Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement

Novalinda, Rina and Dakhi, Oskah and Fajra, Melda and Azman, Azmil and Masril, Mardhiah and Ambiyar, Ambiyar and Verawadina, Unung (2020) Learning Model Team Assisted Individualization Assisted Module to Improve Social Interaction and Student Learning Achievement. Universal Journal of Educational Research, 8 (12A). pp. 7974-7980.

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Abstract

This research aims to improve social interaction and learning achievement in Computer and Network learning materials in Grade X-9 Vocational High School 1 Padang students using the Team Assisted Individualization learning model with modules. This research is a Class Action Research consisting of two cycles. Each Cycle consists of action planning, action execution, observation, and reflection. This study's subject was Grade X-9 Vocational High School 1 Padang Year 2019/2020, which numbered 38 students. Data sources come from teachers and students. The data validity technique used in this study is a triangulation technique that tests the validity of data by utilizing outside means of data to check or benchmarking data methods. The analysis technique also refers to Miles and Huberman analysis models performed in three components: data reduction, data presentation, conclusion drawing, and verification. Data collection instruments through questionnaires, tests, observations, and interviews. The data analysis techniques used are qualitative and quantitative descriptive analysis. The results showed that the Team Assisted Individualization learning model with modules could improve: (1) social interaction increased from 47.37% to 71.05%, and (2) cognitive aspect learning achievement by 34.21% increased to 65.79%. While the affective aspect is learning in (Cycle I) reached the target of 81.58%.

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