MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR GEOGRAFI PADA POKOK BAHASAN POTENSI GEOGRAFI INDONESIA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIME TOKEN DI KELAS XI IPS 4 SMA NEGERI 2 PEKANBARU

(Improving Activity And Learning Outcome of Geography subject wih the Topic Indonesian Geography Potency Using Cooperative Learning Model Time Token XI IPS 4 SMA Negeri 2 Pekanbaru)

  • Afnidaleni Afnidaleni

Abstract

ABSTRACT
Learning is an active process in gaining experience or new knowledge that causes behavioral
changes. Wena said a teacher must be able to set, choose and apply a learning strategy
appropriately so as to solve the existing learning problems and ultimately can achieve the
competence or learning objectives optimally.Teachers are required to perform their duties
professionally, able to understand and have adequate skills in developing effective, creative
and fun learning models. Cooperative learning model is a model of learning where learners
learn and work in small groups with different levels of ability. One alternative learning model
that is expected to enable learners is the cooperative learning model Time Token.The Time
Token cooperative learning model is a learning model that aims to have each member of the
discussion group get a chance to contribute in conveying their opinions, as well as to prevent
learners from dominating silent conversations and learners. Arends (2008) explains that Time
Token is a cooperative learning model used to develop students' participation skills. In this
case Time Token helps the distribution of uneven participation in learners. And also one small
example of the application of democratic learning in schools. Democratic learning process is
a learning process that puts learners as subjects and can affect the learner activities that can
then support the improvement of learning achievement.The implementation of Time Token
cooperative learning model is expected to be able to overcome the problems with the
condition of learners in less active classes during the learning process and group discussion
and can reduce the students dominating the conversation as well as the social interaction with
other friends that can spur the formation of new responses / opinions and enrich Intellectual
learners, so that all learners can participate actively so that learners understanding better
and lead to increase learning achievement learners. Based on the results obtained the value
of the first cycle, the second cycle and the third cycle in a row (77.69 %), (79.23%) and
(84.61%).

Published
2017-10-10
How to Cite
AFNIDALENI, Afnidaleni. MENINGKATKAN AKTIVITAS DAN HASIL BELAJAR GEOGRAFI PADA POKOK BAHASAN POTENSI GEOGRAFI INDONESIA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIME TOKEN DI KELAS XI IPS 4 SMA NEGERI 2 PEKANBARU. Perspektif, [S.l.], v. 8, n. 02, p. 1-5, oct. 2017. ISSN 2579-9525. Available at: <http://journal.uir.ac.id/index.php/Perspektif/article/view/761>. Date accessed: 24 apr. 2018.

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.