CRITICAL JOURNAL REVIEW

MK TILDA

S1 EDUCATION MATHEMATICS
BILINGUAL

SKOR NILAI :

APPLICATION OF TAKE AND GIVE LEARNING MODEL IN

TEACHING DATA NETWORK MEDIA COMMUNICATION MEDIA

GROUP II:

- DAHLIA OKTAVIANI GINTING (4193312002)

- DINDA APRIANI HIA (4193312003)
- KRISNA JUNIFER HASUGIAN (4192411023)
- ANESTASYA SIRAIT (4191111064)

SUPPORTING LECTURER: Glory Indira Diana Purba, S.Si., M.Pd.

COURSES : Information Technology and Data Literacy

STUDY PROGRAM S1 MATH EDUCATION

UNIVERSITAS NEGERI MEDAN

2020
 A. Background Theory and Research Objectives
Background Theory : Based on the National Education System Law
(UUSPN) No.20 of 2003 (In Munib, 2010) Education is one of the
conscious and planned efforts to create an atmosphere of learning and
learning process so that students actively develop their potential to have
religious spiritual strength, self-control, personality, intelligence, noble
character, and the skills needed by himself, society, nation and country.
In the implementation of a good educational program it takes a pleasant
atmosphere and learning process so that it can influence the improvement
of student learning outcomes in certain fields of education. Learning
achievement is a testament to the success of a student in conducting
learning activities according to the weight achieved (Winkel in Sunarto,
2009). Within the scope of education (school), the role of the teacher is
needed in improving student learning achievement. According to
Yuliastini (2015) Teachers as educators are not only focused on the
transfer of knowledge but also must be able to change behavior, provide
positive encouragement so that they are motivated, provide a pleasant
learning atmosphere so that students can develop as much as possible. In
the learning process, a teacher is said to have succeeded in carrying out
learning if the final results or student learning outcomes have satisfying
results ie the value achieved is above the KKM (Minimum completeness
criteria). Based on observations that have been made at SMK Negeri 1
Kersana on June 20, 2015 about the learning model conducted in the
multimedia department, according to the multimedia lecturer, Mr. Edy
Setiawan said that in general learning is done with lecture, demonstration,
presentation, and practicum models. In addition, the Department of
Multimedia is one of the majors that has just been established in the last 2
years, for this reason there is a need for new methods of learning that are
more innovative so as to be able to increase the teacher's insight in
teaching so as to improve student learning outcomes even better.
Furthermore, based on the findings of documents sourced from Mr. Edy
Setiawan as the Head of Multimedia Study Program and Mr. Mulyadi as
Subject Teachers, the average daily test scores of the last 2 years for basic
network subjects are still low, because the target completeness
determined by the subject teacher basic network that is equal to 80.
Likewise with the average value obtained decreased by that in the
2013/2014 school year by 76.83 and in the 2014/2015 school year by
75.95. Based on the existing problems, there needs to be a new learning
model that can increase student motivation so students can be more active
in class and can master the lessons as expected. Some experts believe that
a subject is really mastered a lot if students are able to teach other
participants (Mega, 2014). Silberman (2010) states that "teaching peers
provides an opportunity for students to learn something good at the same
time when he is a resource for others". In addition, basic network learning
especially network media teaching materials mostly contain theories, so
students are required to understand the material because the material in
basic network subjects is the basic material for students to recognize the
types of media that will later be used as provisions for entry into practical
lessons , so in theory students are ripe to learn these types of media. There
are several reasons why students tend to be more passive in class and
monotonous just listening to the teacher explain the lesson. According to
Richard (2007) Students who work weak individually tend to give up
when they are trapped but when they work cooperatively, they continue.
Likewise with strong students who are faced with the task of explaining
and clarifying material to weak students often find gaps in their
understanding, but Self-employed students tend to delay completing
assignments but when they know others are counting on them, they will
be motivated to do the work in a timely manner. In addition, Latuheru (In
Yuliastini (2015)) states that in learning, the role of multimedia becomes
increasingly important, because the media are designed to complement
each other so that the whole system becomes efficient and effective,
where a unity is better than the number of parts -party.
Research purposes: The purpose of this research is to find out how the
application of Take and Give learning models assisted with Adobe Flash
multimedia and increase student learning outcomes in teaching materials
for network data communication media.
B. Method Used
The method used : Based on the formulation of the problem and the
purpose of this study is the Classroom Action Research (CAR) method.
The actions used in this study are by applying the Take and Give learning
model assisted by Adobe Adobe Flash in the teaching material of network
data communication media. CAR activities are divided into two cycles,
each cycle consisting of four steps, namely the action plan, action
implementation, observation and reflection. The object in this study, the
Take and Give learning model supported by Adobe Flash multimedia.
The subjects in this study were 40 class X students majoring in
Multimedia SMK 1 Kersana. In this study there are two variables, namely
the independent variable (X) and the dependent variable (Y). The
independent variable in this study is learning to network data
communication media with Take and Give models are supported by
Adobe Flash multimedia while the dependent variable is student learning
outcomes in teaching materials for network data communication media.
Data collection instruments in this study included observation sheets of
teacher and student activities, document review (documentation), media
and material validation questionnaires, and test questions. Analysis of test
questions using quantitative descriptive analysis. Analysis of student and
teacher observation sheets using descriptive qualitative analysis.
Indicators of success in this study, namely if there is an increase in
student learning outcomes in the Department of Multimedia class X in
teaching materials network data communication media if the percentage
of students who successfully complete the completeness criteria on the
test results is ≥75% of students get a grade of ≥80.
C. Results and Discussion
The results of this study : The results of research in the form of student
activity data sheets, assessment of teacher performance and the results of
student test questions during the study. Assessment of student activity
and teacher performance in learning media data communication is done
by teachers who are considered capable of making observations.
Assessment is carried out in cycle I and cycle II. Following the analysis
of the data obtained: Before the action is carried out, the researcher
conducts an examination of the media used, the material to be discussed,
as well as the test questions to be tested on students. The media test is
carried out to measure the level of feasibility of the media to be used in
learning network data communication media so that the information
conveyed through Adobe Flash media can be received by students. Media
testing was carried out by three experts who were considered capable in
their fields. The test results obtained indicate that the graph of the
variable shows the percentage of 85.18% (Good) and the media use
variable obtained a percentage of 90.28% (Very Good), so that the
percentage of validation obtained by 87.22%, which means the media
"Very feasible" to use. Then after the media is tested, the material
 contained in the media needs to be tested for eligibility. Based on the
results of data analysis, a percentage of 93.33% was obtained in the
systematic variable of the material and in the material presentation
variable was obtained a percentage of 95%, so the final results showed
that the material used in the learning of network data communication
media is "very feasible" to be tested with a percentage of validation at
94.17%. As with material and media, the question instruments also need
to be tested for their level of eligibility so they do not come out of the
Basic Competencies to be discussed, in this case, which is about network
data communication media. Based on the results of testing the test
questions conducted by three experts (in this case subject teachers) who
are considered capable in their fields, it can be concluded that the
conditions of the test questions are in good condition which means the
questions are "worthy" to be tested on students.
Discussion of this research : Application Of Take And Give Learning
Model In Teaching Data Network Media Communication Media
D. Attachment

1 Title Application Of Take And Give

Learning Model In Teaching Data
Network Media Communication
Media
2 J0urnal Journal of Action Research Practices
3 Download http://i-rpp.com/
4 Volume and page Vol. 6, 8 page
5 Year 2016
6 Author Nina Riani, Eko Supraptono1,
Mulyadi2
7 Review group 2
8 Tanggal 20-Maret-2020
9 Research abstract
- Research purposes to find out how to apply the Take and
Give learning model with Adobe
Flash multimedia assistance and
increase student learning outcomes in
network data communication media
teaching materials.
- Research subject the student
- Assesment Data In this study there are two variables,
namely the independent variable (X)
 and the dependent variable (Y). The
independent variable in this study is
learning to network data
communication media with Take and
Give models are supported by Adobe
Flash multimedia while the dependent
variable is student learning outcomes
in teaching materials for network data
communication media.
- Keywords Learning Outcomes, Take and Give
Learning Models, Adobe Flash
Multimedia, Network Data
Communication Media
10 preliminary
- Background and theory Based on the National Education
System Law (UUSPN) No.20 of 2003
(In Munib, 2010) Education is one of
the conscious and planned efforts to
create an atmosphere of learning and
learning process so that students
actively develop their potential to
have religious spiritual strength, self-
control, personality, intelligence,
noble character, and the skills needed
by himself, society, nation and
country. In the implementation of a
good educational program it takes a
pleasant atmosphere and learning
process so that it can influence the
improvement of student learning
outcomes in certain fields of
education. Learning achievement is a
testament to the success of a student
in conducting learning activities
according to the weight achieved
(Winkel in Sunarto, 2009). Within the
scope of education (school), the role
of the teacher is needed in improving
student learning achievement.
According to Yuliastini (2015)
Teachers as educators are not only
focused on the transfer of knowledge
but also must be able to change
behavior, provide positive
encouragement so that they are
motivated, provide a pleasant learning
atmosphere so that students can
develop as much as possible. In the
learning process, a teacher is said to
have succeeded in carrying out
learning if the final results or student
learning outcomes have satisfying
results ie the value achieved is above
the KKM (Minimum completeness
criteria). Based on observations that
have been made at SMK Negeri 1
Kersana on June 20, 2015 about the
learning model conducted in the
multimedia department, according to
the multimedia lecturer, Mr. Edy
Setiawan said that in general learning
is done with lecture, demonstration,
presentation, and practicum models.
In addition, the Department of
Multimedia is one of the majors that
has just been established in the last 2
years, for this reason there is a need
for new methods of learning that are
more innovative so as to be able to
increase the teacher's insight in
teaching so as to improve student
learning outcomes even better.
Furthermore, based on the findings of
documents sourced from Mr. Edy
Setiawan as the Head of Multimedia
Study Program and Mr. Mulyadi as
Subject Teachers, the average daily
test scores of the last 2 years for basic
network subjects are still low,
because the target completeness
determined by the subject teacher
basic network that is equal to 80.
Likewise with the average value
obtained decreased by that in the
2013/2014 school year by 76.83 and
in the 2014/2015 school year by
75.95. Based on the existing
problems, there needs to be a new
learning model that can increase
student motivation so students can be
more active in class and can master
the lessons as expected. Some experts
believe that a subject is really
mastered a lot if students are able to
teach other participants (Mega, 2014).
Silberman (2010) states that "teaching
peers provides an opportunity for
students to learn something good at
the same time when he is a resource
for others". In addition, basic network
learning especially network media
teaching materials mostly contain
theories, so students are required to
understand the material because the
material in basic network subjects is
the basic material for students to
recognize the types of media that will
later be used as provisions for entry
into practical lessons , so in theory
students are ripe to learn these types
of media. There are several reasons
why students tend to be more passive
in class and monotonous just listening
to the teacher explain the lesson.
According to Richard (2007) Students
who work weak individually tend to
give up when they are trapped but
when they work cooperatively, they
continue. Likewise with strong
students who are faced with the task
of explaining and clarifying material
to weak students often find gaps in
their understanding, but Self-
employed students tend to delay
completing assignments but when
they know others are counting on
them, they will be motivated to do the
work in a timely manner. In addition,
Latuheru (In Yuliastini (2015)) states
 that in learning, the role of
multimedia becomes increasingly
important, because the media are
designed to complement each other so
that the whole system becomes
efficient and effective, where a unity
is better than the number of parts
-party.
11 Research methods
- Research Step Observations were also made on the
teacher's performance when giving
lessons, from the analysis of data
obtained in cycle 1 the percentage of
teacher performance obtained an
average score of 81.25% included in
the "Good" category but based on the
percentage of each aspect, there was a
need improved again, can be seen
from the evaluation aspects at the first
meeting included in the category
"Bad" with a percentage of 50%, this
is also one of the causes of the
inactivity of students in issuing
opinions and concluding a learning.
Then in cycle 2 the performance of
teachers in teaching has increased by
12.5%, this can be seen from the
percentage of the average score
obtained by 93.75% included in the
category of "Very Good". In addition
to student assessment, student
learning outcomes are also assessed
using test questions that students do
after the implementation of learning
in cycle 1 and cycle 2.
- Research result The results of research in the form of
student activity data sheets,
assessment of teacher performance
and the results of student test
questions during the study.
Assessment of student activity and
teacher performance in learning
media data communication is done by
teachers who are considered capable
of making observations. Assessment
is carried out in cycle I and cycle II.
Following the analysis of the data
obtained: Before the action is carried
out, the researcher conducts an
examination of the media used, the
material to be discussed, as well as
the test questions to be tested on
students. The media test is carried out
to measure the level of feasibility of
the media to be used in learning
network data communication media
so that the information conveyed
through Adobe Flash media can be
received by students. Media testing
was carried out by three experts who
were considered capable in their
fields. The test results obtained
indicate that the graph of the variable
shows the percentage of 85.18%
(Good) and the media use variable
obtained a percentage of 90.28%
(Very Good), so that the percentage
of validation obtained by 87.22%,
which means the media "Very
feasible" to use. Then after the media
is tested, the material contained in the
media needs to be tested for
eligibility. Based on the results of
data analysis, a percentage of 93.33%
was obtained in the systematic
variable of the material and in the
material presentation variable was
obtained a percentage of 95%, so the
final results showed that the material
used in the learning of network data
communication media is "very
feasible" to be tested with a
percentage of validation at 94.17%.
As with material and media, the
question instruments also need to be
tested for their level of eligibility so
 they do not come out of the Basic
Competencies to be discussed, in this
case that is about network data
communication media. Based on the
results of testing the test questions
conducted by three experts (in this
case subject teachers) who are
considered capable in their fields, it
can be concluded that the conditions
of the test questions are in good
condition which means the questions
are "worthy" to be tested on students.
- Research Discussion - Based on field observations, it
appears that students can be
responsible for the material
they learn on the take and give
cards, students are also more
active and more comfortable
conducting discussions in class
with their peers so that the
learning process can go well
even though there are some
weaknesses in applying the
learning model this is a class
condition that is less orderly,
but the existence of this
learning model has been able to
improve student learning
outcomes and students'
attitudes towards learning are
given well.
- References Huda,Miftahul. 2014. Model-model
Pengajaran dan Pembelajaran.
Cetakan Kelima. Pustaka Pelajar.
Yogyakarta. J. Rizky. R, Wawan. S
dan Eka F.R. 2008.Optimalisasi
Macromedia Flash Untuk Mendukung
Pembelajaran Berbasis Komputer
Pada Program Studi Ilmu komputer
FPMIPA UPI Bandung: Jurnal
Pendidikan Teknologi Informasi dan
komunikasi. Mega P.D, Sri A, dan
Ngurah W. 2014. Model
 Pembelajaran Take and Give
Berbantuan Media Grafis Terhadap
Hasil Belajar PKn SD 3(1). M.Felder,
Richard dan Rebecca
Brent.2007.Cooperative Learning.
Munib, Achmad. 2010. Pengantar
Ilmu Pendidikan. Edisi Revisi.
Cetakan Ketujuh. UPT Unnes Press.
Semarang. Riduwan dan
Sunarto.2010. Pengantar Statistika
untuk Penelitian Pendidikan, Sosial,
Ekonomi, Komunikasi dan
Bisnis.Cetakan Ke-3.Alfabeta.
Bandung. Silberman, Mel. 2010. 101
Cara Pelatihan dan Pembelajaran
Aktif. Terjemah Dani Dharyani. 101
Ways to Make Training Active. 2005.
Jakarta : Indeks. S. Yuliastini, Tastra
D.K, dan Sudhita W.R. 2015.
Pengaruh Model Take and Give
Berbantuan Multimedia Interaktif
Terhadap Hasil Belajar IPS 3(1). Widi
H, Eko S.K, dan Nurhidayat. 2011.
Pemanfaatan Media Pembelajaran
Fisika Berbasis Macromedia Flash 8
Guna Meningkatkan Motivasi Belajar
Siswa Pada Pokok Bahasan Sifat
Mekanik Bahan Kelas X TKJ 2 SMK
Batik Pabrik Tahun Pelajaran
2011/2012 (1).
12 Journal Analysis
- Research Strengths - He explained very well
- There are tables or data results
from each study conducted
- Easy to understand
- Research Weaknesses - There are no weaknesses in this
journal.
13 conclusion - Based on the results of research
and discussion, it can be
concluded that the application
of Take and Give learning
models assisted with Adobe
Flash multimedia can be
 applied as one of the effective
learning models so as to
improve student attitudes and
learning outcomes. The
increase in learning outcomes
can be seen from the increase
in the average value of daily
repetition of students in cycle 1
and cycle 2. In cycle 1 the
average percentage of students'
scores was 77.5% and in cycle
2 an increase of 17.5% from
cycle 1 was 95% students has a
value of ≥80 which means only
1 student whose grades are
below the completeness
criteria.
14 Suggestion Based on the results of research and
discussion, it can be concluded that
the application of Take and Give
learning models assisted with Adobe
Flash multimedia can be applied as
one of the effective learning models
so as to improve student attitudes and
learning outcomes. The increase in
learning outcomes can be seen from
the increase in the average value of
daily repetition of students in cycle 1
and cycle 2. In cycle 1 the average
percentage of students' scores was
77.5% and in cycle 2 an increase of
17.5% from cycle 1 was 95% students
has a value of ≥80 which means only
1 student whose grades are below the
completeness criteria. Similarly, the
attitudes of students who experienced
an increase, namely in cycle 1 the
overall percentage of student attitudes
amounted to 74.02% and in the
second cycle increased 15.27% to
89.29%. So it can be said that the
application of Take and Give learning
models assisted by Adobe Flash
 multimedia in teaching materials for
network data communication media
has influenced students' attitudes
towards the implementation of the
learning process.
15 Reference Nina Riani, Eko Supraptono1,
Mulyadi2 1) Department of Electrical
Engineering, Faculty of Engineering,
Semarang State University, Indonesia
2) State Vocational School 1 Kersana,
Indonesia