PENERAPAN MODEL TEAM ASSISTED INDIVIDUALIZATION UNTUK MENINGKATKAN HASIL BELAJAR PASSING BOLA BASKET KELAS X UPW SMK 4 MATARAM 2018

Abstract

This study aims to determine the effectiveness of the application of the Team Assisted Individualization (TAI) cooperative learning model in learning passing in basketball games. This research method is classified as classroom action research. This research design uses a cycle consisting of planning, implementation, observation/evaluation, and reflection. The subjects of the research were students of class X UPW SMK Negeri 4 Mataram, totaling 42 people consisting of 22 male students and 20 female students. This research was conducted for 2 cycles. Each cycle consists of 3 meetings. In cycle 1, mastery of individual and classical cycle materials was still lacking because the percentage of student activity had only reached 75%, while the assessment carried out by the teacher was only 80% not yet 100%. Data were analyzed using descriptive statistics with the achievement of mastery of the material 70% individually and 75% classically. The results of data analysis showed that in the first cycle the students' mastery level of classical material was 72.6% which was in the very poor category and in the second cycle the classical level of mastery of the material was 92% which was in the very good category. so learning outcomes classically from cycle I to cycle II increase by 25%.

ABSTRAK
Penelitian ini bertujuan Untuk megetahui efektivitas penerapan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dalam pembelajaran passing pada permainan bola basket. Metode Penelitian ini tergolong penelitian tindakan kelas (classroom action research) rancangan penelitian ini menggunakan siklus yang terdiri dari perencanaan, pelaksanaan, observasi/evaluasi, dan refleksi. Subyek penelitian adalah siswa kelas X UPW SMK Negeri 4 Mataram yang berjumlah 42 orang terdiri dari 22 siswa putra dan 20 orang siwa putri. Dalam penelitian ini dilakukan selama 2 siklus. Masing-masing siklus terdiri dari 3 kali pertemuan. Pada siklus 1 penguasan materi siklus secara individu dan klasikal masih sangat kurang karena persentase keaktipan siswa baru mencapai 75% sedangkan asesment yang dijalankan guru baru 80% belum mencapai 100%. Data dianalisis menggunakan stastik deskriptif dengan pencapaian penguasan materi 70% secara individu dan 75% secara klasikal. Hasil analisis data diperoleh bahwa di siklus I tingkat penguasaan materi siswa secara klasikal adalah72,6% yangberada pada katagori sangat kurang dan siklus II tingkat penguasaan materi secara klasikal adalah 92% yang berada kategori sangat baik. jadi hasil belajar secara klasikal dari siklus I ke siklus II peningkatannya 25%.