ABSTRACT Azhar, Vicky. 2011.

The Implementation of Cooperative Learning TAI (Team Assisted Individualization) to Improve Student Activities and Learning Outcomes (A Study of Student Class X APK 2 SMK Muhammadiyah 3 Singosari on Applying the Principles of Cooperation with Colleagues and Customers Subject). Sarjanas Thesis, Department of Management, Faculty of Economics, State University of Malang. Advisors: (1) Drs. H. Suharto SM, M.M., M. Pd (2) Dr. Wening Patmi Rahayu, S.Pd., M.M. Keywords: Cooperative Learning, Team Assisted Individualization, Activities, Students Learning Outcomes. Education plays an important role in improving the quality of human resources in Indonesia. Various educational efforts have been made to improve the quality of human resources. One way is to do curriculum development in Indonesia in stages, and adjusted to the development and advancement of age. In addition to curriculum development, points to consider in an effort to improve the quality of human resources is a learning process. At SMK Muhammadiyah 3 Singosari, learning methods are widely applied conventional methods such as lectures and asked questions that cause students passive and less independent in learning. Therefore we need a strategy that encourages students to be more active in teaching and learning activities. This strategy can be done with implementing cooperative learning, so the atmosphere is more conducive learning and encourage students' active role in learning. One form of cooperative learning is a learning model TAI (Team Assisted Individualization), where students interact and help each other so directly to encourage students to be more active in learning. This research is classroom action research using qualitative approaches. approaches. Implementation of classroom action research was conducted through two cycles where each cycle consists of 4 stages: (1) planning, (2) implementation, (3) observation, and (4) reflection. The subjects in this study were students of class X APK 2 SMK Muhammadiyah 3 Singosari. Data collection techniques in this study using observation, interviews, documentation, testing, and field notes. The data analysis technique in this study through three stages: Data Reduction, Data Display (Data Presentation) and Drawing conclusions. The results of this study have been proven to improve student learning activity from cycle to cycle. In the first cycle students in classical cooperative activity reaches only a percentage of 58.36%. In cycle II increased by 28.37% to 86.73%. In addition, this research shows an increase of student learning outcomes in both cognitive and affective domains. In the cognitive, the increase was seen from the comparison of pre-test results conducted during the pre action with posttest results are given at the end of the application. Number of students who pass the study on pre-test as many as 3 students (9.1%) while the unfinished 30 students (90.9%). Post-test results of the first cycle showed increased learning outcomes with students who pass as many as 23 students (69.69%) and the

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unfinished as many as 10 students (30.31%). For the post-test cycle II also showed increased learning outcomes when compared with the first cycle by the number of students who pass as many as 30 students (90.9%) and the unfinished as much as 3 students (9.1%). Although the post-test cycle II still have students who are not yet complete, this is normal because it is quite difficult to achieve 100% success level of all students complete. While in the affective domain, in the first cycle there are students who did not complete as many as 9 students (27.27%), and a complete as many as 24 students (72.73%). In the second cycle increases to 100% of students complete the assessment of affective. Based on these results, researchers suggest (1) For the SMK Muhammadiyah 3 Singosari need to provide facilities and infrastructure to support the effective implementation of cooperative learning model of TAI (Team Assisted Individualization) in the form of literature in order to facilitate the procurement of students in obtaining information and facilitate the learning process (2) Applying the Principles of Cooperation for teachers with Colleagues and Customers in vocational school, cooperative learning model of TAI (Team Assisted Individualization) can be an alternative choice in the practice of teaching in the classroom because it can encourage students to become more active in the future could affect the study results (3) For subsequent researchers , it is advisable to conduct research on cooperative learning model of TAI (Team Assisted Individualization) training on teaching the same eye or eyes of other education and training in different places to develop models of innovative and creative learning in the learning process (4) For students, should prepare themselves with learn first before following the teaching in class, so that when students are easy to follow class discussion and student learning will also need to increase the courage to ask questions and argue in order to better understand the materials being studied.