Peningkatan Hasil Belajar Keliling dan Luas Bangun Datar Menggunakan Model Cooperative Learning Tipe Team Assisted Individualized (TAI) Di Kelas IV SDN 04 Cupak Solok

Abstract

This research is motivated by the low learning outcomes of students in learning mathematics at FPB and KPK. This can be seen from the teacher's aspect which has an impact on student achievement. The lesson plan used by the teacher is lacking in formulating learning objectives. The learning process is centered on the teacher, the teacher plays an active role in explaining the concept directly to the students, the teacher tends to use the lecture method in learning with the memorization model of the concept explained by the teacher, the lack of action involving students so that students are less interested and difficult to accept lessons. The purpose of this study is to describe action planning, implementation and improve learning outcomes of FPB and KPK using a constructivism approach in class IV SDN 175774 Sibaragas, North Tapanuli Regency. This type of research is classroom action research (CAR) using qualitative and quantitative approaches. The implementation is carried out in 2 cycles. Cycle I consisted of 2 meetings and cycle II consisted of 1 meeting. Each cycle consisted of four stages, namely planning, implementation, observation and reflection. Data collection techniques were obtained from research instruments including observation sheets and test sheets. The subjects in this study were students of class IV sdn 175774 Sibaragas with a total of 24 students. The results in this study indicate an increase in every aspect observed using a constructivism approach. From the observations made by the fourth grade teacher, the results of the RPP observations in the first cycle of meeting 1 obtained an average of 80% and the second meeting obtained an average of 85%, then the average in the first cycle was 82.5% (B). Increased in the second cycle to 95% (SB). The results of the implementation of teacher activities in Cycle I at meetings 1 and 2 obtained an average of 82.1% (B) in the second cycle, increasing to 93% (SB). The results of the implementation of student activities in the first cycle of 2 meetings obtained an average percentage of 80.35% (B), increasing in the second cycle to 92.86% (SB). Then the student learning outcomes from the evaluation carried out in the first cycle obtained an average of 74.93 (B-), increased in the second cycle to 85.69 with the predicate (SB). Based on this, it can be concluded that the Constructivism approach can improve the learning outcomes of FPB and KPK in learning mathematics at SDN 175774 Sibaragas.