Nama : M.

Yusuf Habibi
NIM

: 0401516059
MID TEST
INOVASI PEMBELAJARAN MATEMATIKA DALAM BAHASA INGGRIS

1. Education Biography
My name is M. Yusuf Habibi, my nick name is habibi. I was born in tegal, dated 24
May 1991.
I live together with their parents in the village kajen, district talang in city Tegal. My
mother and my father named Afiyah and Syamsudin, I have two younger brothers.
My education from elementary Kajen 01 for 6 years, from 1997 to 2003 and then
Junior high school is SMP NU 01 Penawaja for 3 years and continued to senior high
school is SMA N 2 Tegal from 2006 to 2009. After I graduated, my father wanted me
to continue to collage that in 2009 I continue on UPS Tegal. I majored in
mathematics, because of the age of 10 years like in math. My hobbies are sports
in 2011 my class got 2nd place futsal competition. In college, I got an offer to teach in
vocational Maarif NU Gutters. 1st of July I started teaching, but with chemistry and
mathematics subjects. I teach chemistry because I happen to be able to teach
chemistry and school chemistry teacher shortage. In 2012 I got a job sampilan
private lessons and continues today with the number of students who adds a lot from
year to year. I graduated from college in August 2013. From my work, I collect money
little by little and then I use the money to continue their education in Semarang
UNNES.
2. My paper summary
Title

: EFFECTIVENESS MODEL Two Stay Two Stray LEARNING

AND COOPERATIVE LEARNING MODEL APPROACH
WITH SCRIPT assisted CD CONTEXTUAL LEARNING

Author

: M. Yusuf Habibi

Year

: 2013

University

: UPS Tegal

Supervisor

: Hj Isnani,M.Si and Drs. Ponoharjo,M.Pd

Abstract

The problem in this study is whether there are differences in mathematics achievement
between students who receive learning model Two Stay Two Stray with CD media
learning, Cooperative scipt with CD media learning, with students getting conventional
learning models on the subject of cubes and blocks class VIII semesters 2 SMP Negeri 1
Talang 2012/2013 academic year. This study aims to determine the difference in learning
achievement between students who received the learning model Two Stay Two Stray with
CD media learning, Cooperative sciptwith CD media learning, with students getting
conventional learning models on the subject of cubes and blocks class VIII semesters 2
junior Negeri 1 Talang 2012/2013 academic year. The research was conducted in SMP
Negeri 1 Talang on last between 8-20 May 2013. The results of the analysis of variance of
the final value obtained F count = 3.61> F table = 3.09. Then Ho is rejected and we can conclude
there is no difference between students' mathematics achievement experimental class 1,
class 2 experimental and control class. Test hypotheses 2 and 3 is t 1 = 3.483> t table = 1.67
and t 2 = 3,377> t table = 1.67 then Ho is rejected and we can conclude student mathematics
achievement experimental class 1 and class 2 experiment is better than achievement
mathematics learning control class. 4 hypothesis test obtained t 3 = -0.300 <t table = 1.996
then Ho is accepted and can be concluded achievement learn student mathematics
experimental class 1 together with the achievement learn student mathematics experimental
class 2. From the calculation of the average grade obtained by the experiment 1 = 80.66
experimental class 2 = 81.35, and grade control = 73.00. The conclusion of this study is the
mathematics achievement of students who receive learning model Two Stay Two Stray with
CD media teaching and learning models with media scipt Cooperative learning CD better
than mathematics achievement conventional learning models.
Keywords: Effectiveness, Two Stay Two Stray, Cooperative scipt, CD Learning,
Cube and Beams, Learning Achievement.
Preliminary
Mathematics is the science that is used everyday, but students often make math is a
problem because they have difficulty in learning achievement. In mathematics, students
accustomed to gain understanding through the experiences of the properties owned and not
possessed of a set of objects (Suherman, 2003: 57). It can be seen as the result of learning
material that is difficult to understand or motivation to learn they were reduced because of
their learning process has been unsatisfactory. During this generally learners just memorize
formulas to solve mathematical problems. That is because math is abstract and requires an
understanding of the concepts.
Another factor affecting difficulty learning mathematics is a way to teach the teachers
that do not vary.Some studies, for example, performed by Stallings and colleagues, shows

that teachers have a class that is organized with good produce student engagement rates
higher than the teachers who use the approach that is less formal and less structured
(Trianto, 2011: 33). The learning model is usually applied are conventional learning
models. In this learning atmosphere tends to teacher-centered classroom, while students are
less involved and less active participation in this teach.this can cause learners become
saturated so influential on the results and achievements of learners.
Goals of mathematics learning is student should be able to think logically, critically
and systematically. To achieve from learning, then learning can be done by using
cooperative learning model. According Trianto (2011) is one of the cooperative learning
model of learning, where students learn in the classroom cooperative together with small
groups of 4-6 students are equal but heterogeneous, ability, gender, ethnicity / race, and
each other help each other. By learning using cooperative learning model should be improve
student achievement.
One model of cooperative learning is Two Stay Two Stray. According Suprijonono
(2012) model of learning begins with the division of the group in which a group of four
students, after the group was formed teachers give assignments such problems should they
discuss jawabanhya. After the visit to the two members of another group to complete its
task. After returning to the home group, both the learners who served and those who visit
charge of receiving a match and discuss the workings of their tunaikan.Model cooperative
learning is the Cooperative Script.Cooperative learning model in which students work in
pairs and take turns verbally summarizing, portions of the materials studied (Suprijono,
2012).
To facilitate teachers in the delivery of material and the questions that will
dikselesaikan by each group is needed media. One medium that can be used with
a compact disc (CD) learning. According Prastowo (2012: 42) CD learning is a teaching
material in the form of a conceptual framework that describes a systematic procedure for
organizing a learning experience to achieve the goal of learning by using tools CD
player player. The learning process is intended to make learning more effective and fun, so
that student achievement in the cube material and high beam.
Based on the above information, the authors intend to conduct research with the title
of the thesis "Effectiveness of Learning Model Two Stay Two Stray (TS-TS) danModel
Learning Cooperative Script with Contextual Approach Assisted CD PembelajaranTerhadap
Student Achievement Class VIII Semester II SMP State 15 Semarang Academic Year 2012 /
2013 ".
Formulation of the problem
Problems arising under the above background problems are:

1. Are there differences in mathematics achievement between students who are taught
by learning model TS-TS and learning models Cooperative Script with contextual
approach CD-assisted learning and conventional learning model in the subject matter
of discussion cubes and blocks?
2. Is the mathematics achievement of students taught by learning model TS-TSdengan
assisted learning CD contextual approach is better than the students who are taught
by the conventional learning model in the subject matter of discussion cubes and
blocks?
3. Is the mathematics achievement of students taught by cooperative learning
model Script with contextual approach assisted learning CD is better than the
students who are taught by the conventional learning model in the subject matter of
discussion cubes and blocks?
4. Are there differences in mathematics achievement between students who are taught
by learning model TS-TSdan Cooperative learning model Script with contextual
approach CD-assisted learning in the subject matter of discussion cubes and blocks.
Research purposes
The purpose of doing this study is to determine:
1. The big difference in mathematics achievement between students who are taught by
learning

model

TS-TSdan Cooperative learning

model Script with

contextual

approach CD-assisted learning and conventional learning model in the subject matter
bahasankubus and beams.
2. Mathematics achievement of students taught by learning model TS-TSdengan
assisted learning CD contextual approach is better than the students who are taught
by the conventional learning model in the subject matter of discussion cubes and
blocks.
3. Mathematics

achievement

of

students

taught

by Cooperative learning

model Script with contextual approach assisted learning CD is better than the
students who are taught by the conventional learning model in the subject matter of
discussion cubes and blocks.
4. The big difference in mathematics achievement between students who are taught by
learning

model

TS-TSdan Cooperative learning

model Script with

contextual

approach CD-assisted learning in the subject matter of discussion cubes and blocks.
Location and Time Research
The research was conducted in SMP Negeri 1 Talang, on April 8 to 20, 2013.
Subject

The population in this study is graders 2nd semester VIII SMP Negeri 1 Talang
2012/2013 academic year consisting of eight classes which VIII A, VIII B, C VIII, VIII D,
E VIII, VIII F, G VIII, VIII H by taking 3 samples of class cluster random sampling ,
Data collection technique
Methods / techniques of data collection in this study is the method of documentation to
obtain the necessary data such as, a list of names of students and the number of eighth
grade students of SMP Negeri 1 Talang 2012/2013 academic year. And test methods to
obtain data on learning outcomes in the experimental class and control class after
performed treatment.
Conclusion
1. The average result of learning material cubes and blocks among learners
experimental class 1, class 2 experimental and control classes differ significantly.
2. The use of the learning model TS-TS with learning CD media better than students
who learn to use conventional learning models on the subject of cubes and blocks
the 2nd half of the eighth grade students of SMPN 1 Talang 2012/2013 academic
year.
3. Use of Cooperative Script model of learning with instructional CD media better than
students who learn to use conventional learning models in cubes and blocks the 2nd
half of the eighth grade students of SMPN 1 Talang 2012/2013 academic year.
4. The use of the learning model TS-TS is not as effective as learning
models Cooperative Script in terms of mathematics achievement subject of cubes
and blocks the 2nd half of the eighth grade students of SMPN 1 Talang 2012/2013
academic year.
5. Based on the criteria of mastery learning, experimental class 1 and class 2 can be
declared completeexperimental classical, while the control class is not completely
classical.