PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET
DOI:
https://doi.org/10.31949/educatio.v6i2.740Abstract
The purpose of this study was to determine how much influence the cooperative learning model type student team's achievement division has on basketball shoot lay-up skills. The research method used in this research is a quasi-experimental method. The type of research design used was the non-equivalent group design. The population in this study were students of class XI SMA Negeri 1 Majalengka in 2019 totaling 424 students. The sampling technique used in this study was cluster random sampling technique. The sample in this study amounted to 214 students consisting of class XI IPS 1-4 and XI MIPA 7-8. The experimental group class XI IPS 1-2 and XI MIPA, control group class XI IPS 3-4 and XI MIPA 8. The results showed that the mean pre-test lay-up shoot of the experimental group was 4.09 while the control group was 3.92. The mean post-test shoot lay-up of the experimental group was 6.76 while the control group was 4.72. Furthermore, by looking at 95% confidence interval of the difference, there is a difference between the shoot lay-up results of the experimental group and the control group, which is -0.190 to 2.412. Thus, it can be concluded that STAD is effective in improving basketball shoot lay-up skills.
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References
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Slavin, R. E. (1980). Effects of student teams and peer tutoring on academic achievement and time on-task. Journal of Experimental Education, 48(4), 252–258. https://doi.org/10.1080/00220973.1980.11011742
Slavin, R. E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38(2), 74–79. https://doi.org/10.1080/00405849909543835
Suyasa, I. N. N. (2020). Model Pembelajaran Kooperatif Students Team Achievement Division ( Stad ) dengan Tutor Sebaya untuk Meningkatkan Prestasi Belajar Penjasorkes I. Widyadari, 21(2), 465–474. https://doi.org/10.5281/zenodo.4059096
van Wyk, M. M. (2015). Measuring the Effectiveness of Student Teams Achievement Divisions as a Teaching Strategy on Grade 10 Learners’ Economic Knowledge. International Journal of Educational Sciences, 10(2), 325–337. https://doi.org/10.1080/09751122.2015.11917664
Wang, K. P. (2012). The impact of nursing students’ chemistry learning performance assessment in Taiwan: Competitive versus non-competitive student team achievement division approaches. Research in Science and Technological Education, 30(2), 131–149. https://doi.org/10.1080/02635143.2012.687717
Wyk, M. M. Van. (2010). Do Student Teams Achievement Divisions Enhance Economic Literacy? An Quasi-experimental Design. Journal of Social Sciences, 23(2), 83–89. https://doi.org/10.1080/09718923.2010.11892815
Casey, A., & Fernandez-Rio, J. (2019). Cooperative Learning and the Affective Domain. Journal of Physical Education, Recreation and Dance, 90(3), 12–17. https://doi.org/10.1080/07303084.2019.1559671
Goodyear, V. A. (2016). Sustained Professional Development on Cooperative Learning: Impact on Six Teachers’ Practices and Students’ Learning. Research Quarterly for Exercise and Sport, 88(1), 83–94. https://doi.org/10.1080/02701367.2016.1263381
Hidayat, T. (2020). Hasil Belajar Tolak Peluru Menggunakan Model Student Teams Achievement Divisions. Masamus Journal of Physical Educaton and Sport (MJPES), 03(01), 43–53.
Jahanbakhsh, A. A., AliAsgariZamani, M., & Garman, Z. (2019). CIRC and STAD in Iranian context: Through the five elements to cooperative learning of lexical collocations. Cogent Arts and Humanities, 6(1). https://doi.org/10.1080/23311983.2019.1692469
Jolliffe, W., & Snaith, J. (2017). Developing cooperative learning in initial teacher education: indicators for implementation. Journal of Education for Teaching, 43(3), 307–315. https://doi.org/10.1080/02607476.2017.1319507
Jordan, D. W., & Métais, J. Le. (1997). Social skilling through cooperative learning. Educational Research, 39(1), 3–21. https://doi.org/10.1080/0013188970390101
Kline, S., Frash, R. E., & Stahura, J. M. (2004). Empowering individual effort in cooperative learning. Journal of Hospitality and Tourism Education, 16(4), 35–43. https://doi.org/10.1080/10963758.2004.10696806
Morgan, K. (2019). Applying Mastery TARGET Structures to Cooperative Learning in Physical Education. Journal of Physical Education, Recreation and Dance, 90(3), 27–32. https://doi.org/10.1080/07303084.2019.1559677
Mulyadi, A., Subekti, N., & Juhrodin. (2017). Pengaruh Penerapan Model Pembelajaran Cooperative Tipe Student Teams Achievement Division (Stad) terhadap Motivasi Belajar dan Kebugaran dalam Pembelajaran Pendidikan Jasmani. Motion, VIII(2), 202–213.
Mustagfiri, & Sudarso. (2013). Penerapan Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) terhadap Hasil Belajar Materi Passing Bola pada Permainan Sepak Bola (Studi pada Siswa Kelas X SMK Al Azhar Menganti Gresik). Jurnal Pendidikan Olahraga Dan Kesehatan, 1(3), 627–632. http://ejournal.unesa.ac.id/index.php/jurnal-pendidikan-jasmani/issue/archive
Nelson, S. M., Gallagher, J. J., & Coleman, M. R. (1993). Cooperative learning from two different perspectives. Roeper Review, 16(2), 117–121. https://doi.org/10.1080/02783199309553554
Opdecam, E., & Everaert, P. (2018). Seven disagreements about cooperative learning. Accounting Education, 27(3), 223–233. https://doi.org/10.1080/09639284.2018.1477056
Riza, A., Kasih, I., & Zulpikar, Z. (2018). Movement Analysis of Lay Up Basketball. AISTSSE 2018. https://doi.org/10.4108/eai.18-10-2018.2287388
Setiadi, H. (2013). Pengaruh Pendekatan Taktis Terhadap Hasil Belajar Lay Up Shoot Dalam Permainan Bolabasket (Studi Eksperimen Di Kegiatan Ekstrakurikuler Bolabasket Smp Negeri 2 Arjawinangun). In Universitas Pendidikan Indonesia.
Siahaan, D., Purba, P. H., & Nasution, M. F. A. (2019). Regular and Reverse Lay Up Shoot in Basketball: Movement Analysis for Beginners. 1st Unimed International Conference on Sport Science (UnICoSS 2019) Regular, 23(UnICoSS 2019), 31–36. https://doi.org/10.2991/ahsr.k.200305.011
Siegel, C. (2005). Implementing a Research-Based Model of Cooperative Learning. Journal of Educational Research, 98(6), 339–349. https://doi.org/10.3200/JOER.98.6.339-349
Slavin, R. E. (1980). Effects of student teams and peer tutoring on academic achievement and time on-task. Journal of Experimental Education, 48(4), 252–258. https://doi.org/10.1080/00220973.1980.11011742
Slavin, R. E. (1999). Comprehensive approaches to cooperative learning. Theory into Practice, 38(2), 74–79. https://doi.org/10.1080/00405849909543835
Suyasa, I. N. N. (2020). Model Pembelajaran Kooperatif Students Team Achievement Division ( Stad ) dengan Tutor Sebaya untuk Meningkatkan Prestasi Belajar Penjasorkes I. Widyadari, 21(2), 465–474. https://doi.org/10.5281/zenodo.4059096
van Wyk, M. M. (2015). Measuring the Effectiveness of Student Teams Achievement Divisions as a Teaching Strategy on Grade 10 Learners’ Economic Knowledge. International Journal of Educational Sciences, 10(2), 325–337. https://doi.org/10.1080/09751122.2015.11917664
Wang, K. P. (2012). The impact of nursing students’ chemistry learning performance assessment in Taiwan: Competitive versus non-competitive student team achievement division approaches. Research in Science and Technological Education, 30(2), 131–149. https://doi.org/10.1080/02635143.2012.687717
Wyk, M. M. Van. (2010). Do Student Teams Achievement Divisions Enhance Economic Literacy? An Quasi-experimental Design. Journal of Social Sciences, 23(2), 83–89. https://doi.org/10.1080/09718923.2010.11892815
Published
2020-12-29
How to Cite
Davi Sofyan. (2020). PENGARUH MODEL COOPERATIVE LEARNING TIPE STUDENT TEAMS ACHIEVEMENT DIVISION TERHADAP KETERAMPILAN LAY-UP SHOOT BOLA BASKET . Jurnal Educatio FKIP UNMA, 6(2), 690–695. https://doi.org/10.31949/educatio.v6i2.740
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