Arimbi, 2009. Enhance Learning Achievement Civic Education Through the
Cooperative Learning Model TAPPS Class VI Students Village
Elementary School District 1 City of Learning 2008/2009.
Negative impacts of using kelmpok working methods should be avoided if
only teachers would spend more time and attention in preparing and devise
methods of group work. Introduced in the cooperative learning teaching methods
rather than group work, but on penstrukturannya. Thus, cooperative learning
teaching system can be defined as work / study groups are structured. Included in
this structure are the five main unsru (Johnson & Johnson, 1993), ie positive
interdependence, individual responsibility, personal interaction, collaboration
skills, and group process.
The research was based on the problem: (a) Is cooperative learning model
affects the outcome of learning TAPPS Civics? (B) How high a level of mastery
of subject matter PKN with the implementation of cooperative learning methods
The purpose of this study were: (a) To reveal the influence of cooperative
learning on learning outcomes TAPPS model Civics. (B) Want to know how far
the understanding and control subjects PKN after the implementation of
cooperative learning model TAPPS
This study uses action research (action research) as many as three rounds.
Each round consists of four phases: design, activity and observation, reflection,
and refisi. Objectives of this study is a Class VI student Village Elementary
School District 1 City of Learning 2008/2009 data obtained in the form of a
formative test results, observation of teaching and learning activities sheet.