Penerapan Model Pembelajaran Think Pair Share Untuk Meningkatkan Keaktifan dan Hasil Belajar Siswa Kelas IV

Abstract

Penelitian ini bertujuan untuk mengetahui adanya peningkatan keaktifan dan hasil belajar siswa pada pembelajaran IPA melalui model pembelajaran kooperatif tipe think pair share di kelas IV-A MI Nurul Islam. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) dengan model Kurt Lewin yang terdiri dari empat tahapan, yaitu perencanaan, pelaksanaan, pengamatan dan refleksi. Penelitian dilaksanakan sebanyak dua siklus, setiap siklusnya terdiri dari dua pertemuan. Subjek penelitian ini terdiri dari 34 siswa kelas IV-A MI Nurul Islam. Hasil penelitian menunjukkan bahwa terjadi peningkatan pada siklus I dan siklus II. Hasil observasi aktivitas siswa memperoleh rata-rata nilai dari 75 menjadi 80. Hasil tes belajar siswa memperoleh rata-rata nilai dari 70,25 menjadi 80,56. Berdasarkan hasil observasi dan hasil tes belajar (posttest) yang diperoleh, dapat disimpulkan bahwa penerapan model pembelajaran kooperatif tipe think pair share mampu meningkatkan keaktifan dan hasil belajar siswa kelas IV-A.

Think Pair Share (TPS) Learning Methods to Improve Student Learning Activities

“…Increasing student learning activeness in learning using the TPS method is in line with research which proves that the implementation of the TPS learning method can increase student learning activity (Astutik, 2023;Fadilah, 2022;Putri et al, 2020). The activity and learning outcomes of students in science subjects in class IV-A increased after applying the think pair share cooperative learning model (Lasari et al, 2021). This can be seen from the results of observations of students who also look enthusiastic and active while participating in learning activities.…”

“…So far, teachers in the theoretical subject of Basics of Fashion Skills have never applied innovative learning methods that can foster student activity in participating in the learning process. Other research explained that most students experience boredom in science subjects mostly due to didactic factors, including teacher-centered teaching (Jayanti et al, 2017;Lasari et al, 2021). Students tend to be silent, and shy to express their opinions.…”

“…Students are also less active in class, this can be seen when many students do not understand the material being taught. Students who are still less active and tend to act individually can cause cooperation between students to be less than optimal (Lasari et al, 2021;Rumondor et al, 2019). This resulted in students having difficulty understanding the material presented by the teacher.…”

Dampak Model Pembelajaran Kooperatif Think, Pair and Share (TPS) Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP PGRI 3 Larangan Kota Tangerang

“…Terdapat banyak variasi berbagai jenis model pembelajaran kolaboratif (Haryanti, 2019). Salah satu model pembelajaran kolaboratif yang ditemukan oleh para ahli adalah Think Pair and Share (TPS) (Dewi Hastuti et al, 2020;Sari et al, 2023;Suci & Zainul, 2023). Model pembelajaran ini pertama kali dikembangkan oleh Frang Lyman dan rekannya di Universitas Maryland, sebagaimana dikutip dalam (Dewi Hastuti et al, 2020;Suci & Zainul, 2023) Mereka menyatakan bahwa berpikir berpasangan dan berbagi adalah cara efektif untuk mengubah situasi belajar, suasana kelas dan pola diskusi.…”

Implementation of Think Pair Share during Limited Face-to-Face Learning to Improve Students’ activeness, Concept Understanding, and Learning Outcome

“…The existence of activgroueness in this discussion makes students' memory stronger so that the ability to understand the subject matter and learning outcome also increases (Ni'mah & Dwijananti, 2014). Learning using the Think Pair Share model has a very positive impact on students because students look enthusiastic and active during learning activities (Lasari et al, 2021). Thus, the activeness and concept understanding will be increased so that a good learning outcome is obtained.…”