COMPARATIVE OF SOCIAL STUDIES LEARNING RESULT THROUGH COOPERATIVE LEARNING MODEL WITH THE REGARD OF THE ABILITY OF STUDENT’S EMOTIONAL MANAGEMENT KOMPARATIF HASIL BELAJAR IPS MODEL PEMBELAJARAN KOOPERATIF DENGAN MEMPERHATIKAN KEMAMPUAN MENGELOLA EMOSIONAL

Siswati Handayani, 1123031028 (2015) COMPARATIVE OF SOCIAL STUDIES LEARNING RESULT THROUGH COOPERATIVE LEARNING MODEL WITH THE REGARD OF THE ABILITY OF STUDENT’S EMOTIONAL MANAGEMENT KOMPARATIF HASIL BELAJAR IPS MODEL PEMBELAJARAN KOOPERATIF DENGAN MEMPERHATIKAN KEMAMPUAN MENGELOLA EMOSIONAL. Other thesis, Universitas Lampung.

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Abstrak

This research aimed at finding out; 1). Significant interaction between treatment delivery models of cooperative learning, the ability to manage emotional and social studies student learning result, 2) Significant differences social studies student learning result using the model of cooperative learning type TGT and TAI, 3) Significant differences social studies student learning result that have the ability to manage high progess and low emotional, 4) Significant differences social studies student learning result are learning using cooperative learning model type TGT and TAI on students who have the ability to manage the high emotional, 5) significant difference in learning result social studies cooperative learning model type TGT and TAI on students who have the ability to manage low emotional. To prove the hypothesis in this study used statistics (ANOVA) factorial design and statistical difference test average (mean). Based on data analysis results are 1). There was a significant interaction between the treatment models of cooperative learning with students' emotional intelligence in teaching social studies learning result expressed significantly by 0.000 <0.05, so Zero Hyphothesis is rejected, 2). There is a significant difference in treatment of the TGT and TAI learning model social studies student learning result regardless of the level of students' ability to manage emotional high and low ability students manage emotional, expressed significant of 0.026 <0.05, so Zero Hyphothesis is rejected, 3). There is a significant differences between students' ability to manage the high emotional and the ability to manage low emotional student learning result of students regardless of IPS learning model that used both TGT and TAI expressed significantly by 0002 <0.05, so Zero Hyphothesis is rejected, 4). There is a differences in average student learning result treated TGT and TAI learning model to students who have the ability to manage emotional students who otherwise significantly by 0.000 <0.05, so Zero Hyphothesis is rejected, 5). There is a differences in average student learning result treated TGT and TAI learning model to students who have the ability to manage emotional students expressed significantly lower for 0011 <0.05, so Zero Hyphothesis is rejected.6) which learning metdode is more effective between the TGT and TAI cooperative learning for the subject of social studies Penelitian ini bertujuan untuk mengetahui 1).Interaksi signifikan antara pemberian perlakuan model pembelajaran kooperatif, kemampuan mengelola emosional dan hasil belajar IPS siswa, 2) Perbedaan signifikan hasil belajar IPS siswa pembelajaran menggunakan model kooperatif tipe TGT dan TAI, 3) Perbedaan signifikan hasil belajar IPS siswa yang memiliki kemampuan mengelola emosional tinggi dan rendah, 4) Perbedaan signifikan hasil belajar IPS siswa yang pembelajarannya menggunakan model pembelajaran kooperatif tipe TGT dan TAI pada siswa yang memiliki kemampuan mengelola emosional tinggi, 5) Perbedaan signifikan hasil belajar IPS pembelajaran menggunakan model kooperatif tipe TGT dan TAI pada siswa yang memiliki kemampuan mengelola emosional rendah.6) Efektivitas antara model pembelajaran kooperatif TGT dan TAI. Untuk membuktikan hipotesis dalam penelitian ini digunakan statistik (ANAVA) desain faktorial dan statistik uji beda rata-rata (mean). Berdasarkan analisis data diperoleh hasil adalah 1). Ada interaksi signifikan antara perlakuan model pembelajaran kooperatif dengan kecerdasan emosional siswa terhadap hasil belajar pada pembelajaran IPS dinyatakan signifikan sebesar 0.000<0.05, sehingga Ho ditolak, 2). Ada perbedaan signifikan perlakuan model pembelajaran TGT dan TAI terhadap hasil belajar IPS tanpa memperhatikan tingkat kemampuan mengelola emosional siswa tinggi dan kemampuan mengelola emosional siswa rendah, dinyatakan signifikan sebesar 0.026 < 0.05, sehingga Ho ditolak , 3). Ada perbedaan signifikan antara kemampuan mengelola emosional siswa tinggi dan kemampuan mengelola emosional siswa rendah terhadap hasil belajar IPS siswa tanpa memperhatikan model pembelajaran yang digunakan dengan signifikan sebesar 0.002 < 0.05, sehingga Ho ditolak, 4). Ada perbedaan rata-rata hasil belajar siswa diberi perlakuan model pembelajaran TGT dan TAI terhadap siswa yang memiliki kemampuan mengelola emosional siswa yang dinyatakan signifikan sebesar 0.000 < 0.05, sehingga Ho ditolak, 5). Ada perbedaan rata-rata hasil belajar siswa yang diberi perlakuan model pembelajaran TGT dan TAI terhadap siswa yang memiliki kemampuan mengelola emosional siswa rendah dinyatakan yang signifikan sebesar 0.011 < 0.05, sehingga Ho ditolak. 6) Pembelajaran TGT lebih efektif dari TAI dugunakan untuk meningkakan hasil belajar IPS.

Tipe Karya Ilmiah: Tesis (Other)
Subyek: A General Works = Karya Karya Umum
A General Works = Karya Karya Umum > Karya Karya Umum = 000
A General Works = Karya Karya Umum > Karya Karya Umum = 000 > Knowledge/Ilmu Pengetahuan
Program Studi: Fakultas KIP > Prodi Magister Pendidikan IPS
Depositing User: Farid Hambali Prihantoro, A.Md.
Date Deposited: 04 Feb 2015 06:34
Last Modified: 04 Feb 2015 06:34
URI: http://digilib.unila.ac.id/id/eprint/6728

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