<![CDATA[This study aims to apply the Student Team Achievement Division (STAD) type learning model as a strategy to improve narrative writing skills for students of class X MIPA 3 SMA Negeri 1 Jambi City Jambi Province in the 2019/2020 school year. This research is a classroom action research (CAR) with three cycles. The research flow includes planning (planning), implementation (acting), observation (observing), and reflection (reflecting). The population in this study were all students of class X with a subject of 36 students who were taken randomly (random sampling). The results showed that the use of the STAD type of cooperative learning model could improve the ability to write narrative paragraphs for students of class X MIPA 3 (adjusted to school conditions) at SMA Negeri 1 Jambi City. The achievement of student absorption before taking action (pre-action) was 55.94% with completeness 15.63%. After receiving action in the first cycle, student absorption increased to 69.41% with completeness 53.12%. There was an increase in student absorption in the second cycle, which reached 74.19% with a completeness of 87.5%. In the third cycle the absorption reached 78.38% with completeness reaching 96.88%. ABSTRAKPenelitian ini bertujuan untuk menerapkan model pembelajaran tipe Student Team Achievement Division (STAD) sebagai strategi untuk meningkatkan keterampilan menulis narasi bagi siswa kelas X MIPA 3 SMA Negeri 1 Kota Jambi Provinsi Jambi tahun pelajaran 2019/2020. Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan tiga siklus. Alur penelitian meliputi perencanaan (planning), pelaksanaan (acting), pengamatan (observing), dan refleksi (reflecting). Populasi pada penelitian ini yaitu seluruh siswa kelas X dengan subjek berjumlah 36 orang siswa yang diambil secara acak (random sampling). Hasil penelitian menunjukkan penggunaan model pembelajaran kooperatif tipe STAD dapat meningkatkan kemampuan menulis paragraf narasi siswa kelas X MIPA 3 (sesuaikan dengan kondisi sekolah) SMA Negeri 1 Kota Jambi. Pencapaian daya serap siswa sebelum mendapat tindakan (pratindakan) sebesar 55,94% dengan ketuntasan 15,63% Setelah mendapat tindakan pada siklus I, daya serap siswa mengalami peningkatan yaitu mencapai 69,41% dengan ketuntasan 53,12%. Terjadi peningkatan daya serap siswa pada siklus II, yakni mencapai 74,19% dengan ketuntasan 87,5%. Pada siklus III daya serap mencapai 78,38% dengan ketuntasan mencapai 96,88%.]]>
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