PENGARUH MODEL PEMBELAJARAN KOOPERATIF TEKNIK TWO STAY TWO STRAY TERHADAP AKTIVITAS BELAJAR SISWA DAN HASIL BELAJAR (STUDI EKPERIMEN PADA MATA PELAJARAN EKONOMI SISWA KELAS XI DI SMA NEGERI 1 CIGUGUR)
Authors: Sintesa Nika 
Published: April 2019

<p align="center"><strong><em>ABSTRACT</em></strong><strong><em></em></strong></p><p align="center"><strong><em> </em></strong></p><p align="justify"><em>Effect of Cooperative Learning Model Engineering two stay two stray Against Student Activity and Economic Study Results (Experimental Study Lesson In Economics Class XI Students of SMAN 1 Cigugur).</em><em></em></p><p align="justify"><em>This study aims to determine whether learning with cooperative learning model two stay two stray technique has an effect on students learning activities and learning out</em><em> </em><em>comes. The study conducted a study using experimental methods, the population in this study were 226 students with a total sample of 31 students who taught with cooperative learning method two stay two stray technique and 31 students taught by lecture method. The instrument used was a multiple choice test consisting of 30 items.</em><em></em></p><p align="justify"><em>This technique</em><em> </em><em>provides an opportunity for</em><em> </em><em>groups to</em><em> </em><em>share results</em><em> </em><em>and</em><em> </em><em>information</em><em> </em><em>with</em><em> </em><em>other groups</em><em> </em><em>so that create</em><em> </em><em>savibrant</em><em> </em><em>learning</em><em> </em><em>in the classroom</em><em>. </em><em>In this technique the</em><em> </em><em>students</em><em> </em><em>not</em><em> </em><em>only</em><em> </em><em>discuss and learn</em><em> </em><em>with the group</em><em>, </em><em>but</em><em> </em><em>students</em><em> </em><em>will</em><em> </em><em>be able to doa question and answer</em><em> </em><em>to other students</em><em> </em><em>who are not</em><em> </em><em>from</em><em> </em><em>that</em><em> </em><em>group</em><em> </em><em>of students,the opportunity</em><em> </em><em>to</em><em> </em><em>develop the</em><em> </em><em>ability to</em><em> </em><em>express opinions</em><em> </em><em>more and</em><em> </em><em>learning processin the</em><em> </em><em>classroom</em><em> </em><em>can be</em><em> </em><em>run well</em><em>.</em><em></em></p><p align="justify"><em>The results conclude the following: First, students learning activities in class at SMAN 1 Cigugur control part is low and learning is being done before, but after learning with the conventional method of student activity is so much better than before. </em><em>Second</em><em>, </em><em>student learning out</em><em> </em><em>comes in</em><em> </em><em>the control</em><em> </em><em>class</em><em> </em><em>at</em><em> </em><em>SMAN1</em><em> </em><em>Cigugur</em><em> </em><em>some still</em><em> </em><em>low and</em><em> </em><em>medium</em><em> </em><em>prior to</em><em> </em><em>learning</em><em>, </em><em>but</em><em> </em><em>after</em><em> </em><em>learning</em><em> </em><em>with</em><em> </em><em>the conventional</em><em> </em><em>method</em><em> </em><em>of student learning out</em><em> </em><em>comes</em><em> </em><em>has</em><em> </em><em>to be better</em><em> </em><em>than the</em><em> </em><em>previous.</em><em> </em><em>The third significant relationship between post-test student activities and student learning out</em><em> </em><em>comes in the classroom with classroom control experiments showed that learning by using learning model two stay two stray technique is more effective in increasing student activity and learning outcomes for students compared to using conventional methods.</em><em></em></p><p align="justify"><em>From theresults of research conducted</em><em> </em><em>showed</em><em> </em><em>that the</em><em> </em><em>learning outcomes of students</em><em> </em><em>taught</em><em> </em><em>with</em><em> </em><em>cooperative learning model</em><em> </em><em>two stay two stray</em><em> </em><em>technique</em><em> </em><em>better</em><em> </em><em>than</em><em> </em><em>students taught</em><em> </em><em>by conventional methods</em><em>. </em><em>So that</em><em> </em><em>from</em><em> </em><em>thet</em><em> </em><em>test</em><em> </em><em>proving</em><em> </em><em>that</em><em> </em><em>learning</em><em> </em><em>with</em><em> </em><em>cooperative learning model</em><em> </em><em>two stay two stray</em><em> </em><em>technique</em><em> </em><em>has a significant impactin improving</em><em> </em><em>student learning out</em><em> </em><em>comes</em><em> </em><em>and</em><em> </em><em>student learning activitiesin the classroom</em><em> </em><em>conducted</em><em> </em><em>experimental and</em><em> </em><em>control</em><em></em></p><p align="justify"><em> </em></p><p class="NewStyle19"><em>Keywords </em>: model pembelajaran, aktivitas belajar, hasil belajar</p>