Improving Physics Learning Outcomes through Two Stay Two Stray Cooperative Learning on Work and Energy
A Classroom Action Research Study
DOI:
https://doi.org/10.47239/5qczfe66Keywords:
Two Stay Two Stray, cooperative learning, physics education, work and energy, classroom action researchAbstract
This classroom action research examined changes in physics learning mastery during implementation of the Two Stay Two Stray (TSTS) cooperative learning model on work and energy. The study involved 36 Grade X Welding Engineering students at SMK Negeri 1 Gandapura, Indonesia, during August–October 2019. Two action cycles followed planning, implementation, observation, and reflection. Data came from a 20-item preliminary multiple-choice test, cycle-end achievement tests, observation sheets completed by two observers, and interviews. At baseline, 17 of 36 students (47.22%) met the reported mastery criterion. Mastery increased to 27 students (75.00%) in Cycle I and 33 students (91.67%) in Cycle II, an increase of 44.45 percentage points from baseline. Teacher-activity observations increased from 90.00% to approximately 94.17%, and student-activity observations increased from 83.75% to 93.75%. The findings indicate progressive improvement during the two cycles; however, the single-class design without a comparison group does not isolate the effect of TSTS from other instructional changes. The results suggest that structured peer exchange may support active participation and mastery in vocational physics lessons.
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