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Definition of Make a Match Learning Model

A. Definition of Make a Match Learning Model
According to Rusman (2011: 223) Model Make a Match (the couple) is “students looking for a card partner while learning about a concept or topic, in a pleasant atmosphere”. So this method requires student activity in learning, that students do, talk, hear, read, write, ask friend, then solve the problem and summarize the concept obtained.
Suyatno (2009: 72) reveals that the Make a match model is “the learning model where the teacher prepares the card containing the problem or problem and prepares the answer card then the student looks for the pair of cards”. The Make a Match learning model is part of cooperative learning. The cooperative learning model is based on the philosophy of homo homini socius, this philosophy emphasizes that man is a social being (Lie, 2002: 27). The Make a Match model trains students to have good social attitudes and train students ‘skills in working together in addition to training students’ speed of thinking.
The Make a Match learning model was developed by Lorna Curron (1994). This strategy can be done by students looking for a partner while learning about a concept or topic in a fun atmosphere. This strategy can be used in all subjects and for all levels of students. (Isjoni, 2010: 77).
The technique of finding a partner or Make a Match is a pretty fun strategy used to repeat the material that has been given previously. But the new material can still be taught with this strategy with the notes of students given the task of studying the topics that will be taught in advance, so that when entering the class students have a stock of knowledge. The formulated problem has multiple answers and questions to be given. An example of the application of the Make a Match learning model in the learning activities is when the learning takes place the teacher gives the problem along with the random answer partner to the students who then the students looking for a partner from the answers or questions that have been given. Learning activities should bring students in search for a partner’s answer or questions that have been given by the teacher.
Applying the Make a Match model (in Isjoni 2010: 77) from several findings that the Make a Match model can foster student cooperation in answering questions by matching the cards in the hands of students, the learning process is more interesting and it appears most students are more enthusiastic following the learning process, and the student’s activity is very visible when looking for a pair of cards.
Cooperative learning model is not entirely new for teachers. Cooperative learning model is a model of learning that prioritizes the existence of groups. Each student in the group has different levels of ability (high, medium and low) and if possible group members come from different races, cultures, tribes and gender equality. Cooperative learning model prioritizes cooperation in solving problems to apply knowledge and skills in order to achieve learning objectives.
In order to increase student participation and activeness in the classroom, teachers apply cooperative type learning method of Make a Match. Methods make a match or find a partner is one alternative that can be applied to students. The application of this method starts from the technique that the student is asked to look for the pair of cards which is the answer / question before the time limit, the students who can match the cards are given points.
There are 3 things that need to be understood and done, if you want to apply this method well. The first is the goal of Make a Match learning. Second, the preparations that need to be done. Third, syntax or learning steps when applying this method in class.
Purpose of the Make a Match learning model
Goals to be achieved in learning, greatly affect teachers in choosing the method of learning. At least, there are three purposes of applying make a match method, namely: (1) deepening of the material; (2) digging material; and (3) for distraction.
The developer of the Make a Match method initially designed this method for the deepening of the material. Students train material satisfaction by pairing between questions and answers. If this goal is the teacher’s use, then the teacher must equip the students with the material to be trained. The teacher can explain the material, or the teacher gives the student the task of reading the material first, before the teacher applies this method. In principle, the students must have knowledge about the matari to be trained first. Only then did a teacher use this method.
Another case, if a teacher wants to use the second goal, to dig the material. Teachers do not need to equip students with material, because the students themselves will provide themselves. The way in which the teacher is to write the subject matter on the piece of paper. Then, the teacher distributes the pieces of paper to the students at random. Ask the students to match / pair the piece of paper into one piece of material. Students who have found their partner, automatically become one group. Furthermore, the teacher requested that each group work together to prepare the material in its entirety. After all groups have finished preparing the material, the teacher asks each group to make a presentation. Do not forget, teachers emphasize that all groups pay attention and respond to the present group.
The make a match method can also be used as a distraction method. If the interlude is the goal of a teacher, then the teacher just do it occasionally. Techniques in use the same as the technique to find a partner to explore the material.

Preparation Needs to Do
Any active or innovative learning requires preparation, not to mention the make a match method. Before applying it in the classroom, a teacher needs to prepare the following:
Make a Match Experience / Train the Material
? Make some questions according to the material being studied (the amount depends on the learning objectives). Write in question cards.
? Make the key answers to the questions you have made. Write in the answer cards. It would be better if the question card and answer cards are different colors
? Establish rules that reward successful students and sanctions for failing students (you can make these rules together with students).
? Provide sheets to record successful pairs at the same time for scoring presentations.

Make a Match Digging Materials
? The material you will teach breaks into several sub-materials
? Make the key words or images of each sub-material, then write in the sheets of paper.
? Prepare several sheets of plano paper to paste the sheets of paper.
? Prepare enough HVS paper to write down the group work. ( goal-preference-and.html)

B. The Principles of the Make a Match Learning Model
The Make a Match learning model is one of the game-oriented learning models. According to Suyatno (2009: 102) the principles of Make a Match learning model, among others:
1. Children learn through doing.
2. Children learn through the five senses.
3. Children learn through the discussion.
4. Child learns through moves
The purpose of learning with the Make a Match model is to train learners to be more careful and stronger understanding of a subject matter. Students are trained to think fast and memorize quickly while analyzing and social interaction.
Before teachers use the Make a Match learning model teachers should consider:
1. Indicator to be achieved.
2. Class conditions that include the number of students and the effectiveness of the room.
3. Time allocation to be used and preparation time.
The above considerations are indispensable because the Make a Match model is ineffective when used in a class of over 40 students with narrow classroom conditions. Because in the implementation of Make a Match learning, the class will become rowdy and crowded. This is reasonable as long as the teacher can control it.
In developing and implementing the Make a Match learning model, according to suyatno (2009: 42) teachers should develop good relationships with students by:
a. Treat students as equal human beings.
b. Know what their students like, how they think and feel.
c. Imagine what they would say about themselves and the teacher.
d. Know the student barriers.
e. Speak honestly and smoothly.
f. Have fun with them.
The make a match learning model is a model that creates good relationships between teachers and students. Master invites students to have fun in the game. The fun can also be about material and students can learn directly or indirectly.

C. Advantages and Disadvantages Make a Match
1. Excess Make a Match
In the implementation, each model of learning certainly has advantages and disadvantages. The advantages of the Make a Match type cooperative learning model are:
? To train accuracy, accuracy and speed, as each student is required to find a suitable answer from the card he holds, so that learning using this method can train students to carefully, accurately, precisely and quickly.
? Students are looking for a partner while learning about a concept or topic in a fun atmosphere. (Anita Lie 2002: 56)
Suprijono (2009: 64) suggests that the advantages of the Make a Match model are:
? Can improve student learning activities, both cognitively and physically.
? Because there is an element of the game, this method is fun.
? Increase students’ understanding of the material learned.
? Can improve students’ learning motivation.
? Effective as a means of training students’ courage to present the presentation.
? Effectively train student discipline, appreciate time to learn.
While the advantages of Make a Match learning model by Istarani (2011: 58) are:
? Improving students’ learning creativity.
? Able to create an active learning atmosphere and fun.
? Avoid student saturation in following teaching and learning activities.
? The lesson material that is conveyed more attention to the students.
? Able to improve student learning outcomes reach learning comprehension level in classical 87.50%.
2. Deficiency Make a Match
No ivory is not cracked, neither does this method. In addition to the advantages, cooperative learning methods Make a Match according Suprijono (2009: 65) has a few weaknesses are:
? If you do not design it well, then a lot of time is wasted
? In the early days of applying this method, many students were ashamed to pair up with the opposite sex
? If you do not lead the students well, during the presentation of many students who are not paying attention
? You must be careful and prudent when punishment for students who do not get a partner, because they can be ashamed
? Using this method constantly will create boredom.
While the shortcomings of Make a Match learning model by Istarani (2011: 59) are:
? Quick time and lack of concentration, because the method of learning Make a Match is limited by the fast time to find the card held by the partner, it makes students feel hasty in finding answers from the card he held so that lack of concentration.
? Ineffective learning when one partner has difficulty to work with and demanded quickly by pasanagan to find the problem card pair.
? It is difficult for teachers to prepare good and good cards according to the subject matter.
? It is difficult to regulate the rhythm or the course of the learning process.
? Students are less aware of the meaning of learning to be conveyed because students just feel just playing it.
? It’s hard to keep students concentrating.
Based on teaching and learning activities, students appear to be more active looking for cards between answers and questions. With this card search method students can identify the problems contained in the card that found it with a simple and clear together.
When teachers prepare some cards containing concepts / topics about seeking the main thoughts and explanatory thoughts in the discourse for review sessions (one side is a question card and the reverse side is an answer card). After the teacher instructs the student to take the card it appears that most of the students are passionate and motivated to draw a question card. After the students get the question card, each seems to think about the answer or question of the card held. Groups with their spouses want to precede each other to search for a partner and match the card (question card or answer card) they have. This is where interaction occurs between groups and inreaction between students in the group to discuss problems and answers. The teacher guides the students to discuss the search results of the pair of cards that have been matched by the students.
In the application of the Make a Match method, it can foster student cooperation in answering the questions by matching the cards in their hands, the learning process is more interesting and the majority of the students are more enthusiastic to follow the learning process, and the students’ activity is very visible once the students are looking for their respective cartoon pairs . This is a hallmark of cooperative learning is “learning that focuses on mutual cooperation and group cooperation.”
This teacher activity is an effort to attract attention so that in the end can create activity and motivation of student in discussion. This is in line with Hamalik’s opinion (2001: 116) “Strong motivation is closely related to the increase of student activeness that can be done with certain learning strategies, and motivation to learn can be shown kea rah creative activities. If the motivation of the students is challenged, the creative activities will grow. “Furthermore, the application of make a match method can generate curiosity and cooperation among students and be able to create a fun code. This is in accordance with the demands of the educational unit curriculum (KTSP) that the implementation of the learning process follows the competency standards, namely: student-centered; develop students’ curiosity and imagination; have independent spirit, cooperate, and competence; creating conditions that harmonize diverse capabilities and learning experiences; characteristics of subjects.

D. Steps to Make a Match Learning Model
According to Rusman (2011: 223) Make a Match learning steps are as follows:
1. The teacher prepares several cards that are given some concepts or topics suitable for the review session (one side of the card in the form of a question card and the other side of the form of an answer card).
2. Each student gets one card and thinks of the answer or question of the card held.
3. Students look for a partner who has a card ynag match the card (question card or answer card).
4. Students can match the card before the given time limit.
5. After one round of cards in the shake again so that each student gets a different card than before, disiknaya demikaian.
6. Conclusions.
The learning steps using the Make A Match model are as follows:
1. Make pieces of paper a number of students in the class.
2. Fill out the papers with answers or questions as the material has been given.
3. Match all cards so it will be mixed between the questions and answers.
4. Sharing questions or answers to students.
5. Give each student one paper and explain that this is an activity done in pairs. Half of the students will get a question and half will get an answer.
6. Ask all students to form the letter U or face to face.
7. Ask students to find their partner. If anyone has found a partner, ask them to sit close together, explain also so they do not tell the material they get to another friend.
8. Adding the Make A Match model step after each student receives a piece of paper, they are given time to think about the answer or question of the paper it receives. Any student who can find his or her spouse right before the deadline is assigned points or grades.
9. Discuss the issues that have been received with the partner group.
10. End this process by clarifying and discussing. (Tharmizi: 2010).
Minimsl time is 1 x 45 minutes. Because this model takes more time to match the game and discuss it one by one and conclude the conclusions. Preparations that need to be done for make a match learning should be enough because they have to make a problem or answer that is different and affixed in the card swbanyak number of students.


Hamalik, Oemar. 2001. Teaching and Learning Process. Jakarta: Earth Literacy
Isjoni. 2010. Cooperative learning. Bandung: Alfabeta
Istarani. 2011. Innovative Learning Model. Medan: Media Persada
Lie, Anita. 2002. Cooperative Learning. Practicing Cooperative Learning in Classrooms. Jakarta: PT. Grasindo
Rusman. 2011. Learning Models Development of Teacher Professionalism. Jakarta: PT. Rajagrafindo Persada
Suherman, et al. 2003. Learning Strategy of Contemporary Mathematics. Bandung: FPMIPA Indonesia Education university
Suprijono, Agus. 2009. Cooperative Learning. Yogyakarta: Pustaka Belajar
Suyatno. 2009. Exploring Innovative Learning. East Java: Masmedia Buana Pustaka
Zaini. 2007. Active Learning Strategy. Yogyakarta: CTSD goal-partners-and.html. Accessed Friday November 30, 2012

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