IMPLEMENTATION OF STAD TYPE COOPERATIVE LEARNING TO IMPROVE MATHEMATICAL LEARNING OUTCOMES CLASS VIII STUDENTS

Abstrak: This study aims to describe the application of STAD type cooperative learning that can improve mathematics learning outcomes of eighth-grade students of SMPN 12 Malang. This type of research is a PTK Kemmis & Mc Taggart model with qualitative consisting of two cycles. This research was conducted in class VIII-A of SMPN 12 Malang which was held by 30 students. Based on the research, STAD type cooperative learning steps are obtained that can improve mathematics learning outcomes of VIII grade students of SMPN 12 Malang, namely (1) Class presentations, teachers do apperception and encourage through question and answer and worksheets. (2) Group discussion, students work together with their groups to work on problems through worksheets. (3) Individual quizzes, students work on individual quizzes. (4) Calculation of individual improvement scores, students exchange and correct the quiz results. Quiz results are used to determine individual or student improving scores and group scores. (5) Giving awards, teachers give awards to the best groups.


INTRODUCTION
The mathematics that has been taught starting in elementary school apparently does not make mathematics preferred by students. This was supported when researchers conducted observations in class VIII-A of SMP Negeri 12 Malang on September 2, 2015.
The results of observations showed that students looked passive in learning. The passivity of students in the class can affect student learning outcomes. This is supported by the learning outcomes of class VIII-A students that are relatively low. Many students who completed the functional material test were only 13 out of 30 students or around 43.3%.

Researchers conducted interviews
with several students of class VIII-A, found that students get bored quickly when learning mathematics because the method used by the teacher is expository learning. Expository learning makes the 2 Jurnal Ilmiah Pendidikan Matematika Volume 5 Nomor 1 P-ISSN: 2502-7638; E-ISSN: 2502-8391 Mohammad Archi Maulyda, Umar, Muhammad Erfan, Vivi Rachmatul Hidayati, Linda Feni Haryati: Implementation of STAD Type Cooperative Learning to Improve Mathematical Learning Outcomes Class VIII Students | Halaman 1 -12 classroom atmosphere boring. This is in accordance with Hudojo (2005: 99) and Trianto (2010: 6) states that expository learning has weaknesses, namely, the lessons run boring for students, students become passive because they do not have the opportunity to discover their own knowledge, the opportunity for students to express their work is still relatively few. This was allegedly the researcher as the cause of the low learning outcomes of students VIII-A. Yamin (2008: 3) states that good learning is learning that encourages students to construct their own knowledge. Therefore, learning in class should make students the center of learning (student center). This is in accordance with Hudojo (2005: 72) states that learning by making students the center of learning can make students better understand mathematical concepts and show an interest in joy in learning.
Constructivism is a learning theory that places students at the center of learning. Students are directed to construct their own knowledge. The process of knowledge construction in students can take place well if it is supported by social interaction (Subanji, 2013: 10-11 After that, the teacher distributes LKS to each student and the question and answer activity are continued as apperception.
The following is one of the excerpts from From the question and answer, it is known that students still remember the prerequisite material. At the group discussion stage, the teacher asks students to sit down with a predetermined group, which is divided into 10 groups each group consisting of 3 heterogeneous students. During group discussions, individual attitudes of students are still high so that group discussion activities are not running. This is due to the lack of habituation in group learning in previous learning. In addition, students have difficulty in discussing, there are students who have discussions outside the topic of learning, and there are groups whose seats are too far from the reach of the teacher. This is due to the teacher's lack of conditioning in student seating.
After completing the worksheets, there was a group representative who presented the results of the discussion in front of the class. The following are the results of discussions from several groups.
Based on these pictures, it can be concluded that most students are wrong in determining the value of the coefficient x of the given quadratic equation so that the next calculation has an error.
In the quiz stage, students are given a quiz to find out students understanding  From the question and answer, it is known that students understand. At the group discussion stage, the teacher asks students to sit with the group. In cycle II the teacher changes the seating position of students, each group is asked to sit face to face and make a limit of one bench with another group. During the discussion, students were able to work

1) Class Presentation
The class presentation activity begins with the teacher distributing student worksheets to each student and  with the opinion of Slavin (2005: 150) that divides students into groups, balancing the groups so that each group consists of high, medium, and low ability students.
At the group discussion stage, each group member ensures that all members really learn and more specifically learn to prepare group members to work on quizzes well (Slavin, 2005: 144). The purpose of this group study is to increase academic achievement, acceptance of differences in one group, teach students to work together and socialize (Shoimin, 2014: 44). In the first cycle, the conditioning of students' seats was still lacking, causing students to have difficulty in discussing, there were still students who had discussions outside the topic of learning with other groups, and there were groups whose seats were too far from the reach of the teacher. In cycle II, the teacher changes the seating position of students who were initially aligned and then asked to face each other and arrange group seating to be more organized and easily accessible. This is in accordance with the opinion of Muslich (2009: 73) that classrooms or places of learning, especially student desks and chairs are arranged in such a way that supports active learning activities that enable the emergence of accessibility conditions that students easily reach learning tools and resources, mobility of students and teachers easy to move, interactive ie students easily interact and communicate well, and variations in cooperation that is students can work individually or in groups. As a result, the teacher is easy to supervise and come to groups that are initially far from the teacher's reach, and make it easier for students when discussing.
In the activity of gathering information, students gather information by working on questions that aim to find concepts. In cycle, I, individual attitudes of students are still high so that group discussion is not running. This is due to the lack of habituation in group learning in previous learning. As an alternative solution to cycle II, the teacher emphasizes again the task of students in groups is to help each other so that one group successfully reaches its goal. This is in accordance with Sumantri's opinion

3) Quiz
After group discussion, students then work on quizzes individually. A quiz is a form of group member accountability for their group. Scores obtained from individual quizzes will be individual student scores and are used to contribute to group scores.

4) Calculation of individual increase scores
The idea behind individual improvement scores is to give students performance goals that will be achieved if they work harder and provide better performance than before (Slavin, 2005: 146). Students can contribute maximum points to the group if they try well. Each student will be given an initial score obtained from the previous grade.
Students will then collect points for their groups based on the level of increase in their quiz score compared to the initial score.

5) Group awards
The group will get an award certificate if the group's average score reaches the specified criteria (Slavin, 2005: 146 Group awards are given to the best groups. The best groups are selected based on certain criteria, namely good groups, great groups, super groups. The teacher gives an award in the form of an award charter for the group that gets the highest score.