PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) DITINJAU DARI KEMAMPUAN AWAL TERHADAP KEMAMPUAN KOGNITIF SISWA SMP

Nurrohmiyatun. THE COOPERATIVE LEARNING MODEL BY USING STUDENT TEAMS ACHIEVEMENT DIVISIONS (STAD) VIEWED FROM THE FIRST-ABILITY OF JUNIOR HIGH SCHOOL STUDENTS TOWARD THEIR COGNITIVE ABILITY . Thesis. Surakarta: Faculty of Education and Teacher Training. University of Sebelas Maret. January 2011. The purpose of this research to find out: 1) the difference of student’s cognitive ability of Physics on the study between the model of cooperative learning with STAD and discussion of Material and Its Existence; 2) the difference of student’s cognitive ability of the students’ first-ability of Physics in high and low classes of Material and Its Existence study; and 3) the interaction between learning model and students’ first-ability of Physics toward their cognitive ability of Material and Its Existence study. This research method was experiment by factorial design 2x2. Population of this research was the students of VII grade of SMP Negeri 1 Playen 2009/ 2010. They were consisted of six classes, A to F. The technique used in this research was cluster random sampling. In consequence, the classes conducted as samples were class C and class F. Class C was conducted as an experimented sample, whereas class F was a controlling sample. Through the test, the data consisting of the first-ability and the cognitive ability of Physics were collected. The data were analyzed by a two-way annava. Based on the result of the research, it can be concluded that: (1) there is a difference of student’s cognitive ability of Physics on the study between the model of cooperative learning with STAD and discussion of Material and Its Existence (Fa = 12,828 > F0,05;1,62 = 4.00 with significance level 5%). (2) There is difference of student’s cognitive ability of the students’ first-ability of Physics in high and low classes of Material and Its Existence study (Fb = 30,968 > F0,05;1,62 = 4.00 with significance level 5%). 3) There is not interaction between the learning model with the students’ first-ability of Physics toward their cognitive ability of Material and Its Existence study (Fab = 0,501< F0,05;1,68 = 4.00 with significance level 5%)