




































 

EDUCATIO : Journal Of Education 
Volume 2 , Number 1, May 2017 

ISSN : 2579-8383 (Print) ISSN : 2579-8405 (Online)  
 

  

zzzzzz z 

The Effectiveness Of The Method of GI With Electronic 

Workbench Study To Improve Activities and Results Student 

Devit Etika Sari  
STAI Mifahul 'Ula Kertosono Nganjuk 

devitetikasari@gmail.com 
 

Published:  
May 15, 2017 

Reviewed  
April 17, 2017 

Received: 
March 12, 2017 

 
Abstract: Effectiveness of Cooperative Learning Model Gi(Group Investigation)with 
EWB(Electronic Work bench)in increasing student activity and learning outcomes is research that 
aims to know the management of learning, student activities and student learning outcomes 
during the learning process takes place in class X TAV 1 in SMK Negeri 1 Lengkong. The results 
showed that the activity of students in each round encounter Improvement. Activities include 
learning students' visual activities, writing activities, drawing activities, oral activities, bike activities and 
emotional activities. Averages of student activity that arise during the learning process is Visual 
Activities in the 1st round by 59.7% in the 2nd round by 76.9% and amounted to 87.6% 3. Writing 
Activities in rounds 1 53.7% in the 2nd round by 72.7% in the 3rd round of 86.1%. Drawing 
activities in round 1 of 0% in the 2nd round by 84.7% and amounted to 95.1% 3. O ral activities in 
the 1st round of 36.25% in the 2nd round 80.6% and amounted to 86.2% 3. Motor activitiesin the 
1st round by 53.5% in the second round of 80.6% in the third round of 85.9%. Emotional activities 
in the 1st round by 66.7% in the 2nd round sebesar80,6 3% and amounted to 91.7%. 
Assessment of student learning outcomes in the study include tests of performance and portfolio 
assessment using Cooperative Learning GI(Group Investigation)With EWB(Electronic Work 
bench)proven effective in increasing student learning outcomes evidenced by the level of mastery 
learning students is increasing at each revolution is round 1sebesar 69.4% .In second round of 
86.1% and by 94.4% to 3. 
 

Keywords: Cooperative Learning Group type Investigations, EWB(Electronic Work bench), 

Student Activities, Student Learning Outcomes 

 

Introduction 

Education is one of the important things that cannot be separated from human 

life, as the development of science and technology. Education is one of the container 

activities that could be used to develop science and technology. In support the development 

of science and technology requires an understanding and mastery of the underlying science. 

Many people who play an important role in the success of education both formal and non-

formal. Not only students and teachers but parents, school, education authorities and the 

cultures, the environment also determines the success of a quality education. 

In the learning process, students always get a new information, the information is 

mailto:devitetikasari@gmail.com


 
 
 

Devit Etika Sari                                                                                                                                      
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continuously into the brain through the senses. Most of the information was stored in short-

term memory (Short Term Memory) that is easily forgotten, in order to survive long or enter 

into long-term memory (Long Term Memory)  it is necessary to process the information and 

technical repetition innovative delivery of content and attract students. 

According to Bruce, Jeff, and Gordon, while studying the field of new material, the 

most important task is to learn the words and meaning - an important sense, the languages 

that may related with the field. When studying the chemistry we have to learn the names of 

the element or elements of its structure and properties. Further, when we studied Basic 

Electronics, then we need to learn elements that affect the structure of the formation of an 

electric field to avoid an accident in which every day.1 

Good sources of academic and popular sources has been agreed that the ability to 

remember is fundamental to the effectiveness of the intellectual. In stark contrast to other 

activities that are trivial and passive, memorize, understand and keeping in an active activity 

that is quite challenging. Capacity in obtaining information in a more meaningful and make 

it easier to eventually get back into action is the result of of learning is good. Most 

importantly, individuals can improve this capacity to memorize,  understand and understand 

the material so they can be recalled in the future. 2 

There are several kinds of learning strategies that can be applied so that the student 

is given the material they are learning. According to Nur (2000), which is a strategy of 

memorizing (Strategic Rehearsal), elaboration strategies (Note Taking, Analogy, PQ4R 

Methods), the organization's strategy (Making the frame (outlining),mapping (Mapping)),  and 

metacognitive strategies. In addition there are several strategies that can be applied to 

increase the activity of students in learning that is cooperative. And many types of 

cooperative were: Jigsaw, STAD, GI and much more.3 

Several kinds of learning strategies mentioned above, the most frequently 

performed elaboration strategies that students are Taking Note (record-keeping). That is 

because without notes and repeating the material that has been taught, most people are only 

capable of small bits of material that they read or hear on the previous day. Recording an 

                                                 
1
Bruce,  S., Jeff, H., and Gordon, R. Digital Video in the Classroom: Communication Skills  for future 

Resources Profesionals.  (Journal of  Forestry, 2005), 103,1. Pg 41-46.  
2
 Ibid.  

3
Mohamad Nu,  Strategi – strategi Belajar (Surabaya :Unipress, 2000), 31.  



 
 
 

Devit Etika Sari                                                                                                                                      
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effective and assisted by the appropriate methods and media can formed easily store 

information and recall it when needed.  

Based on observations, some many students have a notebook and write down what 

the teacher taught. Most note that the students are not effective because they are trying to 

write down what the teacher says. They were not able to identify important ideas that need 

to be noted. This condition is the result of weak students remember the material they have 

learned in class and will ultimately affect student learning outcomes. 

The average results of study on competence "Electronics Engineering" reached 60. 

This value includes still far from the minimum completeness criteria that has been set is 75. 

Based on interviews conducted in class X SMK 1 Lengkong TAV obtained information that 

a lot of students who are less understand the basic concepts of electrical AC or DC. In 

addition, students are also difficult to distinguish between AC and DC current and is hard to 

remember the lesson that has been done and not be afraid to practice directly to the rectifier 

circuit electronics. Therefore, there should be innovations in learning that is able to raise the 

students' understanding (mastery of the material) and the learning process so that it can be 

remembered for a long time or Long Term Memory.  

Teachers are still many who use the lecture method, resulting in a monotonous and 

tedious learning. And rarely teachers to innovate to learning more fun so that students are 

motivated to study harder. Mastery of the competency of teachers in general are still limited, 

and there are some teachers who concurrently two or more subjects that do not focus on 

developing competence. Therefore, it results in student learning outcomes.  

According to Buzan and Barry, there are four shortcomings of system standards 

make a note or notes that during this time the students, namely: 1) obscure keywords, as 

keywords are often listed in a different page and obscured by the words that are less 

important, 2) making it difficult to remember, because the record monotone (one color) 

visually boring, 3) a waste of time, because it requires rereading the notes unnecessary and 

should look for key words, 4) failed to stimulate the creativity of the brain.4 

A student has the ability to think comparatively high, but on the other hand they 

have several disadvantages, among others: (a) the class atmosphere and motivation are 

impressed not live so that learning takes place in one direction. (b) The method used 

                                                 
4
Buzan, E., Tony, K., & Barry, H. The Mind Map Book: Memahami Peta Pikiran. Drs.Alexander Sindoro,Trans. 

(British: BBC Wordwide Limited. 2004.), 50-59. 



 
 
 

Devit Etika Sari                                                                                                                                      
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monotone creations with instructional media that seem boring. (c) Students pay less 

attention to the teacher's explanation at the time for learning. (d) The concentration of poor 

students focus on learning as a rectifier diode. (e) Students are less proficient in making 

decisions that affect the learning unsatisfactory learning outcomes. (f) Lack of awareness of 

student learning as a rectifier diode subjects. 

To improve and overcome the deficiencies in remembering and learning materials 

in the long term and effective activity of students in the learning process then can we use 

the GI cooperative learning model (Group Investigation) with EWB(Electronic workbench)to 

enhance the activity and student learning outcomes, This makes the students were able to 

see the whole picture briefly, simulate, practice materials, and creates a mental link that helps 

to understand and remember. 

 

Discussion 

According to Slavin (2005) study is the change in individual behavior caused by 

experience. Learning is a process of interaction of learners with educators and learning 

resources in a learning environment. Learning is the assistance provided educators to be a 

process of knowledge acquisition and knowledge, mastery of skills as well as the formation 

of attitudes and beliefs on learners. In other words, is a process to help students to learn 

well.5 

Quality and effective learning depends on student motivation and creativity of 

teachers. Learners are motivated and supported by teachers who are able to facilitate these 

motivations will lead to the successful achievement of learning targets. Learning target can 

be measured through changes in attitudes and abilities of students through the learning 

process. Good instructional design supported by adequate facilities, appropriate and 

effective methods, coupled with the creativity of teachers will make learners more easily 

reach the target of learning in effective learning. 

a. Aspects of Learning 

aspects - aspects involved in learning that includes attitudes of teachers, 

instructional materials, instructional media, learning methods greatly affect the interest, 

                                                 
5
Robert E, Slavin. Cooperative  Learning : theory, reserach and practice. London : Allymand Bacon. Terjemahan 

Narulita Ysron. (Bandung : Nusa Media. 2005). 57. 
 



 
 
 

Devit Etika Sari                                                                                                                                      
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motivation and student learning outcomes. Learning is a process conducted by an 

individual to obtain a behavior change balls Retained Earnings, as a result of individual 

experiences in interaction with the environment. Aspects - aspects which form the basis 

of the understanding is: 

1) Learning as a an attempt to achieve a change of behavior. This principle means 

that the learning process is the change in the behavior of the individual. 

2) Learning outcomes characterized by changes in overall behavior. 

3) The learning process happens because of something that encourages and there 

is something of interest to be achieved. 

4) Learning is an experience. 

According Soetarno, a learning process will take place with effective if the 

information learned can be remembered well. With an effective learning behavior 

with the appropriate and effective teaching and the learning process is expected to 

produce humans - humans who have the characteristics: (1) an independent person, 

(2) an effective learner, (3) a productive worker. For this to happen, there are four 

quality of learning in the learning that must be developed in learners, namely: (1) 

learning to do, (2) learning to learn, (3) learning to do, (4) learning to live together.6 

Effective learning is learning that lesson planner can achieve the target that has 

been determined. Therefore, effective planning of learning which are set criteria in 

accordance with the target of achieving a degree of contextual and environmental 

measurement by teachers. So effective learning that can be viewed in terms of process 

and outcome. In terms of process, learning is considered effective if students are 

involved actively carry out the stages of the learning procedure. And that, on the 

effective if mastered by students as indicated by the value of student evaluations. Forms 

of learning changes can be observed through three aspects,  

1. cognitive aspects of 

aspects that include mental activity (brain), namely: 

knowledge(knowledge),understanding(comprehension),Application(application),analysis(an

alysis). 

2.  Effective Aspects 

Aspects related to attitudes and values. Affective aspects include character 

                                                 
6
Soetarno, Joyoatmojo.Pembelajaran Efektif : Pembelajaran yang membelajarkan.( Surakarta: UNS Presss. 2011). 47.  



 
 
 

Devit Etika Sari                                                                                                                                      
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behaviors such as feelings, interests, attitudes, emotions, and values. The 

characteristics of affective learning results will appear on the learner in a variety of 

behaviors, including: Receiving or attending (receive or of the notice), Responding (respond 

/ liveliness) Valuing(Value), Organization(arrange or organize). 

3. Psychomotor aspects.  

Psychomotor remains the domain associated with the skills (skills) ability to act 

after someone accepts a particular learning experience. Psychomotor learning 

outcomes is actually a continuation of the cognitive learning (know something) and 

affective learning outcomes (which had appeared in the form of tendencies to 

behave). Psychomotor is associated with physical activity, such as running, 

jumping, painting, dancing, and laboratory productive activities. 

Cooperative learning is the formation of small groups that students can work 

together to maximize their learning process and learning from each other. Cooperative 

learning is an alternative to something that is believed to be the over-emphasis on 

competition that is commonly practiced in education in general. In cooperative learning, 

students have a dual role as an expert on the subject being taught at the same time the 

authorities in the classroom. In this case, teachers design and deliver the learning task group, 

manage time and resources, and to monitor the students' learning.  

Cooperative learning means that learners cooperate in pairs or small groups to 

share their role in achieving the learning objectives. Learners are more concerned with 

learning through working groups than to learn on their own. According Fatt, design 

assessment for each model of student learning, for students visually using tests that require 

visual interpretation of the diagram, the students appropriate auditory test is an oral 

examination, while students kinesthetic better use of test-oriented tasks.7 

Johnson and Johnson stated that cooperative learning will be successful if students 

work together to complete the learning objectives together. Every student achievement can 

learn if other group members also have reached their learning achievement. Three factors 

make popular cooperative learning, among others: (a) cooperative learning is based firmly in 

various theories. (b) More than 900 research studies that validate the effectiveness of 

cooperative learning than competition and individual effort. (c) Various cooperative model 

                                                 
7
Fatt. JPT Understanding the Learning Style of Students : Implication for Educators. The International Journal 

of  Sociology and Social Polic. 2000. 31-45.  



 
 
 

Devit Etika Sari                                                                                                                                      
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can be used by teachers, its use ranging from concrete and certainly arrive at the concept 

and flexible.8 

According to Anderson student should have the ability to use resources from the 

textbook or from the library to learn more about the lesson topic and then share with other 

students in the group. So that the cooperative learning activity of students is absolutely 

necessary to obtain the learning outcomes they want.9 

According to Ibrahim dkk, learning of cooperative model developed to achieve at 

least three important learning objective, which is the result of academic learning, acceptance 

of diversity, and the development of social skills. (a) The results of an academic study, 

namely: Some experts argue that this model excels in the development of understanding 

difficult concepts by students. The developers indicate that the structural model of 

cooperative awards have been able to improve research students on academic learning 

related learning outcomes. (b) Acceptance of diversity, namely: important effect in 

cooperative learning model is the widespread acceptance of the different people according 

to their race, culture, gender, social class, ability or lack of ability. Cooperative learning 

provide opportunities for students of different backgrounds and working conditions sati 

interdependent to each other on joint tasks. And through the use of cooperative reward 

structure, learn to appreciate one another. (c) The development of social skills, namely: The 

purpose of the third reel cooperative learning is to teach students the skills of cooperation 

and collaboration. This skill is very important to have in the community because most of the 

work being done in organizations depend on each other and the community culturally 

diverse. 10 

1. Cooperative Learning type Group Investigation (GI) 

type group investigation is one type of selection in cooperative learning approach. 

More specifically, Slavin suggested that investigation as the investigation step by notes 

or record the fact - a fact subject to review in order to obtain answers to questions - 

questions about an event or character. 11 

                                                 
8
Johnson, DW, and Johnson, RT Cooperative Larning Method : A-Meta Analysis. Journal of  Research in 

Education Fall 2002, Vol.12, No.1  
9
Rodney P, Anderson. Team Disease presentation : A Cooperative Learning Activity for Large Classroom. 

The American Biology Teacher. 2001. Vol. 63,1. Pg 40 - 43  
10

Ibrahim, dkk. Pembelajaran Kooperatif. (Surabaya :unesa University Press. 2000). 7.  
11

Robert E, Slavin. Cooperative  Learning : theory, reserach and practice. London : Allymand Bacon. Terjemahan 

Narulita Ysron. (Bandung : Nusa Media. 2005). 77.  



 
 
 

Devit Etika Sari                                                                                                                                      
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Investigation or inquiry as a learning activity that gives students the possibility to 

develop students' understanding through various activities and the correct results in 

accordance traversed by students. Investigations relating to the activity observed in 

detail and assess systematically. So the investigation is the investigation carried out by 

someone or the person's next student to communicate the results of placement, can 

compare with the acquisition of another person, because in an investigation can be 

obtained by one or more results. Thus will be familiarized to further develop the 

curiosity to know. This will make students more active thinking and sparked the idea - 

or ideas and can draw conclusions based on the discussion in the classroom. 

2. Syntax Cooperative Learning type Group Investigation (GI) 

type group investigation is one type of selection in cooperative learning approach. 

More specifically, Slavin (2005) suggested the stages in implementing cooperative 

learning investigated following groups are syntax or steps cooperative learning model 

type group investigation are: 

1) Stage grouping(Grouping)  

That stage of identifying the topics to be investigated and to form groups of 

investigation by members each group of 4-5 members.  

a) Students observe the source, choose the topics, determine the categories of 

subject matter. 

b) Students join in learning groups based on their chosen topic or interesting to 

investigate. 

c) Teacher limit the number of members of each group between 4-5 students. 

d) Teachers help in gathering information and facilitating the setting.  

2) Stage Planning(Planning) 

Planning stage learning tasks. At this stage the students plan together about: 

a) What did they learn? 

b) How do they learn? 

c) Who and do what? 

d) For what purpose they studied the topic? 

3) Stage Research(Investigation) 

investigation phase is the implementation phase of the investigation the 

students. At this stage the student performs the following tasks: 



 
 
 

Devit Etika Sari                                                                                                                                      
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a) Students gather information to analyze the data and make inferences related 

to the issues under investigation. 

b) Each member of the group to give feedback on each activity group. 

c) Student exchange, discuss, clarify and unify ideas and opinions. 

4) Phase Organizing(Organizing) 

That final report preparation stage. At this stage activities of students as follows: 

a) Students analyze and evaluate the information that has been obtained in the 

third stage is the investigation stage. 

b) Each student in the group to plan how the information is summarized and 

presented in the form of interesting about the project they like the material 

to be presented to all students. 

c) Representative of the group formed a committee in charge of coordinating 

the plans presentation. 

5) Stage Presentation(Presenting) 

stages: stage presentation. Class learning activities at this stage are as follows: 

a) Presentation of the whole class group in the form of variations in the 

presentation. 

b) The group that was not involved as a presenter actively engaged as a 

listener. 

c) Listeners evaluate, clarify and ask questions or responses topics. 

6) Stage Evaluation(Evaluating) 

In the process of evaluation of teachers and students in learning are as follows: 

a) Students combine inputs and the topic of the work they do and about the 

experience. 

b) Teachers and students collaborated, evaluation of learning has been 

implemented. 

c) Assessment of learning outcomes should evaluate students' level of 

understanding.12 

3. Cooperative Learning Strengths and Weaknesses of type Group Investigation 

(GI) 

Some of the advantages of cooperative learning type of GI(Group Investigation)  is as 

                                                 
12

  Ibid. 78 



 
 
 

Devit Etika Sari                                                                                                                                      
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follows: 

1) In the ongoing process of learning students can work freely. 

2) Giving students the spirit of initiative, express their ideas - or ideas, creative and 

active. 

3) Improve the confidence of students learning in collaboration between groups. 

4) Students can learn to solve and deal with a problem. 

5) Learning to communicate with either systematically both with teachers and students. 

6) Learn to respect the opinions of others. 

7) Improving students' active participation in making a decision. 

In addition there is an excess in the learning process using a model of cooperative-

type Group Investigation but also a weakness - the weakness of some of them: 

1) At least the material conveyed on one meetings 

2) provide an assessment of personal difficulty 

3) Not all topics suitable for Cooperative learning model types Group investigation. 

In the context of learning, innovation carried out by the researchers aim to develop 

student activity during the process so that the value of increased student learning outcomes. 

With increasing student activity makes thinking students are higher than ever.  

Learning activities are activities that are both physical and mental. Piaget (in 

Sardiman, 2001) explains that one child was thinking all he did. Without action means the 

child is not thinking. Therefore, in order children to think for themselves then it should be 

given the opportunity to do their own. 13 

Classification of activity indicates that school activities are complex and varied. If a 

wide range of these activities can be created in schools of the school will be more dynamic, 

not boring and really become the center of maximum learning activity. In learning to note 

how the involvement of students in the organization of knowledge, whether they are active 

or passive. Characters students in general do not distinguish between men and women in 

terms of feminine or masculine character. Character boys and girls portrayed in the likeness 

of involvement in either of science activity or practice. Many types of activities that can be 

done by the students during the lesson.  

In this regard, Paul B. Dierich (in Sardiman, 2004) classifies students in learning 

                                                 
13

Sardirman AM Interaksi dan Motivasi Belajar Mengajar. (Jakarta : PT Raja Grafindo Persada.  2001). 55.  
 



 
 
 

Devit Etika Sari                                                                                                                                      
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activities are as follows.  

1) Learning activities include: hearing the explanation, discussion and so on. 

2)  Visual activities, including: reading, watching images, demonstrations, experiments, 

observing the trial of others, and so on. 

3)  Writing activities, including: notes, write reports, do the problems, and so on. 

4)  Drawing activities include: drawing, graphics, diagrams and etc. 

5)  Oral activities, including: ask, advise, expression, and so on. 

6)  Motor activities include: conducting experiments, making construction or models, and 

more. 

7)  Emotional activitiesinclude: interest, bored, happy, brave, calm, and so on.14 

In this study, the activity of which is used in this study include: (1) Listen / observe 

and try learning software that is aired by the teacher. (2) Students are active discussions 

about the material and practice in learning software that has been provided by the teacher. 

(3) The students work together in groups that have been created by teachers in learning Group 

Investigation.(4) Discuss / ask with fellow students in the group to answer questions in an 

investigationcarried out. (5) Students are actively involved in the investigation.(6) students 

present their report about main ideas and conclusions of the investigationcarried out. 

4. Pebelajaran EWB(Electronic Work bench) 

EWB (Electronic Work bench)is one type of software electronicused to simulate the 

workings of an electrical circuit.15 The need for electrical circuit simulation is to test 

whether the electrical circuit that can be run properly and in accordance with the 

theoretical approach used in electronic books, without having to make it a real electric 

circuit. Keep in mind, simulations were done using EWB is a simulation that produces 

output that is ideal. The point output is not affected by factors such as interference 

(known as noise in electronics) as well as the disruption that often occurs in the electrical 

circuit that actual (real).  

Benefits EWB is helping students to visualize concepts fully and clearly, then ensure 

effective education and ongoing usability. 

Feature - Learning feature EWB Electronics workbench 

                                                 
14

Ibid. 76. 
15

   Irwan,A. Electronic Workbench. Tersedia. (http://artikel-komputer1.blogsport.in/2011/07/electronic-

workbench-512-software.html.15 Oktober 2014).  
 

http://artikel-komputer1.blogsport.in/2011/07/electronic-workbench-512-software.html
http://artikel-komputer1.blogsport.in/2011/07/electronic-workbench-512-software.html


 
 
 

Devit Etika Sari                                                                                                                                      
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Electronics workbench (EWB) is a software used for testing and experimental 

electronic circuits. Electronics workbench (EWB) consists of a Menu Reference, Sources, Basic, 

Diodes, Transistors, Analog ICs, Mixed ICs, DigitalICs,  Indicators, and many more menu 

contained on EWB software  interactive simulation-based research and licensed 

free(freesoftware). 

On the menu sources  thesedescribing sources such as Including battery, AC voltage source, 

Vcc source, and FM source. menu Basic describe component Electronics work bench (EWB). 

Example: resistors, capacitors, relays, switches, and transformers.menu DigitalICs describes 

the logic gates such as AND, OR, NAND and others - others. 

In designing electronic circuits sometimes - sometimes we have to try a series of 

circuits that we have made, it is certainly very menguntungkn and very important if we 

try use simulation software. Electronics workbench (EWB) is specially designed for 

assembling electronic circuits and schematics that can be tested in a virtual (simulated). 

Which provided a fairly complete menu of active and passive components, analog and 

digital components. In addition Electronics workbench (EWB) is also equipped with a fairly 

complete measuring instrument that is Ossiloscope, Digital Avo Meter, Digital Tester 

and multiple output devices. 

Based on the results of research on the activities of the student in the application of 

Effectiveness of Cooperative Learning Model Gi(Group Investigation)With EWB 

(Electronic Work bench), obtained six categories of activity studied.  

Visual activities are student activity in reading diode components, read Avometer 

and measuring Ossiloscop etools, see the power point and video broadcast and listen / pay 

attention to teacher's explanation. Reading activities and reading component measuring 

instrument can be observed at the meeting four, five, seven and eight. While the video 

showing the activities look and listen / pay attention to the teacher's explanations could be 

observed at the meeting of the first, third and sixth. And the activity in each cycle is always 

increasing, evidenced by the results of the first round by 59.7% in the 2nd round by 76.9% 

and by 87.6% to 3 prove that it is a cooperative method GI (Group Investigation) with EWB 

(Electronic Work bench)give students experience a good visualization of the teaching on the 

subject of applying the semiconductor diode as a rectifier. 

Writing activities, include noted explanations teacher, work on the problems, write job 

sheet/ reports. Take note of the teacher's explanation can be observed during the first 



 
 
 

Devit Etika Sari                                                                                                                                      
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meeting in the cycle of the Effectiveness of Cooperative Learning Model GI(Group 

Investigation)With EWB (Electronic Work bench) during teacher presentation to the class, while 

the activity of writing reports and doing about post-test can be observed at any the end of 

the study persiklus meeting. And writing activities in the cycle or the 1st round 53.7% in the 

2nd round by 72.7% in the 3rd round of 86.1%. This shows that the effectiveness of 

Cooperative Learning Model GI(Group Investigation)With EWB (Electronic Work bench) proved 

to be effective to increase the activity of writing activities in teaching on the subject of applying 

the semiconductor diode as a rectifier. This is reinforced by the theory suggested by 

Anderson (2001) that the team learning requires the active involvement of learners as well as 

to develop the ability to work dala team or group. 

Drawing activities include drawing components and layout of the circuit. Activities 

draw components and layout of the circuit can be observed during the first phase of cycle 2 

and 3 of the application of the Effectiveness of Cooperative Learning Model GI(Group 

Investigation)With EWB (Electronic Work bench) is planning practices make rectifier circuit half-

wave, full wave and automatic headlights. At cycle 1 at 0% or yet to appear this activity, in 

the 2nd round by 84.7% and amounted to 95.1% 3. 

Oral activities include the ability of students to ask, argue and presentations in class. 

A student activity that needs to be often trained to do the presentation to the class in order 

to create confidence. Results of round 1 at 36.25% in the 2nd round 80.6% and amounted 

to 86.2% 3. This suggests that the Cooperative Learning Model GI (Group Investigation)With 

EWB (Electronic Work bench) effectively improve students' ability to speak, argue and discuss 

in learning. 

Motor activities is the activity of the students doing the measuring and Assembly of a 

series that has already determined the teacher. This activity can be observed at the meeting 

to four to eight with the application of the Cooperative Learning Model GI Type (Group 

Investigation) with EWB (Electronic Work bench). On cycle to one motor activities results 

of 53.5%, in round 2 of 80,6%, in round 3 of 85,9%. 

Emotional activities is activities that illustrate the emotions of students seen with 

passion and enthusiasm in following the instruction. Cycle or round 1 of 66,7% in round 2 

.6% and sebesar80 to 3 of 91,7%. 

Based on the results of the research study results of students on the effectiveness of 

Cooperative Learning Model GI Type (Group Investigation) with EWB (Electronic Work 



 
 
 

Devit Etika Sari                                                                                                                                      
The Effectiveness Of The Method of GI With Electronic Workbench Study To Improve Activities and Results Student  

 
 

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bench) student learning outcomes obtained in the 1sebesar round of 69.4%. in round 2 of 

86.1% and 94.4% of 3rd cycle, this one hasn't been categorized has been completed, 

because the value of obtained is still low and have not exceeded the prescribed standards 

researcher, that is because the classical > 88%. This is because there are some students who 

have yet to understand the material that has been explained by the teacher. In the second 

cycle of classical thoroughly percentage of students increased and improved. This 

percentage can be said to be "Completely" because it is said to be complete if the percentage 

of classical thoroughly > 85% reach (in accordance with the indicators of success 

established by the researcher). On this second cycle students are able to understand the 

material being taught the teacher and follow the instruction in the learning set by the 

teacher. Though the result has exceeded a percentage of thoroughly of classical set by 

researchers but researchers still feel less and still much to be improved so the researchers 

decided to proceed to the third cycle. On the third cycle of thoroughly of classical learning 

results have already exceeded the standard expected by researchers. Percentage has increased 

from cycles two and can be categorized "Discharging", because it had already reached 85%, 

increase > results of student learning of the cycle one, two, and three with the application of 

the Cooperative Learning Model GI Type (Group Investigation) with EWB (Electronic 

Work bench) proved to be effective at increasing the activity of students and Student 

Learning Outcomes in electronics engineering competence on the subject of Applying 

Semiconductor Diode As Rectifier. 

Conclusion 

Based on the results of the study entitled the effectiveness of Cooperative Learning Model GI 

Type (Group Investigation) with EWB (Electronic Work bench) to enhance student learning 

Outcomes And Activities can be said to be effective, because the activity of the students in the 

learning process has increased, with Cooperative Learning model GI Type (Group Investigation) 

with EWB (Electronic Work bench) the activity of the students observed include visual activities, 

writing activities, drawing activities, oral activities , motor activities, emotional activities. From 

this it can be argued that the application of the Cooperative Learning Model GI Type (Group 

Investigation) with EWB (Electronic Work bench) can make students more active in following 

the process of learning. 

Assessment of student learning outcomes in this study by using Cooperative Learning Type GI 

(Group Investigation) with EWB (Electronic Work bench) proved to be effective to improve the 



 
 
 

Devit Etika Sari                                                                                                                                      
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results of student learning is evidenced by the level of thoroughly studying students who achieve 

85%, increased from before the menggunkaan method. 

Based on the conclusions above, the implications can be drawn from this study is a Cooperative 

Learning Type GI (Group Investigation) with EWB (Electronic Work bench) needs to be done 

for other subjects in order to increase the activities of students in learning and improve student 

learning outcomes. 

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