<![CDATA[Hasil belajar dan keaktifan kelompok siswa pada mata pelajaran Biologi masih tergolong rendah. Hal ini disebabkan pembelajaran belum terpusat pada siswa dan kurang memberikan ruang partisipasi aktif siswa. Penelitian ini bertujuan (1) mendeskripsikan penggunaan TSTS pada pembelajaran Biologi di Kelas XI-IPA, (2) mendeskripsikan keaktifan kelompok dan hasil belajar pada pembelajaran Biologi dengan menggunakan TSTS Biologi di Kelas XI-IPA. Penelitian ini merupakan Penelitian Tindakan Kelas model Kemmis dan McTaggart, terdiri dari 2 siklus dengan tahapan setiap siklus adalah perencanaan, pelaksanaan tindakan, observasi dan refleksi, materi system peredaran darah. Subjek penelitian adalah siswa kelas XI IPA-5 yang berjumlah 32 orang. Teknik pengumpulan data menggunakan obeservasi, tes formatif dan data dianalisis analisis deskriptif kualitatif dan kuantitatif menggunakan persentase. Hasil penelitian menunjukkan bahwa pengguna metode TSTS membuat siswa aktif dalam pembelajaran serta mampu memahami konsep tentang sistem peredaran darah. Peningkatan persentase ketuntasan kelas siklus 1 (71,87%) ke siklus 2 (96,87%) sebesar 25%, persentase rata-rata nilai siswa siklus 1 (78,75%) ke siklus 2 (96,87%) sebesar 18,12% dan persentase rata-rata nilai diskusi kelompok siklus 1 (75,00%) ke siklus 2 (85,93%) sebesar 10,93%. Kesimpulan penelitian menunjukkan bahwa model Cooperative learning two stay two stray dapat meningkatkan hasil belajar dan keaktifan siswa pada materi sistem sirkulasi darah. Kata kunci: hasil belajar, keaktifan, two stay two stray. ABSTRACT The learning outcomes and the activeness of student groups in Biology are considered as a low category. The case happened because learning has not been centered on students and does not provide the opportunity for student active participation. This research aimed: (1) to describe the use of TSTS in Biology learning in Class XI-IPA, (2) to describe group activity and learning outcomes in Biology learning using Biology TSTS in Class XI-IPA. This research employed a Classroom Action Research model of Kemmis and McTaggart, consisting of 2 cycles with the stages of each cycle being planning, implementing the action, observing and reflecting, and circulatory system material. The research used 32 students of class XI IPA-5 as the research subjects and employed data collection techniques by using observation, formative tests. The data were analyzed by using descriptive qualitative and quantitative analysis in percentages. The results showed that the application of the TSTS method resulted in students active in learning and was able to understand the concept of the circulatory system. The increase in the percentage of class completeness in cycle 1 (71.87%) to cycle 2 (96.87%) was 25%, the average percentage of student scores from cycle 1 (78.75%) to cycle 2 (96.87%) was 18,12% and the average percentage value of the discussion groups from cycle 1 (75.00%) to cycle 2 (85.93%) was 10.93%. The conclusion of the research shows that the Two Stay Two Stray Cooperative Learning model can improve learning outcomes and student activity in the blood circulation system material. Keywords: learning outcomes, activeness, two stay two stray]]>
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