THE APPLICATION OF ROUND ROBIN TECHNIQUES COOPERATIVE LEARNING MODEL TO IMPROVE THE STUDENTS’ LEARNING OUTCOMES

The development of education must be considered, because education can develop students' self-ability through the learning process. A teacher must have fun teaching skills to improve student learning outcomes. Therefore, This study aims to determine whether there is an increase in student chemistry learning outcomes with the application model of cooperative learning techniques in Round Robin. The method used is quasi-experimental with a nonequivalent control group design. The subjects in this study were class XI IPA 1 and XI IPA 2 SMAN 1 Tambang, Riau. Data collection techniques using homogeneity test, documentation, observation, pretest and posttest. The homogeneity test analysis on the sample used the Bartlett test and variance test, while the final data analysis used the t-test. The results showed that there was an effect of increasing student chemistry learning outcomes with the application model of cooperative learning techniques in Round Robin. This is evidenced by the difference in the posttest average of the experimental class of 85.65 and the control class of 76.77. Based on the dissimilarity of this posttest value, the normalized N-Gain value for the experimental class is 0.773 which includes the high criteria and the control class is 0.61 including the medium criteria.


INTRODUCTION
Education is an issue that ought to be observed by all states. A country can be in regard to quality when advancing in aspects of education. Education objectives to increase the ability of students in order to become a man or woman being that has good manners, skilled, independent, creative, and responsible (Hayati, 2012). This means that education is all forms of action to develop students' abilities through the learning process.
Learning can be interpreted as a process of changing a person's attitude based on the experience of his active reaction to the universe (Suyono & Hariyanto, 2014). This interaction process can be influenced by internal and external factors, so that not only one ability develops (Suprijono, 2013). The form of change that develops can be in the form of mastery of concepts, personality traits, skills, and expertise. Based on the data obtained in the field, most of the students' chemistry learning outcomes are still in the low category. This is influenced by the mindset of students who think that learning chemistry is difficult, students pay less attention to teacher delivery, students lack communication with their friends in discussing subject matter, students lack confidence in conveying arguments or questions, and teachers are still not optimal in using the discussion method. Therefore, it is necessary to apply a learning style that can liven up the classroom, so that you get the end result of a good learning process.
Learning outcomes are a result that can be seen from changes in understanding, behavior and skills after getting the subject matter (Rizqi et al, 2018). Besides the definition of learning outcomes by Yusniar (2018)  Regency.

METHOD
In this study, using a method that is quasi experimental research, the pattern applied is the nonequivalent control group design. The form of the research pattern can be seen in Table 1.  In the control class actions that will be given is use a learning model conventional by way initiated by teachers who convey the concept of the theory. After that the students conducted group discussions with the help of using worksheets, then the students presented the group results and finally the teacher and students concluded the thermochemistry material.
Problems were tested must be analyzed in order to determine validity, reliability, discriminating power and level of difficulty. Formula t-test in use to analyze the data, before it is necessary to examine the preliminary data for the sake of obtaining the data homogeneous from each of the data, then resume the final data analysis in the form of proof The value of N-Gain can be grouped into categories, namely: the high category group (g > 0,7), the medium category (0,3 ≤ g ≤ 0,7), and the low category (g < 0,3).

Homogeneity Test
This research intends to prove the existence of differences in student     The data analysis stage was carried out by using the t-test. The t-test formula can be used if it meets two conditions, namely the normality and homogeneity test.

Normality Test Results
The results of the normality test are summarized in Table 2.   After the data is homogeneous and normality is obtained, then the hypothesis testing is continued. The t-test results of the hypothesis test results can be seen in Table 4. Referring to the data from Table 4 shows the amount of the number tCount = 5,18. Thus, the magnitude of this number means that the tTable and -tTable values are smaller than the tCount value using a significant level of 5%, meaning that it can be concluded that H0 is rejected.

Homogeneity Test Results
Other Cooperative learning has an effect on increasing student learning outcomes, so that a teacher is required to have the ability to choose and determine methods,  (Petre, 2020). Cooperative learning can also form a stress-free classroom environment, increase selfconfidence and reduce their nervousness in communicating (Siriphot & Hamcumpai, 2020).
There is also a large increase in learning outcomes can be seen from the mean pretest and posttest in the experimental class and the control class.
Before giving the action, the pretest mean value for the experimental class was Round Robin is also able to cultivate the students' knowledge, the subject is due to the students always interacting in a given material and repeating against of discussion given. In addition, Round Robin also has good learning stages in solving problems and presenting the results of arguments thus also fostering student thinking skills (Sari & Maimunah, 2017).
Technique Round Robin has advantages such as (1)