol. 11, no. 1, p. 10, doi: 10.1186/s40461-019-0085-z.
C. Helm. (2015). Determinants of competence development in accounting in upper secondary education, Empirical Res Voc Ed Train, vol. 7, no. 1, p. 10, doi: 10.1186/s40461-015-0022-8.
D. Arinaitwe. (2021). Practices and strategies for enhancing learning through collaboration between vocational teacher training institutions and workplaces, Empirical Res Voc Ed Train, vol. 13, no. 1, p. 13, doi: 10.1186/s40461-021-00117-z.
D. Novitasari. (2018). Improving The Skill of Early Childhood Education Teachers in Making Lesson Plans Through an Andragogy-Based Training’, p. 10.
D. Supriyadi and S. Suyitno. (2020). Pengembangan Media Pembelajaran Sistem Wiper Otomatis (Rain Sensor) Untuk Meningkatkan Hasil Belajar Siswa Kelas Xii Di Smk Islam Sudirman Grabag Magelang, Pendidikan Teknik Otomotif Universitas Muhammadiyah Purworejo, vol. 15, no. 2, p. 10.
D. van Middelkoop, H. Ballafkih, and M. Meerman. (2017). Understanding diversity: a Dutch case study on teachers’ attitudes towards their diverse student population’, Empirical Res Voc Ed Train, vol. 9, no. 1, p. 1, doi: 10.1186/s40461-016-0045-9.
G. Tricahyo. (2012). Keefektifan Model Pembelajaran Kooperatif tipe TAI (Teams Assisted Individualization) dalam Meningkatkan Minat Belajar Siswa dalam Pembelajaran PKM Kelas XI Mesin di SMK PIRI Sleman, Universitas Negeri Yogyakarta, vol. 1, no. 2, pp. 144–152.
Gusti, Suyitno, and A. Primartadi. (2020). Penerapan Model Pembelajaran Teams Assisted Individualization (TAI) untuk Meningkatkan Hasil Belajar Alat Ukur Mekanik pada Siswa Kelas X TKR SMK Pancasila Kutoarjo’, Jurnal Auto Tech, vol. 17, no. 1.
H. B. Uno. (2013). Assesment Pembelajaran, vol. 1. Jakarta: Bumi Aksara.
H. Oemar. (2017). Kurikulum dan Pembelajaran, vol. 7. Jakarta: Bumi Aksara.
H. Saleh, N. Nurdyansyah, F. N. Hasanah, H. E. Rudyanto, and M. Mu’alimin. (2019). ‘Application of Classroom Response Systems (CRS): Study to Measure Student Learning Outcome’, Int. J. Emerg. Technol. Learn., vol. 14, no. 14, p. 132, doi: 10.3991/ijet.v14i14.10506.
I. Muhtadi. (2009). Metode Pembelajaran Cooperative Tipe TAI (Teams Assisted Individualization) untuk Meningkatkan Hasil Belajar Pemahaman Konsepdalam Mata Pelajaran Fisika di SMP IT ABU BAKAR Yogyakarta, Universitas Muhammadiyah Purworejo, vol. 5, p. 102.
I. Wardani, H. Tolle, and I. Aknuranda. (2019). Evaluation of an Educational Media on Cube Nets Based on Learning Effectiveness and Gamification Parameters, Int. J. Emerg. Technol. Learn., vol. 14, no. 14, p. 4, doi: 10.3991/ijet.v14i14.10505.
J. von Seelen, A. Mikkelsen, and M. Wolderslund. (2018). ‘A survey of students’ attitudes to implementing physical activity in Danish vocational education schools’, Empirical Res Voc Ed Train, vol. 10, no. 1, p. 7, doi: 10.1186/s40461-018-0069-4.
K. D. Ariyanti, A. A. Mon, E. Ekohariadi, and L. Anifah. (2018). Effect of Problem-Based Learning Model and Motivation toward Learning Outcomes on Network Routing, Jurnal Pendidikan Teknologi dan Kejuruan, vol. 24, no. 2, pp. 270–277, doi: 10.21831/jptk.v24i2.20005.
M. Roll and D. Ifenthaler. (2021). Learning Factories 4.0 in technical vocational schools: can they foster competence development?, Empirical Res Voc Ed Train, vol. 13, no. 1, p. 20, doi: 10.1186/s40461-021-00124-0.
M. Rudeloff. (2019). The influence of informal learning opportunities on adolescents’ financial literacy’, Empirical Res Voc Ed Train, vol. 11, no. 1, p. 11, doi: 10.1186/s40461-019-0086-y.
N. Purwanto. (2014). Evaluasi Hasil belajar, vol. 7. Yogyakarta: Pustaka Belajar.
N. Purwanto. (2019). Prinsip-prinsip dan Teknik Evaluasi Pengajaran, vol. 10. Bandung: PT Remaja Rosdakarya.
N. Sudjana. (2020). Penilaian Hasil Proses Belajar Mengajar, vol. 3. Bandung: PT Remaja Rosdakarya.
National Research Mordovia State University, Y. A. A. Eliseyeva, P. Yu. Tenhunen, and University Aalto. (2016). Educational Programme “Media Communications”: Domestic And Foreign Experience In Implementation, InegrEdu, vol. 20, no. 4, pp. 468–483, doi: 10.15507/1991-9468.085.020.201604.468-483.
Nugroho, Suyitno, and Sudarsono. (2013). Penerapan Model Pembelajaran Teams Assisted Individualization (TAI) untuk Meningkatkan Hasil Pembelajaran Roda dan Ban pada Siswa Kelas XI TKR SMK Ash-Shiddiqiyah Balingasal Tahun Pelajaran 2012/2013, Universitas Islam Negeri Sunan Kalijaga Yogyakarta, vol. 1.
R. E. Slavin. (2015). Cooperatif Learning : Teori, Riset dan Praktik, vol. 4. London: Allymand Bacon.
R. O. Agavelyan, S. D. Aubakirova, A. D. Zhomartova, and E. I. Burdina. (2020). Teachers Attitudes towards Inclusive Education in Kazakhstan, IntegrEdu, vol. 24, no. 1, pp. 8–19, doi: 10.15507/1991-9468.098.024.202001.008-019.
S. Arikunto. (2014). Penelitian Tindakan Kelas, 1st ed., vol. 1. Jakarta: PT Bumi Aksara.
S. B. Djamarah. (2012). Prestasi Belajar dan Kompetensi guru, vol. 9. Surabaya: Usaha Nasional.
S. Rohr-Mentele and S. Forster-Heinzer. (2021). Practical validation framework for competence measurement in VET: a validation study of an instrument for measuring basic commercial knowledge and skills in Switzerland, Empirical Res Voc Ed Train, vol. 13, no. 1, p. 18, doi: 10.1186/s40461-021-00122-2.
S. Suyitno. (2016). Pengembangan Multimedia Interaktif Pengukuran Teknik untuk Meningkatkan Hasil Belajar Siswa SMK, Jurnal Pendidikan Teknologi dan Kejuruan, vol. 23, no. 1, p. 101, May 2016, doi: 10.21831/jptk.v23i1.9359.
S. Suyitno. (2018). Metodologi Penelitian Tindakan Kelas, Eksperimen dan R & D, 1st ed., vol. 1. Bandung: Alfabeta.
Sugiyono. (2013). Metode Penelitian Pendidikan, vol. 1. Alfabeta.
T. Kärner and J. Höning. (2021). Teachers experienced classroom demands and autonomic stress reactions: results of a pilot study and implications for process-oriented research in vocational education and training’, Empirical Res Voc Ed Train, vol. 13, no. 1, p. 8, Dec. 2021, doi: 10.1186/s40461-021-00113-3.
T. Kärner and J. Warwas. (2015). ‘Functional relevance of students’ prior knowledge and situational uncertainty during verbal interactions in vocational classrooms: evidence from a mixed-methods study’, Empirical Res Voc Ed Train, vol. 7, no. 1, p. 11, Dec. 2015, doi: 10.1186/s40461-015-0023-7.
T. Rokhmani, B. Sujanto, and M. R. Luddin. (2019). The Implementation of Academic Responsibility in Higher Education: A Case Study, IntegrEdu, vol. 23, no. 3, pp. 336–349, doi: 10.15507/1991-9468.096.023.201903.336-349.
W. Yu and X. Du. (2019). Implementation of a Blended Learning Model in Content- Based EFL Curriculum, Int. J. Emerg. Technol. Learn., vol. 14, no. 05, p. 188, Mar. 2019, doi: 10.3991/ijet.v14i05.8546.
DOI: https://doi.org/10.21831/jptk.v28i1.48780
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Jurnal Pendidikan Teknologi dan Kejuruan
This work is licensed under a Creative Commons Attribution 4.0 International License.
Online (e-ISSN): 2477-2410 || Printed (p-ISSN): 0854-4735
Jurnal Pendidikan Teknologi Kejuruan by http://journal.uny.ac.id/index.php/jptk was distributed under a Creative Commons Attribution 4.0 International License.
View My StatsSupported by:
Social Media:
