ELECTRONIC AND MOBILE LEARNING

ELECTRONIC AND MOBILE LEARNINGInternational Seminar Proceedings

International Seminar on Electronic & Mobile Learning8 August, 2016

International Research Clinic and Electronic & Mobile LearningSeminar in Educational Technology

Editors:Basuki WibawaSeipah Kardipah

Edy Mastoni

Published by:

Postgraduate ProgramUniversitas Negeri Jakarta

Host:Postgraduate Program, Universitas Negeri Jakarta

Steering Committee:Basuki WIbawa

Organizing Committee:Todo Simamarta: ChairFauzi Bakri: Co-ChairHalimatus Syakdiyah; Leni Pebriantika: Administrative AssistantHesti Kusumaningrum; Siti Fatimah; Tin Gustina: Program ChairsEdi Wahyu Wibowo: Webmaster

Editors:Basuki WIbawaSeipah KardipahEdy Mastoni

ISBN 978-602-73030-1-0

Published by:

Postgraduate Program, Universitas Negeri JakartaKampus Universitas Negeri Jakarta, Jalan Rawamangun Muka, Jakarta13220, IndonesiaTelp. (021) 4721340, Fax (021) 4897047, website: http://www.pps.unj.ac.id,e-mail: [email protected]

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ForewordThe role of Educational Technology in teaching is great importance becauseof the use of Information and communication technologies; therefore it needscontinuous research to meet dynamics needs in rapid change environmentrecently. International research clinic and E&M Seminar in EducationalTechnology was a two days’ workshop and seminars schedule to meet thoseneeds.

Proceedings have been prepared for papers of the keynote speaker,facilitators, and all presenters who have participated in this seminar. Inaccordance with the title of the seminar an outline of the paper in theseproceedings can be grouped on seven topics, namely: Electronic & Mobile(E&M) Learning Design, Electronic & Mobile (E&M) Learning Development,Electronic & Mobile (E&M) Learning Implementation and Management,Electronic & Mobile (E&M) Learning Evaluation, Electronic & Mobile (E&M)Learning Program in Practice, and Trends, Issues in e-Learning Research forEducation and Training, and Teaching and Learning Research in Educationand Training. Papers were written by various agencies and groups such aslecturers, teachers, researchers, practitioners and observers with a lot ofinterest in education in Indonesia.

Finally, we realized that these proceedings are far from perfect. To that end,advice and input from all parties is expected to make improvements forward.Finally, we hope that these proceedings may give a significant contribution toimproving the quality of education and dissemination of knowledge.

The Organizing Committee of IRCEMLSET

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TABLE OF CONTENT

FOREWORD ............................................................................................................... i

ELECTRONIC, MOBILE AND UBIQUITOUS LEARNING IN HIGHEREDUCATIONBasuki Wibawa .......................................................................................................... 1

AN IDEA INSTRUCTIONAL STRATEGYFOR INCLUSIVE EDUCATIONRusmono .................................................................................................................... 25

ELECTRONIC & MOBILE LEARNING DESIGN ............................................... 35

M-LEARNING DESIGN: INTEGRATION DISCOVERY LEARNING METHOD INMOBILE APPLICATIONHeni Rita Susila .......................................................................................................... 37

HUMAN RESOURCE NEEDS ANALYSIS FOR MANAGER OF MOBILELEARNINGDian Syafitri Chani Saputri ........................................................................................ 42

STUDY ON MAPPING OF QUALIFICATION, OCCUPATION ANDCOMPETENCEIN ONLINE EDUCATIONSurono ........................................................................................................................ 51

UBIQUITOUS LEARNING INFRASTRUCTURE DESIGN BASED ON MOODLEFOR HOME SCHOOL LEARNING PROCESSHeni Jusuf ................................................................................................................... 74

INSTRUCTIONAL DESIGN ALGORITHMS AND PROGRAMMING BASEDMOBILE LEARNINGAde Hastuty ............................................................................................................... 80

DESIGN E-LEARNING INFRASTRUCTURE BASED ON OBJECT ORIENTEDMODULAR DYNAMIC LEARNING ENVIRONMENT AS AN EFFORT TO HELPSTUDENTS AND TEACHERS IN LEARNING PROCESS HOMESCHOOLINGAriana Azimah and Heni Jusuf .................................................................................. 89

INSTRUCTIONAL MODEL NEEDS ANALYSIS BASED ON E-LEARNINGZul Anwar and Hastuti Diah Ekawati ........................................................................ 96

DESIGN OF E-LEARNING INFRASTRUCTURE TECHNOLOGY TO SUPPORTLEARNING WITH COMPETENCY-BASED CURRICULUMLucia Sri Istiyowati .................................................................................................... 100

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DESIGN E-LEARNING TO IMPROVE STUDENT LEARNING INTERESTAIKOM TERNATEMuhammad Ridha Albaar ........................................................................................... 113

DESIGNING CBT THROUGH A STRUCTURED APPROACH FOR ACCEPTANCEOF NEW STUDENTS IN HIGHER EDUCATIONDeni Darmawan, Erwin Harahap, and Andri Suryadi ................................................ 119

DESIGNING AND IMPLEMENTATION OF MOODLE BASED E-LEARNING INTHE FIELD OF RENEWABLE ENERGYT. Simarmata ............................................................................................................... 137

ELECTRONIC & MOBILE LEARNING DEVELOPMENT .................................. 145

DESIGN INSTRUCTIONAL MOBILE LEARNING DEVELOPMENTNorita Sinaga .............................................................................................................. 147

THE DEVELOPMENT OF CURRICULUM ASPECTSDwi Yulianti, Herpratiwi, and Agustina Ellyana ........................................................ 153

E-LEARNING IMPLEMENTATION IN THE RELIGIOUS HIGHER EDUCATIONWITHIN THE DIRECTORATE GENERAL OF ISLAMIC EDUCATION MINISTRYOF RELIGIOUS AFFAIRS OF THE REPUBLIC OF INDONESIAHesti Kusumaningrum ................................................................................................ 159

PROFESSIONAL EDUCATION DEVELOPMENT TO BE MOBILE LEARNINGFOR COMPETENCE AND INDEPENDENCE STUDENTSNurliani Siregar .......................................................................................................... 165

DEVELOPMENT OF ELABORATION MODEL-BASED MATHEMATICS MODULEIN IMPROVING THE LEARNING ACHIEVEMENT OF GRADE IV STUDENTS OFELEMENTARY SCHOOLHamzah B. Uno, Rustam I. Husain, and Hais Lamatenggo ........................................ 172

DEVELOPMENT OF TEACHING AND LEARNING ELECTRONIC SYSTEM FORPHYSICS LESSONFauzi Bakri .................................................................................................................. 180

MODEL OF MANAGEMENT DEVELOPMENT E-LEARNING IN VOCATIONALCOLLEGESSriasih ......................................................................................................................... 184

ELECTRONIC & MOBILE LEARNING IN PRACTICE PROGRAM:DEVELOPMENT AND ADVANCEDSiti Fatimah ................................................................................................................. 192

DEVELOPMENT OF MOBILE LEARNING BASED ON ANDROIDAminah ....................................................................................................................... 198

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M-LEARNING DEVELOPMENT PROGRAM EARLY CHILDHOOD EDUCATION4-5 AGED YEARSLuluk Asmawati ......................................................................................................... 202

A STUDY ON INDEPENDENT LEARNING MATERIAL AS AN ISLAMICMODULE STUDY MODEL WITH A VIEW OF DERADICALIZATION OFRELIGIOUS UNDERSTANDING TO PREVENT RADICALISM AT SCHOOLSSusanto ....................................................................................................................... 209

DEVELOPMENT OF WEB-BASED TEACHING MATERIALS BY USING ADOBEDREAMWEAVER CS APPLICATIONS ON EVALUATION COURSE AT FIFTHSEMESTER IN EDUCATIONAL TECHNOLOGY PROGRAMYelmi Yunarti ............................................................................................................ 216

ELECTRONIC & MOBILE LEARNING IMPLEMENTATION ANDMANAGEMENT ........................................................................................................ 219

USE OF MOBILE MULTIMEDIA BASED GRAPHICAL USER INTERFACE (GUI)IN LEARNINGChandra Anugrah Putra ............................................................................................. 221

THE EFFECTIVENESS OF MULTIMEDIA LEARNING IN THE COURSEANDRAGOGYSiti Muyaroah ............................................................................................................ 227

NEEDS ASSESSMENT FOR ICT BASED LEARNING SMK IN GARUTIman Nasrulloh and Ali Ismail ................................................................................... 230

IMPLEMENTATION OF WEB 3.0 TO CREATINGONLINE MARKETING TOOLS IN LEARNING ENTREPRENEURSHIPEdi Wahyu Wibowo ................................................................................................... 240

THE ECOSYSTEM FRAMEWORK FOR U-LEARNING IMPLEMENTATIONTHROUGH COURSEWARE DEVELOPMENT AND MANAGEMENTRichardus Eko Indrajit ............................................................................................... 245

INFORMATION TECHNOLOGY INFRASTRUCTURE SERVICES SUPPORTED E-LEARNING SYSTEMPratiwi ........................................................................................................................ 256

E-LEARNING IN SUPPORT OF LEARNING EFFECTIVENESS IN CAMPUSAgnes Novita Ida S .................................................................................................... 262

HUMAN RESOURCE MANAGEMENT THROUGH TRAINING ANDCOMPETENCE ENHANCEMENT LECTURER ON E-LEARNINGIMPLEMENTATION AT UNIVERSITYDwinita Arwidiyarti ................................................................................................... 268

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STRATEGIC MANAGEMENT IN DEVELOPING CERTIFICATION ONLINEMuhamad Fauzi .......................................................................................................... 275

INFRASTRUCTURE MANAGEMENT M-LEARNING USING LEARNINGTECHNOLOGY SYSTEMS ARCHITECTUREKarya Gunawan .......................................................................................................... 284

OPERATIONAL MANAGEMENT ON E-LEARNING IMPLEMENTATION ATUNIVERSITYMuhammad Multazam ................................................................................................ 293

INSTRUCTIONAL INTERVENTION STRATEGIES FOR HUMAN RESOURCE TOIMPROVE PERFORMANCE IN THE ORGANIZATION OF ONLINE LEARNING ATSTMIK BANJARBARURuliah .......................................................................................................................... 303

IMPLEMENTATION STRATEGY OF E-LEARNING BASED EDUCATION INATMAJAYA INDONESIA CATHOLIC UNIVERSITYYunus Widjaja ............................................................................................................ 312

USE OF MULTIMEDIA LEARNING BY TEACHER IN SMP NEGERI 1BELITANG MULYA OKUTJoko Kuswanto ............................................................................................................ 317

IMPLEMENTATION OF E-LEARNING IN LEARNINGNurhasanah ............................................................................................................................. 322

STRATEGY MANAGEMENT OF E-LEARNING IMPLEMENTATION INCORPORATE UNIVERSITYCarlia Isneniwati ......................................................................................................... 328

IMPLEMENTATION OF MOBILE LEARNING IN THE DEVELOPING COUNTRIESLeni Pebriantika .......................................................................................................... 335

FINANCING FACTOR IN IMPLEMENTING INTERVENTION-BASED LEARNING,MOBILE LEARNING IN HIGHER EDUCATIONRangga Firdaus ........................................................................................................... 340

MOBILE LEARNING IN PERSPECTIVE OF THE MULTI-FUNCTION APPROACHMarliza Oktapiani ....................................................................................................... 346

ELECTRONIC & MOBILE LEARNING EVALUATION ..................................... 357

EVALUATION OF E-LEARNING MULTIMEDIAAnthony Anggrawan ................................................................................................... 359

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E-LEARNING IMPLEMENTATION QUALITY GUARANTY THROUGH OFASSESSMENT AND EVALUATIONYuniar Purwanti ......................................................................................................... 369

CONTENT EVALUATION OF MOBILE LEARNINGJuhaidatur Rahmi ....................................................................................................... 373

THE EVALUATION ASPECTS IN THE E-LEARNINGDEVELOPMENTEdy Mastoni ............................................................................................................... 377

AN EVALUATION OF MOBILE LEARNINGTiti Prihatin ................................................................................................................ 382

ELECTRONIC & MOBILE LEARNING PROGRAM IN PRACTICE .............. 389

COOPERATIVE LEARNING WITH HARNESSING SOCIAL NETWORK SITEFACEBOOK FOR SPEAKING COURSE IN BLENDED LEARNINGENVIRONMENTJamridafrizal .............................................................................................................. 391

THE IMPLEMENTATION OF QUALITY CONTROL IN IMPROVINGTHE QUALITY OF EDUCATION THROUGH E-LEARNINGMaspaeni .................................................................................................................... 400

HUMAN RESOURCE DEVELOPMENT PLANNING IN DISTANCE LEARNINGSERVICES (CASE STUDY PANCASILA UNIVERSITY)Andiani ...................................................................................................................... 410

DISTANCE LEARNING BASED E-LEARNING OPERATIONAL MODEL FORSTUDENTS NON-REGULAR (CASE STUDY ON STMIK BANJARBARU)Bahar .......................................................................................................................... 417

MOBILE LEARNING IN TEACHER EDUCATION PROGRAMLukman Nulhakim ..................................................................................................... 424

THE IMPLEMENTATION OF EDUCATIONAL TECHNOLOGY IN IKPIAPERBANAS JAKARTA (THE IMPLEMENTATION OF DISTANCE LEARNING/E-LEARNING READINESS)Armada Hadi .............................................................................................................. 429

CHARACTER LEARNING MODEL BASED E-LEARNING FOR CHILDHOOD INROUDHOTUL ATFAL ALL AROUND KOTA SEMARANGNurussa’adah ............................................................................................................. 436

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MOBILE LEARNING FOR EMERGENCY LEARNING, OPTIMIZE LEARNINGIN DISASTER AREASugiharto, DYP and Rafika Bayu Kusumandari ........................................................ 441

EFFECTIVENESS CHARACTER EDUCATION BASED E-LEARNING ANDMULTIPLE INTELLIGENCE AT THE EARLY CHILDHOOD IN CENTRALJAVARafika Bayu Kusumandari and Istyarini ..................................................................... 446

TRENDS AND ISSUES IN E-LEARNING RESEARCH FOR EDUCATIONAND TRAINING .............................................................................................................453

TRENDS AND ISSUES OF E-LEARNING 2.0 RESEARCHFROM FORMAL TO INFORMAL NEW EDUCATION AND TRAININGSyarifah .......................................................................................................................455

TRENDS AND ISSUES IN E & M LEARNING RESEARCH FOR EDUCATION:ANDROID BASED VIRTUAL LABORATORY OF CHEMICAL EDUCATIONHalimatus Syakdiyah ..................................................................................................461

THE CONNECTION OF USING E-LEARNING (WEB CENTRIC COURSE) WITHSTUDENT COMPREHENSION IN LEARNING IPA TERPADUTaufik Ridwan ............................................................................................................468

TEACHING AND LEARNING RESEARCH IN EDUCATION ANDTRAINING ......................................................................................................................475

INFLUENCE MODEL TYPE COOPERATIVE LEARNING JIGSAW ON LEARNINGOUTCOMES IN PHYSICS CLASS X SMA STATE LESSON 2 LUBUKLINGGAUYEAR 2014/2015Endang Lovisia and Lia Ningsih ................................................................................. 477

PERFORMANCE-BASED BUDGET MANAGEMENT AND REPOSITIONING ONTHE CENTER OF EDUCATION AND TRAINING OF THE MINISTRY OFINDUSTRYAND THE NATIONAL SYSTEMOF VOCATIONAL TRAINING OF THE MINISTRYOF MANPOWER AND TRANSMIGRATIONSunyoto ....................................................................................................................... 486

INFLUENCE MODEL TYPE COOPERATIVE LEARNING TEAM ASSISTEDINDIVIDUALIZATION (TAI) LEARNING OUTCOMES OF PHYSICS CLASS XSMA STATE 7 LUBUKLINGGAU LESSONS YEAR 2015/2016Ovilia Putri Utami Gumay and Shelly Hardianti ........................................................ 496

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BLENDED LEARNING IMPLEMENTATION STRATEGY FOR MINISTERIAL ANDGOVERNMENT AGENCIES TRAINING CENTERVictor J. Pratana ......................................................................................................... 502

RELATIONSHIP BETWEEN EMOTIONAL INTELLIGENCE WITH THEACHIEVEMENT OF PHYSICS CLASS X MA AL-MUHAJIRIN TUGUMULYOLESSONS YEAR 2014/2015Tri Ariani and Fadilla Salmawati ............................................................................... 508

REMEDIATION OF MISCONCEPTION MOMENTUM AND IMPULSE WITH 5ELEARNING CYCLE APPROACHYaspin Yolanda ......................................................................................................... 518

ANALYSIS OF STUDENTS IN LEARNING DIFFICULTIES IN CLASS VIII IPASMP STATE IN LESSON 9 LUBUKLINGGAU YEAR 2015/2016Leo Charli and Dita Triana Dewi ............................................................................... 524

ANALYSIS MISCONCEPTIONS ON MATERIAL TEMPERATURE ANDHEATUSING MULTIPLE CHOICE TEST WITH OPEN REASONING CERTAINTYOF RESPONSE INDEX (CRI) IN CLASS XSMAN 2 LUBUKLINGGAU 2013/2014Wahyu Arini and Sarli Kinanti .................................................................................. 534

THE LEARNING MODEL OF VOLLEYBALL UNDER SERVICE FOR JUNIORHIGH SCHOOL AGESri Nuraini and Rudi .................................................................................................. 547

TRAINING AND DEVELOPMENT AS AN EFFORT TO REDUCE EMPLOYEEATTRITION RATE IN A MULTINATIONAL IT COMPANYSeipah Kardipah ......................................................................................................... 557

HEALTH EDUCATION AND APPLICATION PATTERN HEALTHY LIFE TOHEALTH OPTIMUMTin Gustina ................................................................................................................ 563

THE PLAY STRATEGIES TO IMPROVE THE SHOOT SIDEWAYS STYLE(ORTHODOKS) LEARNING OUTCOMES (ACTION RESEARCH IN SMPN ISUKABUMI)Taufik Rihatno and Eti Suaeti .................................................................................... 568

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Paper Code: 1666

INFLUENCE MODEL TYPE COOPERATIVE LEARNING TEAMASSISTED INDIVIDUALIZATION (TAI) LEARNING OUTCOMES OFPHYSICS CLASS X SMA STATE 7 LUBUKLINGGAU LESSONS YEAR

2015/2016

Ovilia Putri Utami Gumay1 and Shelly Hardianti2

1,2Department of Mathematics and Science Education STKIP-PGRI [email protected]

AbstractThis thesis titled: Effect of Cooperative Learning Model Type Team Assisted

Individualization the results of studying physics class X SMAN 7 Lubuklinggau in the schoolyear 2015/2016”. The problem in this study is whether there is significant influencecooperative learning model of Team Assisted Individualization on learning outcomes physicsclass X SMAN 7 Lubuklinggau. This research is a purely experimental research Carried out inthe presence of a comparison group as the population is class of X SMAN 7 Lubuklinggau inthe school year 2015/2016, totaling 88 people. The sampling technique in this study wasdrawn at random (random). in this study, the sample is a class X.1 and X.2, then both sampleswere selected randomly Returned to be chosen as an experimental class and control class, soin this study as an experimental class X.1 given class learning Cooperative Learning Modeltype Team Assisted Individualization (TAI) and the class as a class given control X.2 learningby lecture method. Data collection techniques used are the testing techniques. Analyzed datawere taken using t-test. Based on the analysis of the data with a level of α = 0:05 thitung(2.61)> TTable (2:02), so it can be concluded that there is significant influence the use ofcooperative learning model of Team Assisted Individualization on learning outcomes physicsclass X SMAN 7 Lubuklinggau.

Keywords: Cooperative Learning, Team Assisted Individualization (TAI), physicslearning outcomes.

INTRODUCTIONEducation is one thing that is very important for children in Indonesia.

Education is also believed to be a container that can build the intelligence of learnersand to be a forum to build the personality of learners towards the better. According toNugroho (2013: 2) Education is a conscious effort to create an atmosphere of learningand the learning process for learners to be able to develop their potential. One of theproblems facing the world of education is a problem of weak processes learning. Thelearning process is monotonous resulted passive students in learning activities so thatstudents simply follow the lessons taught in the absence of a response, criticism, andquestions of feedback in learning activities.Teaching and learning activities is itself an important activity, the success or failuredepends on the situation of learning objectives and learning activities carried out inthe classroom.

Referring to the existing problems can be understood that the cause of thepoor performance of class X student at SMAN 7 Lubuklinggau are some studentswho are not interested in learning physics. Under these conditions need to be appliedto the learning model that will be able to assist students in improving learningoutcomes and understand the subject matter to make students actively in learning

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activities, the activities are not only centered on the teacher but involve studentsdirectly in the learning process. One model of learning that makes the students activeis a cooperative learning model Team Assisted Individualization (TAI).

According Trianto (in Nugroho, 2013: 3) with cooperative learning, learningwill be more meaningful and will facilitate students in finding and understanding thedifficult concepts. According to Slavin (2010: 4) cooperative learning is a wide rangeof learning model in which students work in small groups to help each other subjectsin the study material. In a cooperative class, students are expected to help each other,discuss and argue with each other, to hone the knowledge that good at the momentand close the gap natural understanding of each. According to Suyanto and Jihad(2013: 150), Team Assisted Individualization (TAI) is a cooperative learning thatcombines the advantages of cooperative learning and individual learning. This type isdesigned to address individual students' learning difficulties seecara. Therefore,learning activities more widely used for solving the problem, typical of this type ofTAI is the individual students learning instructional material that has been preparedby the teacher. The results of individual study brought to the groups to be discussedand addressed by group members, and all members of the group responsible for theoverall response as a responsibility.

Based on these descriptions, the researchers intend to conduct a study entitled"The Effect of Cooperative Learning Model Team Assisted Individualization (TAI)against the Learning Outcomes Physics Class X SMAN 7 Lubuklinggau in the schoolyear 2015/2016".Based on the background that has been stated previously, the formulation of theproblem in this research is "Is there any influence of cooperative learning modelTeam Assisted Individualization (TAI) on learning outcomes physics class XSMAN7 Lubuklinggau 2015/2016 academic year? “Scope thesis will avoid deviation of theissues to be examined, it is necessary given the restrictions on the problem, namely:(1) learning materials studied is the measurement, (2) Results of study that will beexamined in this study is the result of studying physics at the cognitive, (3) the typesof questions used in this study is the type of questions C1, C2 and C3, (4) controlclasses are taught by lecture and question and answer.The purpose of this study was to determine the effect of cooperative learning modelTeam Assisted Individualization (TAI) on learning outcomes physics class X SMAN7Lubuklinggau the school year 2015/2016.

The results of this research useful (1) Students, with the implementation ofcooperative learning model Team Assisted Individualization (TAI) can help studentsto improve learning, optimize the ability to think, the responsibility of the students inlearning activities, (2) Master is an effort to increase learning quality andprofessionalism of teachers in planning, organizing, executing, controlling, improvethe quality of programs in learning and can be used as input in teaching, (3) ResearchSchool is used as input in improving the quality of education through cooperativelearning model Team Assisted Individualization (TAI). (4) The researcher, this studyas a basis to add insight to researchers in teaching the material using cooperativelearning model Team Assisted Individualization (TAI).



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METHODIn this study included in this type of experimental study with experimental

method. In this study using shaped design pretest-posttest control group design orexperimental control group design. In this study, comparing the cooperative learningmodel Team Assisted Individualization (TAI) as an experimental group with learninglecture and asked questions as a control group. The study design can be shown inTable 3.1 below:

Table 1: Design Pre-test Post-test Control Group Design

Group Pre-test the Treatment of Post-testExperiment O1 X O2

Controls O1 - O2

(Sugiyono, 2011: 76)Information:O1 = the initial test (pre-test). O2 = Final test (post-test).X = cooperative learning Team Assisted Individualization (TAI).- = Conventional learning with lecture and question and answer.

Data collection techniques used is tekik test. "Test normality, indicating thatthe value of χ2 thitungχ2 beg for it shows is a series of statements or drills and othertools used to measure skills, that data is normally distributed both classes. So alsowith the calculated homogeneity, because intelligence knowledge, ability or talentpossessed by the pre-test Fhitung Ftable, so individuals or groups also with post-test Fhitung F table,"(Arikunto,2013: 193).

According Sudjana (2002: 67) Analysis of the test data conducted to test thehypothesis of the research and the results of the tests can be deduced. From the resultsof the study was tested using the t-test before the data were tested by t-test, the datamust first being tested by: 1) Calculation of Average and thus the variance pre-testand post-test for the experimental class and control class is homogeneous. After thetest calculations of normality and homogeneity tests have been done, then these twoclasses normal distribution and homogeneous so that the hypothesis test used is the t-test. On Standard Deviation, 2) Normality Test, calculation of pre-test, t t table then3) Test Homogeneity, 4) Test Similarity Two average. The trial of this instrumentaims to determine the quality of test questions that will be used in Ho is accepted, inother words the average experimental class and the average grade control is the same.While the post-test results obtained study using t ttable so Ho rejected, four ways,namely validity, reliability, distinguishing features and difficulty index.

RESULTS AND DISCUSSIONBased on the results of pre-test students can be concluded that the initial

ability of students in the initial knowledge alike are still low and there is a bigdifference between the experimental class and control class, while the results of thepost-test the students, there are differences in the ability of the final between theexperimental class and control class, before the test the hypothesis, then tested theprerequisite analysis first. The analysis prerequisite test is the test of normality andhomogeneity test. The results of test calculations in other words an average resultstudied physics at the experimental class more than the control class. Thus the


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hypothesis that reads "There is the influence of cooperative learning modelIndividualization Assisted Team (TAI) on learning outcomes physics class X SMAN7 Lubuklinggau" unacceptable.

Based on research done in class X SMAN 7 Lubuklinggau using cooperativelearning model Individualization Assisted Team (TAI) These students learn in groupsand individually, in a group where there are students who have a background, genderand skill level is different. It is appropriate According to Lestari (2014: 2) learningmodel Team Assisted Individualization type of cooperative learning TAI is combinesindividual learning and cooperative learning. Students are placed in smallheterogeneous groups with each group number of 4 to 5 people which are studentswho are good responsible to students with less ability. In a cooperative learningmodel Team Assisted Individualization (TAI) These students are divided into smallgroups with background, gender and abilities, after which students are given teachingmaterials in the form of student worksheet (LKS), students learn in groups, studentsare given scores and awards groups, the teacher reiterated that lessons have notunderstood the student and then the student is given individual quiz. With the grouplearning, it can simplify the delivery of content from researchers to students. Inaddition, the group learning process helps students to be able to understand moredeeply the material that has been described by way of discussion among friends inone group. Friends who know must teach a friend of the group to be able tounderstand the material so that it can do the quiz questions given at the end of thelesson with individual assessment. The division of the group consists of 4 to 5students are heterogeneous, which is used in the distribution of these groups is basedon the value of daily test of physics students in the previous material. Group with Thehighest will be awarded in the form of appreciation to the best groups. At the firstmeeting on the implementation, beginning students have difficulty and findingobstacles, this is due to changes in teaching techniques are perceived by students as anovelty and require adjustments to the type cooperative model of Team Assistedindividualization. One of the hurdles is still difficult to cultivate students the ability tothink independently in a group, this is because students are not familiar with thetechnique of presenting the material carried by the teacher, for example, whenteachers explore how far the student's ability to master the material of themeasurement. Students are less confident in the answer and issue his opinion.Students are also less active in communicating, after completion of the learningprocess by using the cooperative model type Team Assisted Individualization andworking on student worksheet (LKS) given by teachers in groups, the students returnoriginal position and prepare to work on the problems quizzes will be given by theteacher of the material that has been studied. After cooperative learning model TeamAssisted individualization implemented, at the next meeting of students becameinterested and excited in participating in learning, and the creation of cooperationwithin the group. It is characterized by cooperation in the group that made thestudents can exchange minds, as well as students who are good to give information tostudents who are weak knowledge so that students who are weak can overcome theproblem. At each meeting there is an increase in the learning process, studentsbecome spirit in this study looks at the last meeting almost all the groups get a highenough value. At the end of the test or the (post-test) all students can solve problemsso well that the average student scores above the KKM.



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Based on statistical analysis proved that learning physics by using the typecooperative model of Team Assisted individualization can improve student learningoutcomes. Thus the research hypothesis proposed in this study can be accepted astrue, it can be concluded that the average result of learning mathematics class XSMAN 7 Lubuklinggau with cooperative learning model Team Assistedindividualization better than students who use the lecture method. So that cooperativelearning model Team Assisted individualization can improve students' mathematicslearning outcomes. Conclusions and suggestions based on the results of research anddiscussion can be concluded that there is significant influence cooperative use ofmodels Team Assisted Individualization on learning outcomes physics class XSMAN 7 Lubuklinggau the school year 2015/2016. This is evidenced by the resultsof the analysis of the t-test with thitung (2.61)> t table (2.02) with α = 0.05. Theaverage value of the final test result of studying physics students in the experimentalclass at 76.55 in the control class is 68.67. Based on the conclusions obtained in thisstudy, it is suggested: 1) The students, helping students to improve learning, optimizethe ability to think, the responsibility of the students in learning activities. 2)Teachers, one of the efforts to improve the quality of teaching and teacherprofessionalism in planning, organizing, executing, controlling, improve the qualityof the learning programs and can be used as input in teaching.

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