Sitti Busyrah Muchsin
Abstract. The study was Classroom Action Research that conducted in two cycles with aim to improve the quality of mathematics learning through cooperative learning type two stay two stray (TSTS) by considering students’ cognitive style. The subject of this study was students on Grade X Isaac Newton SMA Negeri 2 Pangkajene Unggulan Kabupaten Pangkep that consisted of 22 students. Learning quality includes the quality of learning process and the quality of learning achievement. Data collection was conducted by using (a) Group Embedded Figure Test (GEFT) for considering field dependent and field independent students, (b) achievement test, (c) observation sheet, (d) questionnaires, and (e) interview. The collected data were analyzed by quantitative and qualitative technique. The results showed that: (1) at cycle I, mean score of students achievement test was 71.9 from ideal score 100 and standard deviation was 9.21 (2) at cycle II, mean score of students achievement test was 82.63 and standard deviation was 6.32 in which 21 of 22 students or 95% meet the individual mastering which shows that classical mastering was achieved, (3) at cycle I, 75% of students with field independent cognitive style and 46% of students with field dependent cognitive style meet the individual mastering; (4) at cycle II, 100% of field independent students and 91% of field dependent students meet individual mastering; (5) for the quality of learning processes are identified by three indicators, namely: a) In terms of students’ activeness, it is showed that from cycle I to cycle II, students are getting more actively in learning process physically, socially, and mentally. b) Students’ motivation also increases from cycle I to cycle II, c) in terms of interest, it can be seen from two aspects, namely affective and cognitive which also increase from cycle I to cycle II. Based on the results of this study, it can be concluded that the quality of mathematics learning improved through cooperative learning type two stay two stray by considering students’ cognitive style.
Keywords: Quality of Learning, Cooperative Learning, Type TSTS, Cognitive Style