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Abstract. The problem in this research is the low learning outcomes achieved in Concept: Entrepreneurship- Vocational
Subjects. The purpose of this study to know: (1) is there any differences between learning motivation and learning outcomes in the pretest and posttest (experimental class)? (2) is there any differences between learning motivation and learning outcomes in pretest and posttest (control class)? And (3) Is there difference in learning motivation and learning outcomes in posttest in experimental class and control class? The results showed that: There were significant differences between learning motivation and learning outcomes in the pretest and posttest in the experimental classroom. There is no significant difference between learning motivation and learning outcomes in the classroom pretest and posttest control. There were significant differences learning motivation and learning outcomes in the posttest in the experimental class and control class. There were increasing differences learning motivation and learning outcomes in the classroom experiments using STAD higher than the lecture method (control grade) using conventional method.
Keywords: Cooperative Learning, Student Achievement Division (STAD), Learning Motivation, Learning outcomes. I. INTRODUCTION
There are some problems were found at school, some teachers during the learning process took place that causes of low learning outcomes, The problems include the level of students' ability to analyze a problem remains low, there was still a lack of ability to interact between students during the learning, there was still a lack of attention of students to the delivery of content from the teacher when learning took place, the lack of courage of students in asking questions, learning and curiosity out low. In the learning process there were difficult for teachers to engage students actively. This is due to the methods or models used by teachers is very monotonous. Most teachers just use the lecture method, but various models have been developed such as cooperative learning, STAD, and the others that can be used are varied. In addition, most students class XI of SMK considers Entrepreneurship in Vocational Subjects are difficult to understand and memorized. Such problems can be solved either by cooperative learning model. This model can be used for all levels of education in various fields of science. Cooperative learning model is a model of learning in which students learn in small groups that have different levels of ability. In completing the task group, each member of the mutual cooperation and help to understand the learning materials. Cooperative learning model is very different from direct teaching. The cooperative learning model was developed to achieve academic learning,
cooperative learning model is also effective to develop the social skills of students that can not be found in conventional methods.
Cooperative learning is favourable to students in working together completing academic assignments with peers, that requires thinking more deeply about the relationship of the ideas contained in a particular material. According Trianto (2009: 67), cooperative learning has some variations among types that should be a part of a collection of strategies teachers in implementing cooperative learning model, namely STAD, jigsaw, Team Games Tournaments (TGT), Think Pair Share (TPS), and Numbered Head Together (NHT).
Entrepreneurship in Vocational Subjects requires active participation of students. Due to economic subjects requires reasoning and logical way of thinking based on the factors that support and cooperative way of thinking to solve problems in learning. Based on the above, then in the learning economy needs to implement cooperative learning model.
Cooperative learning is a teaching strategy that involves a group of students worked in collaboration to achieve a common goal (Eggen and Kauchak, 1996: 279). Cooperative learning is an educational approach aimed to organize classroom activities into academic and social learning experiences. There is much more to cooperative learning than merely arranging students into groups, and it has been described as "structuring positive interdependence”. Students must work in groups to complete tasks collectively toward academic goals. Unlike individual learning, which can be
competitive in nature, students learning cooperatively can capitalize on one another's resources and skills (asking one another for information, evaluating one another's ideas, monitoring one another's work, etc.
Cooperative learning is arranged in an effort to increase student participation, to facilitate students to experience leadership attitudes and make decisions within the group, as well as provide an opportunity for students to interact and learn together students of diverse backgrounds. So in cooperative learning, students have dual role, in one role as a student or in another one as a teacher. By working collaboratively to achieve a common goal, students will develop skills associated with their fellow human beings that will be very useful for life outside of school.
Cooperative learning is ruled by the constructivist theory. This learning comes from the concept that students will more easily find and understand difficult concepts when they discuss with friends. Students regularly work in groups to help each other to solve complex problems. Thus, the social nature and the use of peer groups become a major aspect of cooperative learning. In the classroom students learn together cooperatively in small groups consisting of 4-6 students are equal, but heterogeneous ability, gender, ethnicity or race and help each other. Purpose of the establishment of the group is to provide opportunities for all students to be actively involved in the process of thinking and learning. During his work in the group, task group members is to achieve mastery of the material presented by the teacher, and each group of their friends help to achieve mastery learning.
In cooperative learning students remain in the group for a few meetings. They are taught specific skills to be able to work well together in the group, such as being an active listener, explaining to the group of their friends well, discussions and so on. To be done well, students are given an activity sheet with questions or tasks that are planned to be taught. During his work in the group, task group members is to achieve mastery of the material presented teachers and mutual help among friends group to achieve mastery of the material. Learning not finished if one of the group members there who have not mastered the subject matter.
Cooperative Learning, sometimes called small-group learning, is an instructional strategy in which small groups of students work together on a common task. The task can be as simple as solving a multi-step math problem together, or as complex as developing a design for a new kind of school. In some cases, each group member is individually accountable for part of the task; in other cases, group members work together without formal role assignments.
According to David Johnson and Roger Johnson (1999), there are five basic elements that allow successful small-group learning:
• Positive interdependence: Students feel responsible for their own and the group's effort.
• Face-to-face interaction: Students encourage and support one another; the environment encourages discussion and eye contact.
• Individual and group accountability: Each student is responsible for doing their part; the group is accountable for meeting its goal.
• Group behaviors: Group members gain direct instruction in the interpersonal, social, and collaborative skills needed to work with others occurs.
• Group processing: Group members analyze their own and the group's ability to work together.
Cooperative learning changes students' and teachers' roles in classrooms. The ownership of teaching and learning is shared by groups of students, and is no longer the sole responsibility of the teacher. The authority of setting goals, assessing learning, and facilitating learning is shared by all. Students have more opportunities to actively participate in their learning, question and challenge each other, share and discuss their ideas, and internalize their learning. Along with improving academic learning, cooperative learning helps students engage in thoughtful discourse and examine different perspectives, and it has been proven to increase students' self- esteem, motivation, and empathy.
Some challenges of using cooperative learning include releasing the control of learning, managing noise levels, resolving conflicts, and assessing student learning. Carefully structured activities can help students learn the skills to work together successfully, and structured discussion and reflection on group process can help avoid some problems.
The description above is similary with [1] in Trianto (2009: 57) who argued that cooperative learning more emphasis on goals and success of the group, which can only be achieved if all members of the group reaches the destination or the mastery of the material. Besides Johnson & Johnson (1994) in Trianto (2009: 57) states that the main objective is to maximize cooperative learning for the students' academic achievement and understanding both individually and in groups. Because students work in a team, then by itself can improve the relationship between students of various ethnic backgrounds and abilities, develop skills and problem-solving process group.
Johnson & Johnson (1994) and Suton (1992) explains that the cooperative learning there are five essential elements, namely: (1) interdependence that will make positive among students; (2) the interaction between students mutually increase; (3) individual responsibility; (4) interpersonal skills and small groups; and (5) the group (Trianto, 2009: 60). In addition [1] in Trianto (2009: 62) says the main concept of cooperative learning are as follows: (1) the award of the group, which will be given if the group reaches the specified criteria; (2) the responsibility of the individual, meaning that the success of the group depends on the individual learning of all group members. These responsibilities are focused in an effort to help others and make sure every member of the group was ready for evaluation without the help of others; (3) the same opportunity for success, means that students have helped the group by improving their own learning. This ensures that students are capable of high, medium and low equally challenged to do their best and that the contribution of all members of the group are very valuable.
When observed closely, cooperative learning has certain characteristics compared to other models. states that the use of cooperative learning lessons that can be characterized as follows: (1) students work in cooperative groups to complete [2] the study materials; group of students formed with high ability, medium and low; (2) if possible, the group members
are from racial, cultural, ethnic, gender diverse; and (3) the award is more oriented to groups rather than individuals.
From the description of this cooperative learning, it can be concluded that the cooperative learning requires cooperation among students and interdependence in the structure of task achievement, goals, and rewards. The success of this study depends on the success of each individual in the group, where success is very meaningful to achieve a positive goal in the study group.
Although the basic principles of cooperative learning has not changed, there are several variations of this model, there are at least four approaches that should be part of a collection of teachers in implementing the strategy of cooperative learning model. The fourth approach is STAD, Jigsaw, Investigation Group (Team Games Tournament or TGT) and structural approach. The structural approach covering Numbered Heads Together (NHT) and Think Pair Share (TPS).
Learning Motivation
Motivation is defined as an impulse arises in a person consciously or unconsciously to perform an action with specific goal. Sondang P. Siagian (2004: 138), said, “motivation as the impetus that resulted in someone willing and willing to exert the ability, energy and time in order to achieve predetermined objectives”. According to Mc. Donald in Oemar Hamalik (2002: 1973), motivation is “a change of energy in one's personal self is characterized by the onset of the affective, and the reaction to achieve the objectives, as well as encouragement from within oneself and this encouragement as a driving force”. Therefore, the motivation as a process of inner or psychological processes that occur in a person is influenced by external factors (environment) and internal factors inherent to each person (carriage), level of education, past experience, desire or hope for the future. Based on the above understanding, it can be concluded that motivation is a process of change within the individual power that gives him a power to act (with active learning) in an effort to achieve learning goals. While learning is the basic process of development of human life. The study of human conduct qualitative changes in individual behavior so as to develop. All the activities and achievements of human life is nothing but the result of the study, for a person to live and work according to what has been learned. It is not just a learning experience, learning is a process, not an outcome. Therefore, active and integrative learning takes place by using various forms of action to achieve results.
Winkel (1996: 53) said that “learning is a mental activity or psychic that takes place in an active interaction with the environment, which resulted in changes, knowledge, understanding, skills and value attitudes, as well as the change is relatively constant and fixed”. So learning motivation is defined the desire to enable, promote, distribute and direct the attitudes and behavior of individuals to learn.
Learning Outcomes
Learning problem is an issue for every human, Through learning we’ll acquire skills, attitudes, abilities and sciences. So learning outcomes is a tangible result achieved by students in an effort to master the physical and spiritual prowess at school are realized in the form of report cards in each
semester. To know the progress of the extent results have been achieved by someone in studying, it should be evaluated. To determine the progress achieved, there must be criteria (benchmarks) in reference to its intended purpose so that it can be seen how much the influence of teaching and learning strategies to the success of students learning. According to Winkel in Teaching Psychology (1989: 82) Learning outcomes is “the success achieved by the students, learning achievements of students at the school who embody in the form of numbers”. According to Winarno Surakhmad (1980: 25) “student learning outcomes for most people means repetition, examination or test. The purpose of the quiz is to obtain an index in determining the success of students.
From the above definition, it can be concluded that the learning outcomes are achieved academic achievement of students in the process of teaching and learning activities to bring about a change and the formation of a person's behavior. To suggest that a learning process can be said to be successful, every teacher has a view of each line with his philosophy. But to make the perception we should be guided by the current curriculum has been enhanced, among others, that a learning process on an otherwise successful if the learning materials in particular learning objectives can be achieved.
To determine whether specific learning objectives achieved, teachers need to conduct formative tests on each serving a discussion to students. This formative assessment to determine the extent to which students have mastered specific learning objectives to be achieved. The function of this study is to provide feedback to teachers in order to improve the learning process and implement remedial programs for students who have not succeeded. Therefore, a learning process is considered successful if the results meet specific learning objectives of these materials. From the definition above we can conclud that learning outcomes is academic achievement of students in the process of teaching and learning activities which can bring about a change and the formation of a person's behavior. To suggest that a learning process can be said to be successful, every teacher has a view of each line with his philosophy. But to make the perception we should be guided by the current curriculum has been enhanced, among others, that a learning process on an otherwise successful if the learning materials in particular learning objectives can be achieved. To determine learning objectives, teachers need to conduct formative tests on each serving a discussion to students. This formative assessment to determine the extent to which students have mastered specific learning objectives to be achieved. The function of this study is to provide feedback to teachers in order to improve the learning process and implement remedial programs for students who have not succeeded. Therefore, a learning process is considered successful if the results meet specific learning objectives of these materials.
As for the main indicator of student learning outcomes are: (1) Absorption achievement of the learning materials are taught, either individually or in groups. Absorption measurement of achievement is usually done by setting minimum criteria for Mastery Learning (we call KKM=Kreiteria Ketuntasan Minimal in indonesian language); (2) The behavior outlined in the learning objectives have been achieved by the students, either individually or in groups; (3) Some factors affecting student Learning outcomes can be
influenced by many things namely: (a) internal factors (b) external factors (c) learning approach factors.
II. METHOD
The method used in this research is experimental study. The population in this study were students of first Semester Class XI of SMK considers Entrepreneurship in Vocational Subjects Year 2015/20116 which amounted to two classes. Of the two classes were selected by random cluster sampling method and test matching the pairs of sample group.
III. RESULTS AND DISCUSSION
1) The difference in the ability of comprehension concept of the initial measurement (pre-test) and the final measurement (post-test) in the class using cooperative learning model type STAD.
Results of testing the first hypothesis by using Paired Samples Test acquired a significance of α = 0.000 it means that α <0,05 hence Ho (there are differences in the ability of comprehension the concept of the initial measurement (pre- test) and the final measurement (post-test) in class using cooperative learning model type STAD is accepted, therefore H1 (there are no differences in the ability of understanding the concept of the initial measurement (pre-test) and the final measurement (post-test) in the class using cooperative learning model type STAD) was rejected. Meanwhile, based on the average between the measurement pre test and post test experimental class by using cooperative learning model type STAD) the difference is very significant.
2) Cooperative learning model type STAD is a learning model that is characterized by the formation of a group of between 4 or 5 members of the group. In group discussions must occur that essentially giving and receiving knowledge among members of the group. But when members of the group who have specific numbers presented the results of their discussion should actualize the capabilities and knowledge own without the help of other members of the group. This is possible as they are implemented this model learning process with each student in the group will portray themselves seriously in exploring knowledge that must be mastered. Thus it could be that all the members of each group about the material he taught well and almost evenly. This is evident from the results of the final measurement of learning outcomes post-test gain understanding of the concept in the management of material increased from the comparison of their mean, when compared with the average time of the initial measurement (pre-test).
Cooperative learning model type STAD) is method that perfectly seen from the number of members in the group so