Think Pair Share: Hasil Belajar Ipa Dan Kerjasama Siswa

Susanti, Ana; Wijayanti, Astuti

doi:10.29303/jpm.v12i2.341

Cited by 2 publications

(2 citation statements)

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“…Hal ini tidak sesuai dengan kenyataan yang ada dilapangan. Mata pelajaran IPA dianggap sebagai mata pelajaran yang sulit oleh sebagaian besar siswa sehingga keaktifan dan hasil belajar siswa rendah (Susanti & Wijayanti, 2017;Lasari, Zuhri, & Widiyanto, 2021). Pengalaman mengajar sebagai guru kelas menunjukkan bahwa keaktifan siswa kelas VI dalam pembelajaran masih kurang.…”

Section: Pendahuluanunclassified

Meningkatkan keaktifan dan hasil belajar IPA siswa kelas VI SDN 02 Krompeng melalui pembelajaran Think – Pair – Share

Hartatik¹

2021

arj

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This research is an effort to increase the activeness and learning outcomes of sixth grade students at SDN 02 Krompeng, Talun, Pekalongan Regency. This type of research is classroom action research. The research model used is Kurt Lewin using two cycles. The subjects in this study were students of class SDN 02 Krompeng, Talun, Pekalongan Regency, totaling 24 students. The data collection method used in this research is the test method and the observation method. While the data collection instrument used was an observation format for the implementation of TPS model cooperative learning by the teacher, the observation format for student activities/activities in the implementation of the TPS cooperative learning stages by students included a cooperative observation sheet and student activity. The data analysis technique was carried out in a qualitative descriptive manner. Indicators of student success are marked by increased activity and learning outcomes with student mastery reaching 80%. The results of this study indicate that the use of the Think Pair Share (TPS) learning model can increase the activeness and learning outcomes of science subjects at SDN 02 Krompeng, Talun, Pekalongan Regency. The results showed that TPS type cooperative learning can improve student learning outcomes as indicated by an increase in the number of students who completed learning as many as 16 students in the first cycle to 21 students in the second cycle, and the percentage of classical learning completeness increased from 66.67% in the first cycle to 87.5% in cycle II. Thus, students complete learning both classically and individually. Meanwhile, the implementation of TPS type cooperative learning by teachers also increased from cycle I to cycle II, namely from 68% to 85% with an increase of 17%. This indicates that the teacher has been able to carry out learning using the TPS model well. Student cooperation increased from 60% in the first cycle to 77% in the second cycle, besides that student activity also increased from 68.8% in the first cycle to 87.5% in the second cycle with an increase of 18.7%. This can indicate that students have understood and can carry out the stages of cooperative learning with the TPS model well. Based on the results, this study has reached the indicators of success, and it can be concluded that the TPS type cooperative learning model can improve student learning outcomes and increase activeness in science learning.

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Section: Pendahuluanunclassified

Meningkatkan keaktifan dan hasil belajar IPA siswa kelas VI SDN 02 Krompeng melalui pembelajaran Think – Pair – Share

Hartatik¹

2021

arj

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“…Mempelajari fisika menekankan pada proses pembelajaran yang bermakna yang mampu mengembangkan kemampuan memahami alam sekitar secara ilmiah [1]. Tidak hanya terbatas pada aktivitas menghafal melainkan harus memahami [2].…”

Section: Pendahuluanunclassified

Analisis Validasi Media Pembelajaran Tangki Riak Gelombang

et al. 2020

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Penelitian ini bertujuan untuk menghasilkan media pembelajaran materi gelombang kelas XI SMA khususnya gelombang air. Media pembelajaran yang dimaksud adalah tangki riak gelombang yang dapat membantu siswa untuk menguasai konsep gelombang pada permukaan air. Penelitian ini berupa penelitan dan pengembangan Borg and Gall yang terdiri dari sepuluh tahapan, akan tetapi dalam penelitian ini hanya mengikuti lima langkah. Data diperoleh dari hasil validasi media tangki riak oleh ahli meliputi bentuk media, kesesuaian konsep yang diterapkan pada media, dan kemudahan untuk menggunakan media tangki riak. Sebagai pendukung penggunaan media tangki riak dalam pembelajaran, penggunaan media dilengkapi dengan petunjuk dan lembar kerja. Penggunan media pembelajaran tangki riak bertujuan untuk membantu penguasaan konsep siswa dalam materi gelombang dan membangkitkan kreatifitas siswa.

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Think Pair Share: Hasil Belajar Ipa Dan Kerjasama Siswa

Cited by 2 publications

References 1 publication

Meningkatkan keaktifan dan hasil belajar IPA siswa kelas VI SDN 02 Krompeng melalui pembelajaran Think – Pair – Share

Meningkatkan keaktifan dan hasil belajar IPA siswa kelas VI SDN 02 Krompeng melalui pembelajaran Think – Pair – Share

Analisis Validasi Media Pembelajaran Tangki Riak Gelombang

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