EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE STAD (Student Team Achievement Divission) DENGAN MENGGUNAKAN ALAT PERAGA LIPON PADA PEMBELAJARAN MATERI OPERASI PENJUMLAHAN DAN PENGURANGAN BILANGAN BULAT DI KELAS V SDN BALUN 2 TURI LAMONGAN TAHUN PELAJARAN

Abstract

To  improve  the  quality  of  education,  teachers  were required to master the material and learning strategies that originally centered on the teacher becomes a student-centered. The implementation of cooperative learning model type STAD with props LIPON on material operations of addition and subtraction of integer in class V SDN Balun 2 Turi Lamongan in the academic year of 2014-2015 could assist students in improving their academic achievement. The purpose of this study was to describe the level of completeness of student learning, student activities, teacher activities, and student responses on the implementation of cooperative learning model type STAD with props LIPON on learning the material operations of addition and subtraction of integer. This research was conducted in SDN Balun 2 Turi Lamongan with research subjects were students of class V SDN Balun 2 Turi Lamongan as many as 24 students. Instruments used include about posttest, observation sheet student activities, teacher activity observation sheet, and a student questionnaire responses. Based on the results obtained during the four meetings that the enforceability of the implementation of cooperative learning model type STAD with props LIPON on material operations of addition and subtraction of integers declared effectively applied. Categorized  effectively  applied  for  has  been  reviewed  on  several things, including: (1) the percentage of students in classical learning completeness declared complete by 91.67%. (2) the activity of students during  the  learning  takes  place  was  seen  through  observation  of student activity sheets declared effective applied with positive activity of 96.56% and negative activity was 3.44%. (3) the teacher's activities during  the  learning  takes  place  was  seen  through  observation  of student   activity   sheets   declared   effective   applied   with   positive activities amounted to 97.50% and 2.50% negative activity. (4) The student's   response   amounted   to   97.50%   and   2.50%   responded positively respond negatively.