Model Pembelajaran Kooperatif Tipe Talking Stick untuk Meningkatkan Hasil Belajar Agama Hindu pada Siswa Kelas VI Sekolah Dasar

Abstract

Rendahnya hasil belajar siswa disebabkan karena lingkungan belajar yang diciptakan oleh guru tidak berhasil membuat siswa sebagai peserta didik dalam belajar. Penelitian ini bertujuan menganalisis model pembelajaran kooperatif tipe talking stick dapat meningkatkan hasil belajar agama Hindu pada siswa kelas VI SD. Jenis penelitian ini adalah penelitian tindakan kelas yang melibatkan siswa kelas V yang berjumlah 13 orang siswa. Pengumpulan data hasil belajar siswa dengan tes hasil belajar. Metode analisis data dengan analisis deskriptif kuantitatif. Hasil penelitian ini menunjukan bahwa hasil belajar mata pelajaran Agama Hindu melalui penerapan model pembelajaran kooperatif tipe Talking stick pada siswa kelas VI dinyatakan meningkat. Hal dibuktikan terjadi peningkatan hasil belajar antara siklus I (jumlah 945, rata-rata 73, daya serap 73%, ketuntasan belajar 69%) dan siklus II (jumlah 1075, rata-rata 83, daya serap 83%, ketuntasan belajar 100%). Terjadi peningkatan hasil belajar antara siklus I dan siklus II, menunjukan kenaikan rata-rata daya serap 10% dan pada ketuntasan belajar mengalami kenaikan sebesar 31%. Kesimpulan penerapan model pembelajaran kooperatif tipe Talking stick pada siswa kelas VI SD dapat meningkatkan hasil belajar Agama Hindu. Implikasi penelitian ini diharapkan dapat membantu guru dalam proses pembelajaran dan membantu siswa untuk meningkatkan hasil belajar melalui model pembelajaran yang menyenangkan.

Implementation Learning Model Cooperative Course Review Horay (Crh) With Talking Stick to Student Learning Outcomes

“…The difference in the average student learning outcomes between the experimental class and the control class was caused by differences in treatment (Febriana, 2019). In the experimental class, which is given learning with the learning model CoursexReview Horay (CRH) with Talking Stick , it can clarify and simplify complex and abstract concepts to become simpler, concrete and easy for students to understand (Astikajaya, 2022). This can have a positive influence on students in learning so that they can achieve learning objectives.…”

“…Judging from the observations made by the above researchers, there is a need for an alternative learning model which can improve the learningxoutcomes in science learning, namely model Course ReviewxHoray (CRH) with Talking Stick Learning (Febriana, 2019). Learning model the Course Review Horay (CRH) with Talking Stick can create a lively and fun class atmosphere (Astikajaya, 2022) In later learning the students will be given sticks which are thrown in turn, and the students receiving sticks will be asked whether they can answer the questions correctly, then the students must shout "Hurray!" or other songs in agreement (Erlynawati et al, 2019).…”

“…The learning model Course Review Horay (CRH) with Talking Stick features cooperative assignment structures, goals, and rewards that create positive attitudes, interdependence among students, differences between students can develop skills to work together as a team (Astikajaya, 2022). In the learning model Course Review Horay (CRH) with Talking Stick it focuses more on students which is packaged in the form of a game (Meganingtyas et al, 2019).…”

Development of a Talking Stick Learning Model Assisted by Question Boxes on Students' Social Sciences Learning Outcomes

“…Instructional Media is one of tool aids used by educators for activities learning taking place with effective. Media is all something that can used For channel message from sender to recipient so that can stimulate thoughts, feelings, concerns and interests as well as attention participant educate like that appearance so that a learning process occurs ( Astikajaya, 2022) . Question Box is a simple media to create in form box containing a number of questions answered by each member group in a way random.…”