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ABSTRACT
This study is a comparative experiment which uses “completely randomized design” which aims to
test the effect of cooperative learning model of “the power of two dan tea party” toward student’s
learning activities with test the difference of cooperative learning model usage with “the power of two
with tea party” type in student’s activities. Population sample is taken in 16 Palembang National
Senior High School with using all students in Social Tenth Grade. Sampling technique uses cluster
random sampling technique that differentiates Social Tenth Grade of class 4 as the experimental class
1 and Social Tenth Grade of class 1 as the experimental class 2. Data collection uses observation sheet
(students and teachers). Experiment study is conducted in three phases: preparation phase, conducting
phase, and finalization phase. The result shows (1) there is an influence from cooperative learning
model “the power of two” type in student’s study activities, (2) there is an influence from cooperative
learning model “tea party” type in student’s learning activities, and (3) there is an influence from
cooperative learning model “the power of two” type toward student’s learning activities.
together, two stay two stray, moving around the material being studied. Discuss in pairs
the group, jingling buttons, moving around can enhance collaborative learning but
the class, role playing, scramble, tea party, minimize the gap between a student with a
send greetings and questions, write around, friend. [5]
listening team, student team learning, inside To apply the model of learning the
outside circle, bamboo dance, the power of power of two, there are several steps that
two, dan paired storyteller. [1,11] must be done: (1) The teacher provides
Some types have been used and information and course materials as a
applied to the learning process and some knowledge base for students, (2) Teachers
types are rarely used even before the power form small study groups (consisting of 2
of two and tea party. Therefore, this study students), (3) teachers provide the questions,
wants to learn more about the cooperative then students answer questions individually.
learning model of the power of two and tea If the answer is not right then, students
party types both theoretically and practically should discuss with his team-mates, (4)
using experimental classes and control Each student discussing a suitable answer to
classes. the question that has been given by teachers
This study is divided into several with limited time, (5) The teacher asks each
sections which can be detailed as follows. In group to compare answers with other
the first section, discuss the introduction to groups, (6) The teacher guides each group to
expressing the problem, the opinions and present the results of the group discussions
meanings of this study. In the second part, that have been carried out, and (7) the
the study explains more about the teacher clarifies the answers of each group
cooperative learning model of the power of and summarizes the answers. [6,7] So, what is
two and tea party theoretically. In the third emphasized in the cooperative learning
part, this study will explain the types and model type the power of two is student
methods used to complete this study. In the activity in solving a problem in pairs, so that
fourth section, explain and discuss the students easily understand the material and
results of the studies that have been get more optimal learning outcomes. [6]
conducted. Fifth part is about conclusion. H1= There is an influence of cooperative
learning model the power of two of the
LITERATURE REVIEW students' learning activities
1. Cooperative Learning Model Type of
The Power of Two in Student Activity 2. Cooperative Learning Model Type of
Cooperative learning model type the Tea Party in Students Activity
power of two is defined as the activity Based on Creswell dan Clark, [10]
carried out by two people who work cooperative learning model of tea party type
together to increase the capacity of their is a concept where students form two lines
abilities, [4,12] means, when together with and face each other, while the teacher gives
friends we will know our strengths and questions, then students discuss with friends
weaknesses so that we can optimize the in front of them. Simply put, the tea party
capabilities that we have. The benefits of concept is like a group of people who are
cooperative learning model using the power having a tea party facing and sharing
of two that students become more confident information. [8] Pebriani et al [3] adds that
in delivering its opinion, and students can type of cooperative learning model can
exchange ideas or ideas with a partner in improve the tea party quick thinking ability
understanding the concepts and finding the of students through questions asked of
best answer of the task that has been given. teachers, realizing dynamic cooperation
By discussing thoughts that have been between students, make learning fun,
thought of by themselves, students can enhance the activity of students and improve
minimize failures or misunderstandings of student achievement.
According to Fathurrohman, [11] and party type focus on large groups even
Khamidiyah [8] cooperative learning model though both discuss with two people, the
of tea party type can be done in the difference is every people have time and can
following way. (1) Students form two change partners.
concentric circles or two rows facing each On the implementation of
other, (2) The teacher asks a question cooperative learning model type of the
related to the subject matter to be taught, power of two and the tea party, the teacher
and students begin to discuss the answers provides questions that should be completed
with the friends they are dealing with, (3) by the student. The difference is time and
After one minute, the outermost line or the teammates. Cooperative learning model
outer circle moves clockwise so that it will type the power of two is only allowed to get
deal with a new partner, (4) The teacher one colleague from beginning to end and the
asks the second question to discuss, (5) time of the question from the beginning to
Steps like this continue until the teacher the end, while the cooperative learning
finishes asking 5 or more questions to model of tea party type is limited and
discuss. teammates can be obtained when the seat
H2= There is an influence of cooperative change begins . This raises some advantages
learning model tea party type in students’ and disadvantages of both the learning
activities process and of the individual itself.
Each learning model has its own
3. Comparation between The Power of strengths and weaknesses. Therefore,
Two and Tea Party Type cooperative learning model type of the
Cooperative learning model type the power of two with tea party needs to be
power of two with tea party has several compared to see the cooperative learning
differences when applied. Cooperative model which is better for student learning
learning model type the power of two is activities on economic subjects in particular.
more focused on small groups consisting of H3 = there are differences of cooperative
two people to overcome a problem in learning model usage between the power of
learning including student learning activities two and tea party type
while cooperative learning models of tea
Differences
Study Activities
Tea Party
Figure 1. Experimental Study Concept Framework
MATERIALS & METHODS treated using the Power of Two model and
The type of study conducted is using experiment 2 is given a treatment using the
comparative experiments which is Tea Party model. The implementation of
‘completely randomized design’ with Pre- this study was conducted during 4 meetings
Post observation as the form. According to (face to face), both in experimental class 1
Imam (2008:25) experimental study with and experimental class 2 with details of the
completely randomized design is one of the first meeting of pre observation, the second
simplest designs that are used for meeting until the fourth meeting next with
comparative analysis of two independent the giving of an observation post.
samples. This study uses two experimental Population and Samples
classes namely experiment 1 which will be
Population in this study is all Social Tenth 2. Conduct learning activities with using
Grade student in Senior High School 16 cooperative learning model, ‘The Power
Palembang in year 2016/2017 that is of two’ for experimental class I and ‘Tea
consisted of 4 classes, which are: Party’ for experimental class 2.
3. Conduct post-observation during
Table 1. Population learning process in experimental class 1
Class Students Total
X Social 1 40 persons and class 2 to obtain students’ activeness
X Social 2 40 persons data. Then, the researcher is directly
X Social 3 40 persons
X Social 4 40 persons
observed by teacher during learning
Total 160 persons process.
Source: Secondary Data – Senior High School 16 Palembang
c. Final phase
1. Activities that will be done in this phase
Sampling technique uses ‘Cluster Random are:
Sampling’ so, it can get two classes as the 2. Process and analyse students’ activeness
samples for the data: data from the result of observation sheet.
Table 2. Sample
3. Conduct hypotheses testing.
Samples Total Information 4. Draw a conclusion and give an advice
X Social.4 40 persons Experimental Class 1 based on experimental study that has
X Social.1 40 persons Experimental Class 2
Total 80 persons been done.
Source: Secondary Data – Senior High School 16 Palembang
RESULT AND DISCUSSION
Experimental Study Procedure 1.1 Description before and after using
This study is consisted of three phases cooperative learning model ‘The Power of
which are preparation phase, conducting Two’ type in Experimental class 1
phase, and final phase of experiment. Using cooperative learning model ‘the
a. Preparation Phase power of two’ type will be divided into
Activities that will be done in this phase are: many parts. First part discusses about
1. Observation, preliminary survey to see students’ learning activities as individual to
the problems in the field that will be see the differences before using the
researched and for knowing the total cooperative learning model, and after using
classes that will used as the population it, second part shows the differences as a
and sampling technique uses ‘cluster whole with indicators that are already
random sampling’ for deciding decided.
experimental class 1 and class 2. Students’ activities as individual shows the
2. Make Learning Implementation students’ activeness level before and after
Planning (RPP) using the cooperative learning model that
3. Arrange learning implementation can be seen in below table:
observation sheet and students’
Table 3. Criteria for Students’ Learning Activities Before and
activeness observation paper sheet. after use Cooperative Learning Model ‘The Power of Two’
4. Consult the observation paper to the type in Experimental Class 1(Individual)
No. Score Criteria Before After
experts and test the observation paper, Total % Total %
then evaluate and reliability along with 1. 81 – 100 Very Active - - 3 7,5
2. 61 – 80 Active 4 10 29 72,5
validity check. 3. 41 – 60 Quite Active 14 35 8 20
b. Implementation Phase 4. 21 – 40 Less Active 15 37,5 - -
Implementation of experimental study 5. 0 – 20 Not Active 7 17,5 - -
Total 40 100 40 100
activities that will be done are: Source: Research result at 2017
1. Conduct pre-observation to get the
preliminary data regarding students’ Table 3 shows that student activity
activeness before learning model usage. before the use of ‘the power of two’
cooperative learning model, there are 4
are affected by the usage of cooperative criteria quite active. Overall, it can be
learning model type of ‘the power of two’ of concluded that after the use of cooperative
0.28. That is, the higher the implementation party type ‘tea party’ learning models,
of cooperative learning model type of the students become active when the learning
power of two, the higher the learning process takes place.
activities of students in the classroom. The
correlation coefficient between the Table 6. Students’ Activities Distribution in Experimental
Class 1
cooperative learning type of ‘the power of Data Students’ Activities (%) Average
two’ and student learning activities is 74.1% Before
Visual
54,4
Oral
42,5
Listening
53,3
Motion
55,6
Writing
51,9 51,5
while 25.9% is determined by other factors. After 83,1 55 70 86,3 73,8 73,6
Source: Research Result at 2017
3.1 Differences between Cooperative Learning Model of ‘the power of two’ and ‘tea
party’
Table 7. Comparation of Students Learning Activities before and after using Cooperative Learning model of ‘the Power of Two’
and ‘Tea Party’
Score Criteria The Power of Two (%) Tea Party (%)
Before After Before After
81 – 100 Very Active - - 3 7,5 3 7,5 10 25
61 – 81 Active 4 10 29 72,5 8 20 22 55
41 – 60 Quite Active 14 35 8 20 17 42,5 8 20
21 – 40 Less Active 15 37,5 - - 10 25 - -
0 – 20 Inactive 7 17,5 - - 2 5 - -
power of two’ with ‘tea party’ in unable to handle this situation, the result is a
Students’ Learning Activities class atmosphere chaotic and students will
The difference in the use of ‘the become unmanageable
power of two’ cooperative learning model
with ‘tea party’ in student learning activities REFERENCES
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How to cite this article: Leksono AW, Vhalery R, Maranatha S. Cooperative learning model: the
power of two vs tea party. International Journal of Research and Review. 2018; 5(12):80-88.
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