Pengaruh penggunaan model pembelajaran kooperatif tipe think pair share (tps) terhadap hasil belajar kognitif siswa kelas x pada pelajaran biologi

Malau, Irma Juliana (2017) Pengaruh penggunaan model pembelajaran kooperatif tipe think pair share (tps) terhadap hasil belajar kognitif siswa kelas x pada pelajaran biologi. Bachelor thesis, Universitas Pelita Harapan.

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Abstract

Bentuk pembelajaran yang ideal adalah pembelajaran siswa yang aktif dan kritis. Untuk mencapai pembelajaran yang aktif dan kritis, peran guru sangat penting untuk merangsang dan membantu siswa. Hasil belajar kognitif siswa merupakan salah satu indikator kualitas pendidikan yang sering digunakan. Hasil belajar yang baik menunjukkan kualitas pendidikan yang baik. Hasil belajar Biologi kelas X SLH Toraja menunjukkan kualitas hasil belajar yang masih rendah. Pembelajaran Biologi lebih sering menggunakan metode ceramah. Hal ini membuat para siswa lebih pasif, pembelajaran yang berlangsung hanya berpusat kepada guru serta pola interaksi antara guru dan siswa yang pasif. Tujuan penelitian ini adalah untuk melihat pengaruh penggunaan model pembelajaran tipe Think Pair Share (TPS) terhadap hasil belajar kognitif siswa kelas X pada pelajaran Biologi. Metode yang digunakan dalam penelitian ini adalah metode kuantitatif yaitu metode quasi eksperimen model Pre-test Post-test Nonequivalent Control Group Design. Kelas X-2 dan X-3 sebagai sampel penelitian dimana X-2 merupakan kelas kontrol dan X-3 merupakan kelas eksperimen dengan teknik purposive sampling. Instrumen yang digunakan dalam penelitian ini adalah tes, lembar observasi dan kuisioner. Data dianalisis dengan uji-t dengan taraf signifikansi 5%. Hasil uji-t pada pre-test nilai –t tabel -1,999 lebih kecil daripada t hitung -0.759, maka H0 diterima. Hasil tersebut menunjukkan tidak ada perbedaan nilai antara kelas kontrol dan kelas eksperimen. Hasil uji-t pada post-test nilai –t tabel -1,999 lebih besar daripada t hitung -2.990, maka H0 ditolak. Hasil tersebut menunjukkan ada perbedaan nilai antara kelas kontrol dan kelas eksperimen. Berdasarkan hasil uji-t tersebut, peneliti menyimpulkan bahwa model pembelajaran kooperatif tipe Think Pair Share (TPS) memiliki pengaruh terhadap hasil belajar kognitif siswa kelas X pada pelajaran Biologi. / The ideal form of learning is an active student and critical in learning. To achieve active and the critical learning, role of teachers is very important to stimulate and help students. The indicator of quality that always used in education is cognitive learning result. The quality of good education showed by the result of learning. In grade X SLH Toraja the result of Biology learning result was low. Direct teaching was used during the learning process. The students were passive during this learning process, because the learning process focussed on teacher and the interaction pattern between the teacher and the student was passive. The purpose of the research was wants to observe the effects of Think Pair Share (TPS) learning method toward the cognitive learning result in learning Biology of grade X students The research used quantitative methods with experimental quasi model Pre�test Post-test Nonequivalent Control Group Design. The sample research was from grade X-2 and X-3, X-2 as the sample of control class and grade X-3 as the sampel of experiment class with purposive sampling. The instrument in this research was test, observation sheets, and quitioner. The data analyzed by T-test with 5% of significant standard. The results of the t-test on the pre-test with –t table was -1,999 which less than t value -0,759, so H0 was acceptable. This showed that no difference in score between the control class and experimental class. The results of the t-test on the post-test with –t table was -1,999 which more than t value -2,990, so H0 was rejected. This result showed that there was difference in score between the control group and the experimental class. According to t-test results, the researcher concluded that cooperative learning method Think Pair Share (TPS) has an influence toward the cognitive learning result in learning Biology of grade X students.

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