COMPARISON OF DISCOVERY LEARNING TEACHING MODEL AND STUDENT TEAM ACHIEVEMENT DIVISION (STAD) ON COGNITIVE ACHIEVEMENT ABOUT SCIENCE OF BUILDING THE TENTH YEAR STUDENTS SMK NEGERI 1 KENDAL
Authors: Purnandita Fajar , Efendi Agus , Siswanto Budi 
Published: April 2018

width: 0px; "&gt; &lt;/<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">The goals of this research to examines the differences, to examines the<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> influences and to determine the effectiveness of the using of Discovery Learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> Teaching Model and Student Team Achievement Division (STAD) in increasing<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> students’ cognitive achievement. This research includes to<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> comparative/experimental research. The research populations are the tenth year<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> students TGB of SMK Negeri1 Kendal. There were 54 students divided into two<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> groups, each of them consist of 27 students, they are the TGB A group and the TGB<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> B group that use. The techniques of collecting data are test, observation and<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> documentation. Instruments of validity use validity test, reliability test, level of<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> difficulty and distinctive. The analyzing of pretest with normality test that uses<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> Shapiro-Wilk Test<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"><em>, </em><span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">balancing test uses <span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"><em>T </em><span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">test, the homogeneity test uses F test. The<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> technique of the analyzing data uses hypothesis test with ANOVA using SPSS.<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> The result showed that: 1) There were difference about learning<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> achievement using of Discovery Learning teaching model and Student Team<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> Achievement Division (STAD) (F<span style="font-size: 8pt; color: #000000; font-style: normal; font-variant: normal;">score<span style="font-family: Times New Roman; font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">(9.415)›F<span style="font-size: 8pt; color: #000000; font-style: normal; font-variant: normal;">table<span style="font-family: Times New Roman; font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">(4,03) and Sig. (0.003)‹<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> α(0.005)), 2) There were difference using of Discovery Learning teaching model<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> and Student Team Achievement Division (STAD) to wards students cognitive<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> achievement (Sig. (0.00) ‹ α (0.005) and F<span style="font-size: 8pt; color: #000000; font-style: normal; font-variant: normal;">(0.05,1,104) <span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">(14,386) › F<span style="font-size: 8pt; color: #000000; font-style: normal; font-variant: normal;">table <span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">(3.93)), 3) STAD<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> teaching model were more effective in increasing students cognitive achievement<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> that can be seen from the average score of students cognitive achievement about<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> science of building (Mean STAD = 60.59 › Mean DL = 54.20).<span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"> .<br /><span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;"><strong>Keywords: </strong><span style="font-size: 12pt; color: #000000; font-style: normal; font-variant: normal;">Teaching Model</span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span>