ABSTRAK
Tujuan penelitian ini adalah untuk meningkatkan: (1) rasa ingin tahu siswa pada materi pokok Kelarutan dan Hasil Kali Kelarutan melalui penerapan model pembelajaran Team Assisted Individualization (TAI) disertai media Key Relation Chart (KR-Chart), (2) prestasi belajar siswa pada materi pokok Kelarutan dan Hasil Kali Kelarutan melalui penerapan model pembelajaran Team Assisted Individualization (TAI) disertai media Key Relation Chart (KR-Chart).
Penelitian ini merupakan Penelitian Tindakan Kelas yang dilaksanakan dalam dua siklus, dengan tiap siklus terdiri atas perencanaan tindakan, pelaksanaan tindakan, observasi dan refleksi. Subjek penelitian adalah siswa kelas XI MIA 1 SMA Negeri 5 Surakarta yang berjumlah 32 siswa. Sumber data berasal dari guru dan siswa. Teknik pengumpulan data adalah dengan tes dan non tes (observasi, wawancara, kajian dokumen dan angket). Analisis data menggunakan teknik analisis deskriptif kualitatif.
Kesimpulan dari penelitian ini menunjukkan bahwa: (1) penerapan model pembelajaran Team Assisted Individualization (TAI) dengan media Key Relation Chart (KR-Chart) dapat meningkatkan rasa ingin tahu siswa pada materi kelarutan dan hasil kali kelarutan, (2) penerapan model pembelajaran Team Assisted Individualization (TAI) dengan media Key Relation Chart (KR-Chart) dapat meningkatkan prestasi belajar siswa pada materi kelarutan dan hasil kali kelarutan.
Kata Kunci: Team Assisted Individualization, Key Relation Chart, rasa ingin tahu, prestasi belajar, Kelarutan dan Hasil Kali Kelarutan
ABSTRACT
The purposes of the study were to improve: (1) the student’s curiosity in the subject matter of solubility and solubility product by Team Assisted Individualization (TAI) learning model with Key Relation Chart (KR-Chart), (2) the student’s achievement in the subject matter of solubility and solubility product by TAI learning model with KR-Chart. This was a classroom action research which was held in two cycle, each cycle consist of planning, acting, observing and reflecting. The research subject was the student of class XI MIA 1 in SMA Negeri 5 Surakarta that contains of 32 student. The data was taken from teachers and students. Data were obtained by test and non test (observations, interviews, document reviews and questionnaires). The data were analyzed using technique of qualitative descriptive analysis. Considering the result of research, it could be found that: (1) the implementation of TAI learning model with KR-Chart could be improve the student’s curiosity in the subject matter of solubility and solubility product, (2) the implementation of TAI learning model with KR-Chart could be improve the student’s achievement in the subject matter of solubility and solubility product. Key Words: Team Assisted Individualization, Key Relation Chart, curiosity, student’s achievement, Solubility and Solubility Product