PERBEDAAN MODEL PEMBELAJARAN COOPERATIVE LEARNING DAN MODEL PEMBELAJARAN ACTIVE LEARNING TERHADAP HASIL BELAJAR SISWA KELAS X PADA MATA PELAJARAN DASAR PENGUKURAN LISTRIK (Studi Kasus di SMK Negeri 26 Jakarta)

Tujuan penelitian ini untuk mengetahui apakah terdapat perbedaan hasil belajar dasar pengukuran listrik antara model pembelajaran cooperative learning dengan model pembelajaran active learning dan untuk mengetahui seberapa besar nilai hasil belajar dasar pengukuran listrik kelas X dengan menggunakan model cooperative learning tipe STAD (Student Teams Achievement Division) dan model active learning metode the power of two. Penelitian ini dilaksanakan di SMK Negeri 26 Jakarta pada bulan April - Juni 2016 tahun ajaran 2016/2017. Metode penelitian ini adalah metode kuantitatif dengan model eksperimen. Populasi penelitian ini adalah seluruh siswa kelas X Jurusan Teknik Instalasi Tenaga Listrik di SMK Negeri 26 Jakarta dengan sampel dua kelas X Jurusan Teknik Instalasi Tenaga Listrik SMK Negeri 26 Jakarta berjumlah 59 siswa dimana kelas A berjumlah 30 siswa dan kelas B berjumlah 29 siswa. Kelas A diberi perlakuan model cooperative learning tipe STAD sedangkan kelas B diberi perlakuan model active learning the power of two. Instrumen penelitian yang digunakan soal dasar pengukuran listrik dengan 3 kompetensi dasar berbentuk pilihan ganda sebanyak 40 butir soal uji coba terhadap 30 responden kelas XI dan berdasarkan hasil uji coba menggunakan uji validitas, daya beda serta uji reliabilitas diperoleh sebanyak 30 butir soal valid yang digunakan untuk hasil belajar akhir terhadap 59 siswa kelas X. Berdasarkan hasil penelitian disimpulkan bahwa pengujian normalitas menggunakan uji liliefors cooperative learning diperoleh Lhitung = 0.87 dan Ltabel = 0.161 pada signifikansi α= 0.05 dengan n = 30. L0 < Ltabel yaitu 0.87 < 0.161 sedangkan uji normalitas model active learning diperoleh Lhitung= 0.83 Ltabel = 0.161 pada taraf signifikansi α= 0.05 dengan n = 29. L0 < Ltabel yaitu 0.83 < 0.161 Maka hasil belajar model cooperative learning tipe STAD dan model active learning the power of two berdistribusi normal. Uji homogenitas (Kelas A dan Kelas B) dilakukan dengan uji Fisher. Hasil pengujian diperoleh Fhitung = 1.30, Ftabel = 1.85 pada taraf signifikansi α= 0.05 karena Fhitung< Ftabel yaitu 1.30 <1.85 maka disimpulkan H0 diterima varian populasinya homogen. Pengujian Hipotesis digunakan uji-t diperoleh thitung=3.133 > ttabel=1.672 berarti H0 ditolak. Nilai ratarata dasar pengukuran listrik model cooperative learning tipe STAD sebesar 81.67 sedangkan nilai rata-rata model active learning the power of two sebesar 77.93. Maka dengan demikian hasil belajar dasar pengukuran listrik siswa kelas X SMK Negeri 26 Jakarta dengan model cooperative learning tipe STAD lebih tinggi dari model active learning the power of two. The purpose of this research are to know is there difference of cooperative learning model and active learning model and to know the scores of class X student learning outcomes on basic electrical measurements subject use cooperative learning model Student Teams Achievement Division type and Active Learning Model the power of two method. The research was conducted in 26 Jakarta Senior High School in April - June 2016 academic year 2016/2017. This research method is quantitative method with an experimental model. The population was all students of class X Power Installation Engineering Department in 26 Jakarta Senior High School and the sample was two classes X Power Installation Engineering Department of 26 Jakarta Senior High School totaled 59 students which included 30 students of class A and class B amounts to 29 students. Class A treated cooperative learning model of Student Teams Achievement Division (STAD) type, while class B treated active learning of the power of two method. The research instrument used about basics of electrical measurements with 3 basic competence in the form of multiple choice as much as 40 items testing instrument against 30 respondents class XI and based on the results of trials using validity, different power and reliability test gained as much as 30 items valid used for learn the basic end result of electrical measurement of the 59 respondents of class X. Based on the results concluded that the test for normality using cooperative learning with liliefors test obtained Lhitung = 0.87 and Ltabel = 0.161 on the significance of α = 0:05 with n = 30. L0 <Ltabel is 0.87 < 0.161 while normality test active learning models obtained Lhitung = 0.83 Ltabel = 0.161 at significance α = 0,05 with n = 29. L0 < Ltabel is 0.83 < 0.161 So the learning outcome cooperative learning model and active learning model of the power of two are normal distribution. Homogeneity test (Class A and Class B) performed with Fisher's exact test. The test results obtained Fhitung = 1,30, Ftabel = 1.85 at significance α = 0,05 for Fhitung <Ftable is 1.30<1.85, we conclude H0 variant homogeneous population. Hypothesis testing used the t-test obtained t = 3.133> table = 1.672 mean H0 rejected. The average value of basic electrical measurement subject of cooperative learning STAD model is 81.67, while the average value of active learning model of the power of two method is 77.93. So the result of learning basic electrical measurements of class X 26 Jakarta Senior High School with cooperative learning model STAD type is higher than the active learning model the power of two method