The Effectiveness of Cooperative Learning Models of Type Peer Tutor and Two Stay Two Stray in Junior High Schools Reviewed From Students Physics Learning Activities

Luki Agustianto, Soeparmi Soeparmi, Nonoh Siti A

Abstract


The focus of this article is on the effectiveness of the cooperative learning models in Peer Tutor and Two Stay Two Stray high schools in terms of students' physics learning activities. The purpose of this study was to identify how effective the cooperative learning models were Peer Tutor and Two Stay Two Stray junior in high schools. Data obtained in journal writing comes from international and national journals, book documents, proceedings, thesis articles, and websites that relate to the object of research and then analyzed using text analysis techniques. The results showed that the cooperative learning models were Peer Tutor and Two Stay Two Stray suitable for junior high school students considering that this age was a transitional period. from concrete times to formal times. The task of being a tutor in this peer tutoring learning model is that they (the tutors) must try to get new relationships and relationships that are strong with peers, find their own role, and develop intellectual and social skills. While the learning model is Two Stay Two Stray also very easy to apply in all levels of class, especially for learning Physics in junior high because basically like a discussion group. Both learning models can be used effectively in all subjects, especially physics and for all ages, students, especially in junior high schools, so that students' physical learning activities are more optimal.


Keywords


Physics; Physics Learning; Physics Learning Activities; Peer Tutor; Two Stay Two Stray

Full Text:

PDF

References


Abdul, Majid. (2013). “Strategi Pembelajaran”. Bandung: Remaja Rosdakarya

Depdiknas. (2014). “Permendikbud No. 146 Tahun 2014”. Jakarta: Depdiknas

Hanafiah, N,. & Cucu S. (2010). “Konsep Strategi Pembelajaran”. Bandung: Refika Aditama

Huda, M. (2014). “Cooperative Learning: Metode, Teknik, Struktur, dan Model Penerapan”. Yogyakarta: Pustaka Belajar.

Jalil, Jasman. (2014). “Penelitian Tindakan Kelas (PTK)”. Jakarta: Prestasi

Lie. Anita. (2010). “Cooperative Learning”. Grasindo. Jakarta

Patmawati, E. (2012). “Apa arti fisika”. Diakses 18 Agustus 2018 dari http://apaipa.blogspot.com/2012/09/apa-arti-fisika.html

Rusman, dkk. (2011). “Pembelajaran Berbasis Teknologi Informasi dan. Komunikasi : Mengembangkan Profesionalisme Guru”. Jakarta: Rajawali. Pers

Sambiri, U. (2012). “Hakekat Fisika dalam Pembelajaran”. Diakses 18 Agustus 2018 dari http://www.butoncerdas.blogspot.com/2012/11/05/article/do-hakekat-fisika-dalam pembelajaran.html

Sardiman. (2011). “Interaksi dan Motivasi Belajar Mengajar”. Jakarta: PT. Rajagrafindo

Sastradi, T. (2012). “Hakikat Belajar Fisika”. Diakses 18 Agustus 2018 dari http://mediafunia.blogspot.com/2013/02/hakikat-belajar-fisika.html

Sugiyanto, (2009). “Model-model Pembelajaran Inovatif”. Surakarta: Panitia Sertifikasi. Guru Rayon 13 FKIP UNS

Suherman, E. (2003). “Strategi Pembelajaran Matematika Kontemporer”. Bandung: UPI.

Sukmadinata, N. S. (2007). “Pengembangan Kurikulum: Teori dan Praktek”. Bandung: Rosdakarya.

Suryo & Amin. (1984). “Pengajaran Remidial”. Jakarta: Dirjen Pendidikan Dasar

Young, M.R. 1999. “The motivational effects of the classroom environment in facilitating self-regulated learning”. Journal- of-Marketing-Education, 27, 25-40. Diakses 18 Agustus 2018 dari http://researchgate-psu-education-view-doc/jmd.sagepub.com/content/27/1/25.short?rss=1&ssource=mfc




DOI: http://dx.doi.org/10.18415/ijmmu.v5i4.445

Refbacks

  • There are currently no refbacks.


Copyright (c) 2018 International Journal of Multicultural and Multireligious Understanding

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

International Journal of Multicultural and Multireligious Understanding (IJMMU) ISSN 2364-5369
https://ijmmu.com
[email protected]
dx.doi.org/10.18415/ijmmu
facebook.com/ijmmu
Copyright © 2014-2018 IJMMU. All rights reserved.