The application of TAI (Team Assisted Individualization) method to improve 5th grade students’ achievement on science at MI Miftahul Ulum Malang

INDONESIA:

Hasil tujuan pendidikan tergantung pada proses pembelajaran yang terjadi pada peserta didik. Proses pembelajaran adalah perubahan tingkah laku. Perubahan tingkah laku merupakan hasil dari interaksi dengan lingkungan. Aktivitas pembelajaran yang baik terjadi ketika peserta didik melakukan aktivitas pembelajaran dengan efektif dan efisien. Metode pembelajaran tradisional mengakibatkan nilai akademik peserta didik menjadi rendah. Oleh karena itu peneliti menerapkan metode Team-Assisted Individualization method untuk mengembangkan prestasi belajar ilm pengetahuan alam peserta didik.

Metode Team-Assisted Individualization merupakan perpaduan antara pembelajaran kooperatif dan program individual. Setiap anggota kelompok mempunyai tanggung jawab karena kesusksesan individu menentukan kesuksesan kelompok. Team-Assisted Individualization akan membangun motivasi dan meningkatkan prestasi belajar peserta didik. Dalam program individual, peserta didik mempunyai kesempatan untuk memulai materi pelajaran seesuai denagn kemampuan mereka. Penghargaan kelompok diharapkan dapat memotivasi peserta didik dalam akivitas belajar.

Penelitian ini dilaksanakan di kelas lima MI Miftahul Ulum Singosari Malang. Tujuan penelitian adalah menggambarkan rencana pembelajaran, proses pembelajaran, dan evalasi pembelajaran. Metode TAI (Team-Assisted Individualization) diimplementasikan untuk meningkatkan prestasi belajaral kelas 5 MI Miftahul Ulum Singosari Malang.

Penelitian ini menggunkan penelitian tindakan kelas. Penelitian Tindakan Kelas adalah penelitian yang dilaksanakan oleh guru kolaborasi dengan peneliti. Penelitian ini bermaksud mengungkap gejala-gejala melalui pengumpulam data secara kontektual dan menyeluruh. Pengumpulan data diperoleh dari latar belakang yang alami.peneliti sebagai kunci utama pengumpulan data. Proses pembelajaran dilaksanakan dua siklus yang masing-masing siklus dua kali pertemuan yang melibatkan rencana, pelaksanaan, observasi, dan refleksi. Peneliti memperoleh data dari aktivitas peserta didik selama di kelas, nilai peserta didik, dan pendapat peserta didk dalam melaksanakan Team Assisted Individualization.

Penerapan metode team assisted individualization meningkatkan prestasi belajar. Metode ini dapat memperkuat kondisi social peserta didik. Adanya peningkatan nilai pre-test to post-test. Peningkatan 20% dari nilai pre-test ke siklus 1. Peningkatan antara pre-test dan siklus ke-2 sekitar 29 %.

ENGLISH:

The goal achievement of education depends on the learning process which happens to the students. Learning process is the changing of behavior. The changing of behavior is achievement of interaction with the environment. Good learning activity happens when the students conduct instructional activity effectively and efficiently. The traditional teaching method effects low score on the academic students. Therefore the researcher applies Team-Assisted Individualization method to improve students’ achievement on science.

Team-Assisted Individualization method is combining of cooperative learning and individualization program. Every member in the group has responsibility because the success of individual determines the success of group. Team-Assisted Individualization will build students’ motivation and increase students’ achievement. In individual program students have chance to start these materials based on their selves. The appreciation group hopefully can motivate the students in their activity.

This research is conducted in the fifth grade at MI Miftahul Ulum Singosari Malang. The objectives of the research are describing the instruction planning, the learning process, and instruction assessment of TAI (Team-Assisted Individualization) method is implemented to improve 5th grade students’ achievement on science at MI Miftahul Ulum Singosari Malang.

This research uses classroom action research. Classroom Action Research is a research which is done by teachers in collaboration with researcher. The research is intended to reveal symptoms through holistic-contextual data collection. The data collection is gotten by the natural background. A researcher uses the self-instrument key. Teaching and learning process is conducted two cycles which each cycle consisted of two meetings involved four stages such as planning, acting, observing, and reflecting. The researcher gained the data in the form of the students’ observation during class activities, the result of the students’ individual score, and the students’ response (opinion) toward the implementation of Team Assisted Individualization.

The application of team assisted individualization method affects to improve student achievement. There is increasing of student achievement from pre test to post test. This method can strengthen the social environment of students. There is increasing of student achievement from pre test to post test. Increasing of pre test is 20% from cycle I. Increasing between pre-test and cycle II is 29 %.