JurnalRisetPendidikan MIPA.

1(1): 1-7, January 2020

ISSN 2549-0192 (e),|2549-0184 (p)

Application of the make a match type of video-based learning cooperative learning model di
increasing student activities and learning autcomes in the viii class of biological science study of
smp negeri 1 siniu

*Masrifan, Dr. Lilies N, Tangge & Dr. Inengah Kundera, M.Kes

PendidikanSains Program Magister/Pascasarjana – UniversitasTadulako, Palu – Indonesia 94118
Email corresponding author: masrifan1986@gmail.com

Article History Abstract

Received 03 December
2016
Revised 08 January 2017
Accepted 14 February
2017
Keywords:
Student Activities, Lear
This study aims to improve student activity and student learning outcomes
through the application of the cooperative learning model make a match type
based on video learning. The subjects of this study were students of SMP
Negeri 1 Siniu. This type of research was a classroom action research
consisting of two cycles, the data were obtained from the pretest and the final
test instruments in the form of essays and interviews. The results showed that
1) the application of the make a match cooperative learning model can
increase student activity as proven in the first cycle the average value of the
presentation of student activity acquisition was 68% and in the second cycle
the average percentage increased to 91% 2) the application of the cooperative
learning model type make a match can improve student learning outcomes,
this is in accordance with the results, namely in cycle I and cycle II there is
an increase in classical completeness from 71.06% to 97.4%.
doi: 10.22487/j25490192.2017.v1.i1.xxxx

Introduction cooperation in groups consisting of two or more

1
The development of Science and
Technology (IPTEK) which is getting faster Now
is certainly leading to changes in the educational
curriculum in schools. This change will also
affect the learning components. The components
that are affected include teachers and students.
Teachers in teaching and learning activities will
certainly try to create conducive situations so as
to stimulate students to learn. However,
sometimes the efforts of teachers often have not
received positive responses from students and
serious learning efforts (Berlian, et al. 2017).
The learning process is a system that
involves various components and standard, yet
flexible standards. The achievement of process
standards to improve the quality of education can
be started from analyzing each component that
can shape and influence the learning process. The
success of a learning process is not only
measured by the extent to which students can
master the subject matter, but the most important
Cooperative learning is a teaching and
learning strategy that emphasizes collective
attitudes or behaviors in working or helping
among others in an organized structure of

1 experience, both individual and collective
Publi
shed by UniversitasTadulako. Author(s) retain the copyright of
this article.
This article is published under the terms of the Creative
Commons Attribution License 4.0.
people. Cooperative learning requires
togetherness in solving problems together, all
students in the group can give opinions or
exchange ideas for each solution that is made so
that all group members can understand it
(Mikran, 2016).
The type of cooperative learning model
make a match or looking for a partner will be
able to help students develop activeness in
participating in learning. This can be seen from
the efforts of students to be able to find good
pairs regarding the questions or answers they get,
so that it can create a conducive, fun and
challenging learning atmosphere (Perwata,
2014).
The make a match model is a teaching
and learning model to find a partner, students
look for a partner while learning about a concept
or topic in a pleasant atmosphere. The number of
students in one group cannot be too large,
consisting of 2 or more people. This is intended
so that the collaboration process between
students runs effectively, allowing all students to
be actively involved in learning to discuss and
solve problems. In this small group, students
learn and work together to a maximum learning
experiences as a reflection of the principles of
student activity in learning (Hapsari, 2016).
Cooperative learning is a group learning
approach consisting of several students who

1
 Masrifan Application of the make a match type of video-……….
work to solve problems together. Cooperative
learning in education is something new for
teachers. This learning process tends to prioritize
the existence of groups, prioritizing cooperation
in problem problems to apply group knowledge
and skills in order to achieve learning objectives.
Each student in the group has different levels of
ability (high, medium and low) and if possible
group members come from different races,
cultures, ethnicities (Ibrahim, 2000 in
Permatasari, 2012).
Cooperative learning is a type of group learning
with certain rules, where clever students teach
less intelligent students without being harmed
and less intelligent students can learn in a
pleasant atmosphere because many friends help
and motivate them. Besides that, students who
were previously passive will have become active
in order to be accepted into their group (Triyanto,
2007).
Cooperative learning is learning that places
students in small groups that help each other in
learning. Each group consists of children with
different thinking abilities, in groups they can
practice and develop skills needed in learning.
There are three cooperative goals to be achieved,
namely: (1) academic learning outcomes; (2)
acceptance of diversity; and (3) social skills
development. Cooperative learning requires the
existence of togetherness in solving problems
together, all students in the group can give
opinions or exchange ideas for solutions that are
made so that all group members can implement
them (Muslimin, 2011).
The character of the suitable technique
cooperative learning model is a game of "looking
for a partner" using cards that contain questions
and answers from other cards. Students try to
find answers to the questions on their cards
which are on the cards that are held by other
students. The cooperative learning model of the
technique of making a match is suitable for
increasing student motivation because in this
learning model students provide opportunities to
learn with other students, the learning
atmosphere in the classroom can be created as an
atmosphere of play, competition between
students to solve problems related to the subject
matter of the lesson. There is an award (reward),
so that students can learn in a pleasant
atmosphere (Suparta, 2015).
The form of discussion by looking for a partner
is a form of learning that is carried out in class
while playing with friends, in a fun atmosphere
but it hits and reaches the target, because
students compete to find their partner more
quickly from the cards or answers that each
2
student brings. Students who get question cards
look for students who get answers to cards that
match the opposite.
The learning model is making pairs or looking
for pairs, prepare cards that contain problems or
problems and cards that contain answers to these
problems. Then the teacher distributes the card to
students. For students who get a question card,
they must answer what answers get the answers,
so they must answer what questions the answer is
on that card. After students are given time to
think, students look for their partners within the
time set by the teacher. Students who
successfully match quickly and correctly will get
points / points again and be shuffled for the next
round. The next lesson is like the first round,
then concludes, evaluation and reflection
(Angreranti, 2012).
Curran (1994) in Angreranti (2012) has
developed a learning model of looking for a
partner that has steps in learning.
The steps for applying the make a match model
are as follows:
1. The first stage: the teacher prepares several
cards for a number of students
2. Second step: each student gets a card
containing the questions / answers.
3. The third stage: each student answers the
answer / question from the card he is holding.
4. Fourth stage: each student looks for a pair of
cards that match his card.
5. The fifth stage: each student who can match
his cards before the deadline is given a point or
reward.
6. The sixth stage: the teacher and students make
lesson material.
he model of making a match or looking for a
partner can be used to arouse student activity and
is suitable in the form of a game because in
learning students participate actively in the
learning process regarding teaching material. In
addition, students become more excited and
interested in learning. But as always there is no
ivory that is not cracked, no model is perfect.
According to Lie (2007) in Angreranti
(2012) The advantages and disadvantages of the
cooperative learning model make a match in the
teaching and learning process are as follows:
1. Students look for a partner while learning
about a concept or topic in an active and fun
learning atmosphere.
2. The learning material presented is more
attractive to students.
3. Effective as a means of training students'
courage to appear.
4. Cooperative learning model type that can be
used in all subjects.
 Volume, 6, No. 1, 2017, pp-ppJurnalAkademika Kimia
5. An atmosphere of joy will grow in the learning
process.
6. Cooperation between fellow students is
realized dynamically.
7. The emergence of mutual cooperation
dynamics that are evenly distributed throughout
the students.
The weakness of this model is if the fat
class (more than 30 people / class) be careful.
Because if you are not wise, what will emerge is
an atmosphere like a market with an uncontrolled
crowd. Of course this condition will interfere
with class learning on the left and right. While
the other drawback is that it takes a long time to
make lesson plans because researchers have to
make cards containing the topics to be discussed
. class VIIISMP Negeri 1 Siniu with 17 male
Method and Materials
The method used in this research is
Classroom Action Research (PTK) / Clasroom
Action Research. According to Jean McNiff
Kesuma (2013) action research in education is a
qualitative research method that encourages
practitioners (teachers / teachers) to be reflective
in teaching, with the aim of further enhancing /
improving the teaching system.
According to Muslich's PGSM Team
(2013) PTK is a form of reflective study by
actors of actions taken to increase the rational
stability of their actions in carrying out tasks,
deepen understanding of the actions taken, and
improve the conditions in which the learning
practice is carried out.
Based on the above opinion, CAR aims
to improve and improve the quality of learning
and help empower teachers to solve learning
problems in schools.
The research design refers to the PTK
stage proposed by Hopkins Muslich (2013)
which consists of observation, preliminary /
planning, and implementation. The
implementation of the action consists of several
cycles. Each cycle consists of 4 components,
namely (1) planning action, (2) giving action, (3)
observation and (4) reflection. The research
stages in each action occur repeatedly which
eventually result in several actions in classroom
action research.
This research was conducted in class
VIII SMP Negeri 1 Siniu. The subjects of this
study were all students in grade VIII totaling 30
students, consisting of 13 female students and 17
male students who were registered in the
2018/2019 academic year and 3 were selected as
informators. When this research was conducted
on September 3, 2019 to completion.
Qualitative data management is taken
from the data from teacher and student activities
obtained through observation sheets and
analyzed in percentage form. According to
Sudjana (2016) that the processing of
observational data is very dependent on the
observation guidelines, especially in recording
the results of observations. The results of
observations which are expressed in the form of
statements as they appear from the observed
behavior, are processed by analyzing and
interpreting all the results of the observations. In
other words, using qualitative analysis. Of
course, it is subjective in nature, that is, it is
influenced by the observer.
Results and Discussion
Classroom action research (PTK) begins
with making observations to class VIIISMP
Negeri 1 Siniu which aims to see the research
subject. The material discussed in this study is
the digestive system in humans and its
relationship with health, the number of students
used as the research sample was 30 students of
students and 13 female students. This research
was conducted based on the problems in class
VIII. Prior to this research, a meeting was held
with the principal of SMP Negeri 1 Siniu and
then held a meeting with class VIII teachers at
the SMP Negeri 1 Siniu office, namely to be
given the opportunity to carry out natural science
learning activities on the material of the digestive
system in humans and its relationship with health
to be able to find out student activities and
student learning outcomes, by collaborating with
the school, this research can run well and become
a reference for determining the action plan for
the reflection in cycle 1.
1. Observation Results of Teacher Activities in
Cycle I and Cycle II
Assessment activities are recognized by
involving class VIII teachers of SMP Negeri 1
Siniu as obscvers (observers) of the learning
activities carried out by the teacher. Observation
is done by using the teacher's activity observation
sheet, the scoring assessment uses a vulnerability
scale of 1 to 5. The results of data analysis on
teacher activity observation in science learning,
through the cooperative learning model make a
match type in cycle I and cycle II.
The results of the analysis of teacher
activity show that in science learning in class
VIII SD Inpres through the make a match
cooperative learning model in cycle 1, the
average score of all indicators is 47 with a
percentage of 78.33% and is in the good
category, the average gain The score is the
average result of the observation of teacher
activity at meetings 1 and 2, the score for the
observation of teacher activity in meeting 1 is
obtained by a total score of 46 and the maximum
score must be achieved 60, with a percentage
acquisition of 76.66% which is in the good
category, and meeting 2 is obtained a score of 55
and the maximum score to be achieved is 60, the
percentage is 80.00%.
The results of the analysis of the
observation data on teacher activity in science
 Masrifan
learning at SMP Negeri 1 Siniu through the
cooperative learning model make a match type in
cycle II experienced an increase. The scores for
the 3 and 4 meetings, the score for the
observation of the teacher's activity in the
meeting 3, the total score of 55 and the maximum
score that must be achieved is 60, so the
percentage acquisition is 91.67% in the very
good category. Meeting 4 obtained a total score
of 59 and the maximum score that must be
achieved is 60, then the acquisition of a
percentage of 98.33% is very good category. The
average score for the second cycle of teacher
activity was 57 with a percentage of 95.00%
including the very good category. The increase in
teacher activity from cycle I to cycle II was
16.67%.
2. Analysis of Student Learning Outcomes Test
Cycle 1 and Cycle II
The test of individual student learning
outcomes in science learning through the role of
the make a match cooperative learning model in
the subject of the digestive system in humans and
its relationship with health that occurs in
everyday life. Giving an evaluation test in the
form of an essay of 5 questions at each meeting
and given individually. In sufficient material
cycle I, meeting 1 and 2 cover the digestive tract,
digestive glands and digestion mechanically and
chemically. In the second cycle meeting 3 and 4
includes digestive system disorders in humans.
The test is given at the end of the learning
process
The results of the data analysis of the
evaluation test of student learning outcomes
show that the average value of student learning
outcomes through the cooperative learning model
make a match, it is obtained that the percentage
of classical absorption in cycle 1 is 71.06%, an
increase in cycle II is 84.96%. 13.9%. N-Gain
DSK of 0.48 with moderate criteria. The
percentage of completeness of classical learning
in the first cycle was 53.70%, an increase in the
second cycle was 90.74%, an increase of
37.04%. N-Gain CBC is 0.8 with high criteria.
The implementation of this research
went well and had good results too, because it
was supported by several factors, namely as seen
in cycle 1 and cycle II there was an increase.
Researchers work with class teachers, who
provide opportunities for researchers to make
observations in class VIII about how to increase
student activity and student learning outcomes at
SMP Negeri 1 Siniu, on the digestive system
material in humans and its relationship to health.
Quantitative data were obtained from the
initial test, the final test of the action. The data is
then processed and expressed in percentage form
which is calculated using the following formula:
The technique used in analyzing data to
determine the percentage of student learning
completeness is using the formula (Purwanto,
2013) as follows:
Application of the make a match type of video-……….
a. Individual Absorption
Individual absorption = (score obtained) /
(Maximum score) X scale
A class is said to have completed learning
individually if the percentage of individual
absorption is at least 65%.
b. Classical learning completeness
Classical complete = (number of students who
have finished learning) / (number of students) X
100%
A class is said to be complete learning if at least
80% of students are individually.
The qualitative success indicators of
learning are used in this study if in the learning
process the observation results of teacher and
student activities are obtained based on the
minimum average observation sheet in good
category (Score: 4). And if students are given
questions about the material being taught,
students are able to solve the questions correctly,
and when being interviewed students are able to
provide an explanation of what was written thing
is that students can understand, understand and
relate the subject matter in everyday life
(Semiawan, 2016).
3. Analysis of the Improvement of Learning
Outcomes in Cycle I and Cycle II
This shows that by using the cooperative
learning model make a match design, the
achievement of learning objectives and student
learning outcomes have met the predetermined
performance indicators. Based on the classroom
action research carried out in class VIII SMP
Negeri 1 Siniu on the digestive system material
in humans and its relationship to health, the final
analysis results were obtained on the average
learning outcomes of the first cycle action
students, indicating that there were some students
whose completeness scores were 30 students
obtained a percentage of classical absorption of
71.06% in cycle 1 increased in cycle II reached
84.00%, while the results obtained in cycle II
were much better than cycle I. Analysis of cycle
II obtained excellent student learning outcomes,
it is known that almost all of the 30 students who
have completed the KKM are 28 students while 2
students who have not completed, then the
classical completeness average is 72.22% and
classical suction power reaches 77.53%.
Based on the results of the research, it
can be seen that the application of the
cooperative learning model type make a match
on the digestive system material in humans and
its relationship with health is an alternative to
increase the activity and learning outcomes of
students in class VIIISMP Negeri 1 Siniu. By
using the make a match cooperative learning
model, students have a very large opportunity to
develop their potential both in terms of
academics and self-potential skills or individual
potential of each student.
Science learning has many new things or
materials that are considered to be of interest to
4
 Volume, 6, No. 1, 2017, pp-ppJurnalAkademika Kimia
students because it is in accordance with
everyday life, such as material on the digestive
system in humans and its relationship with
health. (Sitha 2018), student learning outcomes
have met the requirements of quality learning
tools, namely valid, practical, and effective in
increasing student and teacher activities due to
improvements based on the weaknesses that exist
in cycle 1 then corrected in cycle II.
Increased student activity and teacher
activity in science lessons, this is because the
role of the cooperative learning model make a
match is actively followed by students during the
learning process (Elyana 2017). By applying the
make a match type of cooperative learning model
can increase student activity and learning
outcomes on the digestive system material in
humans and its relationship with health so that
students can obtain evidence of the truth of the
theory according to what students learn,
motivating to show new ideas in lessons.
Learning videos are the most appropriate
media to use in the learning process because
students make it easier to visualize the material
being taught especially those related to internal
organs, by using the make a match cooperative
learning model this learning can be proven from
the results of student and teacher activities This
indicates that there is an increase in learning
outcomes in class VIII SMP Negeri 1 Siniu
which can be seen in cycle I and cycle II that
have met the criteria obtained in the performance
indicators. Students feel happy studying science
material because of direct practice both at school
and at the class teacher's house, by utilizing
existing media, with direct practice students and
teachers can prove the truth that exists from the
theory being learned. Besides being beneficial
for students and also beneficial for teachers to be
able to improve teacher competence in
developing student skills to work together.
The improvement of learning outcomes
and student activities is closely related to the
cooperative learning model make a match type.
Because the cooperative learning model make a
match type is a student-centered approach, the
teacher is only a facilitator in the learning
process, students are given the freedom to build
their own concept of the material taught through
observation and data collection.
As according to Damopolii, et al. (2018)
To respond and solve problems actively to
natural phenomena that occur around them,
students must be actively involved and motivated
in participating in learning. In addition, learning
with the make a match cooperative model needs
to be improved. Increased learning activities will
make student learning outcomes better. Efforts to
overcome this problem are improvements to
learning activities, where learning can apply
appropriate and innovative learning models.
The causes of high, medium and low
increases were due to the fact that during the
learning process there were students who were
very enthusiastic but some were not enthusiastic.
So that the teacher reflects as material for
improvement at the next meeting, after reflection
and improvement there is a high increase in
student learning outcomes and student learning
activities using the make a match type of
cooperative learning model.
As according to Suana (2016) that one of
the learning approaches that can be applied to
increase student activity and cognitive learning
outcomes is the make a match type of
cooperative learning model. The cooperative
learning model make a match type is a learning
approach that gives students the opportunity to
find facts, build concepts, through activities and /
or experiences.
Based on the description above, the use
of the make a match type of cooperative learning
model on the digestive system material in
humans and its relationship with health can
motivate students to be more active, creative,
nimble and faster in understanding learning
material and can show that student learning
outcomes increase.
Conclusion
Based on the research results and problem
formulations it can be concluded:
1. The role of the Make A Match cooperative
learning model can increase student learning
activities on the digestive system material in
class VIII SMP Negeri 1 Siniu. This is evident in
the first cycle the percentage average value of the
acquisition of student activities is 68% and in the
second cycle the average percentage increases to
91%.
2. The application of the Make A Match type of
cooperative learning model based on video
learning can improve student learning outcomes
in biology subjects at SMP Negeri 1 Siniu. This
is in accordance with the results of the discussion
on cycles I and II, there is an increase in classical
completeness from 71.06% to 97.4%.
Acknowledment
The author is very grateful to all related
parties, especially to the principal of SMP Negri
1 here, to the teachers and students who are
willing to become respondents to help in this
writing
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Volume, 6, No. 1, 2017, pp-ppJurnalAkademika Kimia