Effects of Cooperative Learning Model Type of Investigation Group

(Group Investigation) Student Learning Outcomes of the Course

Introduction to Accounting

Putri Kemala Dewi Lubis

, Dita Eka Pertiwi

and Deni Adriani

Department of Economics, Universitas Negeri Medan, Medan -Indonesia

Keywords: Cooperative learning model, Group Investigation, Accounting Learning Outcomes

Abstract: This study aims to improve student results in the first half of the course PengantarAkuntansi Prodi

Economic Education academic year 2018/2019 to implement cooperative learning model of Group

Investigation (GI). This type of research is true exprimental design with posttest design only control design,

the population used are all students of the first semester Economics Education Program 2018/2019 school

year. This study took two classes as samples taken using cluster random sampling technique that is class B

with the number of 35 students as control class and C class numbered 35 students as a class ekprimen. The

study was carried out as many as four meetings. The first meeting until the third were given treatment that is

experimental class with group investigation methods and classroom control by conventional methods. At the

fourth meeting, the two classes are conducted posttest to determine student results in learning introductory

accounting after being treated. The collection of data is done using an instrument such as test results of

student learning in teaching introductory accounting. The data obtained from the test are used to test the

research hypothesis by using t-test. From the analysis results obtained t = 4.083 and α = 0.05 was obtained

table = 2.032, which means t> t table is 4.083> 2.032. This shows that Ha received means that there are

significant group investigation model of the learning outcomes of students in introductory accounting

courses. 032 which means t> t table is 4.083> 2.032. This shows that Ha received means that there are

significant group investigation model of the learning outcomes of students in introductory accounting

courses. 032 which means t> t table is 4.083> 2.032. This shows that Ha received means that there are

significant group investigation model of the learning outcomes of students in introductory accounting

courses.

1 INTRODUCTION

During this lack of analytical skills of students in

terms of learning outcomes of students in the course

Introduction to Accounting more due to the

approach, methods or strategies which are used by

professors in the learning process is still traditional

and less to allow students to develop thought

patterns in accordance with their abilities.

Alternative solutions to address the problem of

accounting student learning activity that is less than

optimal is to apply the model of learning that

stimulates the growth of activity. The learning

model that can be applied is cooperative learning.

Cooperative learning model is a model of learning

by groups. According Miftahul Huda (2012) in

cooperative learning, students should be active

participants and through the group can build learning

communities help each other. Learning like this

requires more active among students to work

together to achieve group goals, to train students in

expressing their opinions or ask questions, and carry

out the tasks which it is responsible within the

group. Cooperative learning model that can be

selected to address the problem of lack of classroom

learning activities accounting in the first half Prodi

Ekonomia Education dalah type Group Investigation

(GI). According Miftahul Huda (2012), the Group

Investigation (GI) Students will be involved in

activities such as making a summary, hypotheses,

conclusions, and present a final report.

Implementation of cooperative learning model of

240

Lubis, P., Pertiwi, D. and Adriani, D.

Effects of Cooperative Learning Model Type of Investigation Group (Group Investigation) Student Learning Outcomes of the Course Introduction to Accounting.

DOI: 10.5220/0009495002400243

In Proceedings of the 1st Unimed International Conference on Economics Education and Social Science (UNICEES 2018), pages 240-243

ISBN: 978-989-758-432-9

Group Investigation (GI) in general is a lecturer in

designing a fairly broad scope of topics and then

divide it into sub-topics. conclusions, and present a

final report. Implementation of cooperative learning

model of Group Investigation (GI) in general is a

lecturer in designing a fairly broad scope of topics

and then divide it into sub-topics. conclusions, and

present a final report. Implementation of cooperative

learning model of Group Investigation (GI) in

general is a lecturer in designing a fairly broad scope

of topics and then divide it into sub-topics.

Implementation Group Investigation (GI) in the

study is expected to improve student learning

activities. Group Investigation (GI) require students

to actively seek information from various sources, so

that students not only rely on the lecturer as an

information resource. Through Group Investigation

(GI) Students are expected to be more active,

namely in terms of recorded material, cooperation

within the group, issued an opinion / bartanya,

answering questions, participation in preparing

reports and presentations, as well as enthusiastic

about learning.

2 THEORICAL FRAMEWORK

2.1 Type Group Investigation

Model Group Investigation by Slavin (2005) is a

cooperative planning students on what is required of

them. Members of the group take part in the

planning of various dimensions and demands of their

projects. Cooperative planning skills should be

introduced gradually into the classroom and trained

in a variety of situations before the class is carrying

out a full investigation project ". It is intended that

the Group Investigation will be successfully carried

out if each member of the group participate actively

participated from the beginning of the end sampat

activities, namely in terms of planning,

investigation, preparation of a report or presentation

of the results of investigations should be done to be

able to run smoothly.

2.2 Learning Outcomes

Nana Sudjana (2009) defines student learning

outcomes in is a change in behavior as a result of

learning in a broader sense include the areas of

cognitive, affective, and psychomotor.Learning

Outcomes are the abilities of the students after

receiving their learning experience. "From these

processes will lead to new experiences by students.

The realization of his own learning outcomes are

skills that have been mastered by students, so that

the learning outcomes is the ability of students

receiving learning experience which looked at

changes in behavior.

2.3 Framework for Thinking

This study uses a model of cooperative learning

Group Investigation. Implementation of cooperative

learning model of Group Investigation in general is a

lecturer in designing a pretty broad scope of topics

and then divide it into sub-topics. The class is

divided into groups of 5-6 students. These groups

can be formed based on shared interests, or

familiarity. Students are given the freedom to form

their own group. Each group chooses a topic and

then conduct an investigation on the topic. As part of

the investigation, students seeking information from

various sources that offer a variety of ideas,

opinions, data or solutions related to the topic being

studied. Results of investigation of students then

made a report and presented to the class. Lecturer in

this study serve as resource persons and facilitators.

Based on the above, it can be described as follows

frameworks.

Figure 1: Worldview

2.4 Research Hypothesis

According Arikunto (2010) hypothesis comes from

two fragments word "hypo", which means "under"

and "Thesa" which means "truth". The hypothesis in

this study there, namely:

H0 = No influence of the model group investigation

on learning outcomes in the course Introduction to

Accounting students of the first semester of the

academic year 2018/2019 Prodi Pendeko.

Ha = There is the influence of the model group

investigation on learning outcomes in introductory

accounting courses students Prodi Pendeko the first

half of the academic year 2018/2019.

3 RESEARCH METHOD

This study uses a true experimental research

(research that truly). In this design researchers can

Effects of Cooperative Learning Model Type of Investigation Group (Group Investigation) Student Learning Outcomes of the Course

Introduction to Accounting

241

control all external variables that influence the

course of the experiment. The main characteristic of

true experimental is that the sample used for the

experiment as well as a randomly selected control

group of a given population. The study design used

is by using the Posttest only Control Design (Design

Control Post-test) (Sugiyono, 2013).

3.1 Operational Definition of Variables

a. Cooperative Learning Model Group

InvestigationGroup Investigation is one type of

cooperative learning model. The class is divided

into groups of 5-6 students. teaching methods

that focus on problem solving in groups.

Learners acquire information, analyze

information, provide ideas and jointly solve the

problem.

b. Learning outcomes Introduction to Accounting

courses obtained by students after a group

investigation methods applied in the form of a

written test where the ability were measured

students' cognitive abilities such as knowledge

(C1), comprehension (C2), and application

(C3).

3.2 Data Analysis Techniques

This study using inferential statistical analysis

techniquesto test the hypothesis. Before performing

hypothesis testing requirements that must be met is

to perform the test requirements of normality and

homogeneity.

4 ANALYSIS

a. Normality test

Normality test is performed to determine whether

the sample studied normal distribution or not.

Normality test results can diihat in Table 1:

Table 1: Test Normality

Eksperim

ent

Control

N 35 35

Normal

Parameters a,

mean 77.6286 67.7143

Std.

deviatio

9.29606 11.40839

Most

bsolute .217 .224

Extreme

Differences

positive .127 .098

negative -.217 -.224

Kolmogorov-Smirnov Z 1285 1,326

symp. Sig. (2-tailed) .073 .059

According to the table can be seen from the

Kolmogorov - Sminornov, the significant value of

0.073 for class experiments and to control class

significance value of 0.059. Because of the

significant value for all the variables is greater than

0.05, it can be concluded that the data on class

variables and class Control Experiments normal

distribution.

b. Homogeneity test

Homogeneity test is used to determine whether the

study group have the same variance or not. If both

groups have the same variance then the group is said

to be homogeneous. Homogeneity test results are

shown in Table 2:

Table 2: Test Homogeneity

Test of homogeneity of Variances

Eksperiment

Levene

Statistic

DF1 DF2 S

ig.

1,481 7 23

223

Based on the table it can be seen a significance of

0.223. Due to the significance greater than 0.05, it

can be concluded that the class Experiment and kels

control have the same variance. Figures levene

Statistics show the smaller the value, the greater

homogeneity.

c. Hypothesis testing

To prove the hypothesis that has been formulated

and to get a conclusion the results of the test data

will be analyzed using t-test. T-test results are shown

in Table 3:

Table 3: Test -t

Based on Table 3 can be seen the value of t count

equal to 4.083 while t-table value of 2.032. Based on

the decision-making criteria if t count> t-table then

Hα H0 is accepted and rejected. Value t count> t-

table (4.083> 2.032) it can be concluded thatNo

influence of the model group investigation on

learning outcomes in subjects introductory

UNICEES 2018 - Unimed International Conference on Economics Education and Social Science

242

accounting students of the first semester Prodi

Pendeko 2018/2019 academic year.

5 RESULTS

Based on significant if α = 0.05> Sig (2-tailed) then

Hα H0 is accepted and rejected. 2-tailed significant

value of 0.000 <0.05 then H0 is rejected and Hα

meaning that there is the influence of the model

group investigation on learning outcomes in subjects

introductory accounting students of the first

semester Prodi Pendeko 2018/2019 academic year.

This suggests that the cooperative learning model

type group investigation applied in the experimental

class in introductory accounting courses better than

conventional learning models that are applied in the

control class. The use of cooperative learning model

type group investigation can provide a positive

influence on learning hahsil introductory accounting

students Prodi Economic Education first semester of

the school year 2018/2019.

Model group investigation cooperative learning

is a method that involves students from the planning,

both in determining the topic as well as how to learn

through investigation. This method requires students

to have good skills in communication or in a group

process skills. (Group process skills).

6 CONCLUSIONS

Based on the results of research and discussion

paper entitled, "The Effect of Method Group

investigation against Student Learning Outcomes in

Mathematics Learning Class X High School

'Aisyiyah 1 Palembang". It can be concluded that the

learning outcomes of students who use group

investigation method is better than the results of

student learning without using group investigation.

Based on the results of the calculation of the t-test

that produces t = 4.083 and t table is 2.032 with

significance level α = 5%, in order to get t> t table,

then the conclusion is H0 rejected and Ha accepted,

meaning that there is the influence of the model

group investigation on learning outcomes in eyes

introductory college accounting students Prodi

Pendeko the first half of the academic year

2018/2019.

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Introduction to Accounting

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