THE INDEPENDENCE AND ACTIVENESS ( KEMANTI ) – BASED ACTIVE LEARNING STRATEGY TO IMPROVE COOPERATION AND LEARNING OUTCOMES

This research was aimed to find out the improvement of cooperation and student learning outcomes by implementing active learning strategies based on the independence and activeness (KEMANTI). The design of this research adopted Classroom Action Research. The learning strategy of KEMANTI was applied in SMK Muhammadiyah 1 Salam Magelang. Learning strategy will be done in SMK Muhammadiyah 1 Salam Magelang which carried out in two research cycles. While the research subjects are TKR B class which amounted to 35 students. The stages of research resulted in the improvement of student cooperation can be seen from each aspect of cooperation which includes aspect of giving idea or opinion up 30%; accepting the opinion of others up 50%, carrying out the tasks given by the group up 30%, the nature of helping others up 40%, and the last aspect is concern for the difficulties of fellow group members up 50%. Improvement of student learning outcomes is shown by the value of effect size 3.2. The difference in learning outcomes uses t Test which shows that t tab is 4.9 in cycle I and t tab is 16,9 in cycle II. Test Results t post-test cycles I and II t hit> t tab is 15.00> 2.0. The conclusion of the t test results is that there is a difference from pre-test and posttest in cycle I and cycle II after being given an active learning strategy of KEMANTI.


INTRODUCTION
Education is a conscious and wellplanned effort to create an atmosphere of learning and learning process so that learners actively develop their potential to have spiritual, religious, self-control, personality, intelligence, noble character, and skill which are needed by their nation and state.
Efforts to improve the quality of education through the approach of school empowerment in managing the institution, has been done by Ministry of Education for a long time.According to Budi Raharjo (2003: 3), various efforts have been made to improve the quality of national education, especially.
Primary and secondary education at levels and units of education in learning such as facility improvement, teacher competence and school management.Therefore, planning is needed as an effort to improve the quality of national education.
As quoted by Winarno (2003: 6) that the success of an activity is determined by the planning.In this regard, it is necessary for educators in planning, organizing, implementing and assessing the learning process and making it more directed.
Based on observations conducted in SMK Muhammadiyah I Salam, the implementation of automotive learning still uses a monotonous method.At the time of teaching and learning activities students are less active and lack the willingness to learn that they seem to be drowsy, chatting with friends or even on their mobile phone.
Theoretical learning is considered to be only a rote lesson that makes them unwilling to pay attention, since they assume there are manuals/modules so that they can read.
In addition, in the learning process the teacher gives a little introduction about the material to be taught, then the teacher assigns the task to the students to be done in groups.At the time of discussion the task was seen only a few students who do it, the other students just chatting and even lying down.
From the above problems it can be concluded that students need interesting learning methods and involves a lot of their

Figure 3 .
Figure 3.Comparison of aspects of receiving the opinions of others between cycle I and cycle II

Figure 4 .
Figure 4. Comparison of aspects of assigning tasks assigned to groups between cycle I and cycle II Notes: Score 4 = Students behave very well Score 3 = Students behave well Score 2 = Student behaves enough Score 1 = Students behave less Figure 4 shows an increase in students' excellent attitude in performing a given task by 30%.Improved aspects of the nature of helping fellow friends in group work can be seen in Figure 5 :

Figure 5 .
Figure 5.Comparison of aspects helps fellow friends in group work between cycle I and cycle I Notes: Score 4 = Students behave very well Score 3 = Students behave well Score 2 = Students are moderate enough Score 1 = Students behave less Based on Figure 5, it is seen that for the attitude of less willing to help all the members of the group there is a decrease means that students' excellent attitude to work together increased by 40% and good attitude by 2.86%.The increase for the latter aspect is concern for group difficulties, can be seen in Figure 6 below.

Figure 6 .
Figure 6.Comparison of awareness aspect to group difficulties between cycle I and cycle II

Figure 7 .
Figure 7.Comparison of pre test and post-test value of cycle I and cycle II

Table 1 .
Table 1 as follows: Comparison of Post Cycle Values of Cycles I and Cycle II Based on Table 1 it can be seen that the average value of post-test in cycle I increases in cycle II.Increased student learning outcomes of 3.2 were obtained from the difference between the mean value of posttest cycle I and the post-test average value of cycle II.More details can be seen in Figure 7: