DEVELOPMENT OF TEACHING MATERIALS WITH INDONESIAN COOPERATIVE MODEL FOR IMPROVING INTERPERSONAL AND INTRAPERSONAL INTELLIGENCE CHILDREN AT ELEMENTARY SCHOOL FIFTH GRADE

Laila, Alfi and BASORI, MOH (2013) DEVELOPMENT OF TEACHING MATERIALS WITH INDONESIAN COOPERATIVE MODEL FOR IMPROVING INTERPERSONAL AND INTRAPERSONAL INTELLIGENCE CHILDREN AT ELEMENTARY SCHOOL FIFTH GRADE. In: PROCEEDING INTERNATIONAL SEMINAR ON THE 1st SUMMIT MEETING ON EDUCATION, THE END OF THE YEAR 2013 “OPTIMIZING OF MULTIPLE INTELLIGENCES TO EXAGGERATE HUMAN POTENTIAL TOWARDS VIRTUOUS CHARACTER”. Prosiding . BUKU BAIK, Yogyakarta, pp. 47-58. ISBN 978-602-14483-2-8

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Abstract

The learning process should be conducted in an interactive, fun, challenging, and motivating the students to participate actively. Therefore, the need for the development of teaching materials that can motivate students to be more active in the learning process. The availability of teaching materials that will make the students more varied much get a chance to learn independently and reduce dependence on the teacher. Reality in schools, many teachers are fixated on one teaching materials such as text books which only emphasizes on cognitive abilities. It causes learning to speak sometimes lacking in accordance with the expected competencies. Many teachers who actually makes speaking activities as activities that dibelajarakan with cursory. In fact, as the most basic abilities, speaking activities should be taught to practice talking to the maximum so that interpersonal and intrapersonal intelligence can be increased. Based on these facts, the researcher aims to develop teaching materials speak to the Cooperative Model to improve intrapersonal and interpersonal fifth grade elementary school children according competencies expected. . Pengembahan teaching materials speak to the cooperative models menggunanakan Dick & Carey model using a process approach, which includes requirements analysis, design, production, evaluation, dissemination and implementation. Requirements analysis phase includes library research and field study. The design stage of learning includes creating a learning syllabus. Production phase includes drafting, gathering support materials, instructional modeling, application development based on the draft, and test a modular fashion. Evaluation phase includes validating matter experts and media experts, one -on-one testing, small group testing, and field trials. Dissemination and implementation phase is to disseminate the products that have been revised for use in learning. Data were collected using observation sheets, questionnaires, and tests, and then analyzed by descriptive qualitative. The results showed that the quality of teaching materials Indonesian pengembahan with cooperative models for elementary students are included in either category, with an average score of 4.20 out of a range of values 1-5. Aspects of learning showed an average content of 4.36 4.26 aspect. The results of the pretest and posttest were conducted on field trials showed that the use of this learning model has a good impact on the improvement of students' intrapersonal and interpersonal. Of the 31 students, there are 26 students who have shown good improvement, which was 80.6 %, including passing grade in the category is “ very good”.

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