scholarly journals P ENERAP AN MODEL P EMB ELAJARAN KOOP ERATIF TIP E TPS UNTUK MELATIHKAN KETERAMPILAN BERKOMUNIKASI PESERTA DIDIK PADA MATERI ASAM BASA

2020 ◽  
Vol 9 (3) ◽  
pp. 290-298
Author(s):  
Dea Sukma Hendrasari ◽  
Mitarlis Mitarlis
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Posttest Score ◽  
Student Response ◽  
Student Responses ◽  
Student Activities ◽  
Average Percentage

Penelitian ini bertujuan untuk mendeskripsikan penerapan model pembelajaran kooperatif tipe Think PairShare (TPS), aktivitas peserta didik, hasil belajar, keterampilan komunikasi, dan respon peserta didik.Desain penelitian yang digunakan adalah One Shoot Case Staudy dan One Group Pretest-Postetst Designdengan subyek penelitian peserta didik kelas XI MIA 6. Hasil dari penelitian yang telah dilakukansebagai berikut: (1) Keterlaksanaan pembelajaran menggunakan model kooperatif tipe TPS mendapatkanpersentase rata-rata secara berurutan pada pertemuan pertama sampai dengan ketiga sebesar 89,2%,92,9%, dan 97,9%, dengan kriteria sangat baik (2) Aktivitas relevan peserta didik selama tiga kalipertemmuan memperoleh persentase sebesar 94,82%, 96,87%, dan 97,52% (3) Hasil belajar secaraklasikal memperoleh persentase 100% dengan skor rata-rata posttest sebesar 85,17. Peningkatan hasilbelajar dengan kategori tinggi sebanyak 35 peserta didik dan kategori sedang satu peserta didik (4)Kuantitas komunikasi selama tiga kali pertemuan diantaranya bertanya memperoleh persentase 13,89%,19,44%, dan 25% dengan kategori kurang baik dan berpendapat memperoleh persentase 30,56%, 41,67%,dan 63,89% dengan kategori cukup baik. Kualitas komunikasi selama tiga pertemuan diantaranyabertanya dengan kategori cukup baik memperoleh persentase 25%, 50%, dan 25%. Kualitas berpendapatdengan kategori baik memperoleh peresentase 30,77%, 46,15%, dan 23% (5) Respon peserta didikmengenai pembelajaran dengan model pembelajaran kooperatif tipe TPS untuk melatihkan komunikasipeserta didik memperoleh persentase rata-rata 93,89% dengan kategori sangat baik.Kata kunci: TPS, Keterampilan komunikasi. AbstractThie aims of the research are to describe the implementation of cooperative learning model, Think PairShare (TPS) type, student activities, learning outcomes, communication skills, and student response. Theresearch design was used one shoot case study with one group pretest-postetst design. The researchsubjects were students class XI MIA 6. The results of the research: (1) The implementation of cooperativelearning using TPS type obtain an average percentage sequentially at the first to third meetingrespectively 89.2%, 92.9%, and 97.9%, on very good criteria (2) The relevant activities of students duringthe three meetings obtains a percentage of 94.82%, 96.87%, and 97.52% (3) Classical learning outcomesobtain a percentage of 100% with an average posttest score of 85.17. Increasing of learning outcomeswith a high category of 35 students and the medium category of one student (4) Quantity ofcommunication during three meetings including questions communication skills obtaining a percentage of13.89%, 19.44%, and 25% with the category of unfavorable, and the quantity of opinion obtains thepercentage of 30.56%, 41.67%, and 63.89% with a fairly good category. The quality of communicationduring three meetings including question in fairly good category obtains a percentage 25%, 50%, and25%. The quality of opinion in good category obtaining a precentage of 30,77%, 46,15%, and 23% (5)Student responses regarding learning with the type of cooperative learning model TPS to train students'communication obtaining an average percentage of 93.89% on very good category.Keywords: TPS, Communication skills

scholarly journals IMPLEMENTATION OF COOPERATIVE LEARNING MODEL NHT TO TRAIN STUDENTS COMMUNICATION SKILL IN ACID BASE MATTER

2021 ◽  
Vol 5 (1) ◽  
pp. 12
Author(s):  
Lelly Puspitasari ◽  
Muchlis Muchlis
Keyword(s):  
Cooperative Learning ◽  
Research Design ◽  
Communication Skills ◽  
Communication Skill ◽  
Case Study Research ◽  
Learning Model ◽  
Research Data ◽  
Acid Base

The aim of this research is to description the implementation of cooperative learning model NHT, students activity and practice communication skills through material of acid base. The research design used is “One Shoot Case Study”. Research data obtained include (1) Implementation of cooperative learning model NHT to get a score at meetings 1, 2, and 3 of 3,86, 3,90, and 3,95 with very good category. (2) The percentage of students activities that are relevant is greater than the of activities that are irrelevant. (3) Communication skills of students who are trained obtain sufficient criteria on the quantity of questions with a percentage for three consecutive meetings of 25%; 44,44%; and 55,56% and the quantity of opinion students get a good assessment criteria of 41,67%; 61,11%; and 75%. On the quality of asking students get an excellent title for three consecutive meetings 8,33%; 11,11%; and 25% and the quality of opinion students of 5,56%; 25%; and 27,78%.

scholarly journals MELATIHKAN KETERAMPILAN KOMUNIKASI MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) PADA MATERI ASAM BASA

2020 ◽  
Vol 9 (3) ◽  
pp. 324-333
Author(s):  
Dea Sarah Tia ◽  
Muchlis Muchlis
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Communication Skills ◽  
Positive Response ◽  
Learning Model ◽  
Research Data ◽  
Research Subjects ◽  
Asking Questions

Tujuan penelitian ini dibuat untuk mendeskripsikan keterlaksanaan model pembelajaran kooperatif tipeThink Pair Share (TPS), aktivitas peserta didik, keterampilan komunikasi yang berupa kualitas dankuantitas, ketuntasan hasil belajar dan respon dari peserta didik setelah diterapkannya modelpembelajaran kooperatif tipe TPS di SMAN 17 Surabaya. Desain penelitian yang digunakan adalah “OneShoot Case Study” dengan subyek penelitian yaitu peserta didik kelas XI IPA 1. Data hasil.penelitianmenunjukkan bahwa (1) Keterlaksanaan sintaks model pembelajaran kooperatif tipe (TPS) tiap pertemuanmemperoleh kategori sangat baik, dengan skor nilai rata-rata pertemuan 1, 2 dan 3 berturut-turut sebesar3,6; 3,75; dan 4. (2) Aktivitas peserta didik yang relevan rata-rata pertemuan 1, 2 dan 3 berturut-turutsebesar 98,12%; 99,17%; dan 99,3%. (3) Keterampilan komunikasi yang berupa kuantitas bertanya padapertemuan 1, 2 dan 3 berturut-turut persentasenya sebesar 28,1%; 50%; dan 56,2% dengan kriteria cukupbaik. Kuantitas berpendapat persentase 43,7%; 62,5%; dan 65,6% dengan kriteria cukup baik. Kualitasberpendapat dengan kriteria baik sebanyak 37,5%; 56,25%; dan 59,37%. Keterampilan komunikasi yangberupa kualitas bertanya, mendapat kriteria baik sebanyak 0%, 6,25%, dan 6,25%. (4) Peserta didikmengalami ketuntasan hasil belajar dengan mendapatkan persen ketuntasan 86,18%. (5) Hasil angketrespon peserta didik terhadap penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS)memperoleh hasil respon yang positif dengan persentase seluruh item ≥ 61%.Kata Kunci: Kooperatif Tipe Think Pair Share (TPS), Keterampilan Komunikasi, Asam Basa AbstractThe purpose of this study was made to describe the implementation of the Think Pair Share (TPS) type ofcooperative learning model, students' activities, communication skills in the form of quality and quantity,completeness of learning outcomes and responses of students after the application of the type ofcooperative learning model at SMAN 17 Surabaya. The research design used was "One Shoot CaseStudy" with research subjects namely students of class XI IPA 1. Research data shows that (1) The syntaxof the type of cooperative learning model (TPS) at each meeting obtained a very good category, withscores the average meeting 1, 2 and 3 in a row of 3.6; 3.75; and 4. (2) Activities of relevant studentsaveraging meetings 1, 2 and 3 respectively at 98.12%; 99.17%; and 99.3%. (3) Communication skills inthe form of quantity asking questions at meetings 1, 2 and 3 in a row the percentage is 28.1%; 50%; and56.2% with quite good criteria. Quantity holds the percentage of 43.7%; 62.5%; and 65.6% with quitegood criteria. Quality of opinion with good criteria as much as 37.5%; 56.25%; and 59.37%.Communication skills in the form of quality questions, get good criteria as much as 0%, 6.25%, and6.25%. (4) Students experience mastery of learning outcomes by getting 86.18%. (5) The results ofstudents' questionnaire responses to the application of the Think Pair Share (TPS) cooperative learningmodel obtained positive response results with the percentage of all items ≥ 61%.Key Words: Cooperative Learning, Think Pair Share Type (TPS), Communication Skills, Acid and Bases

Pembelajaran Kooperatif Tipe Jigsaw dalam Pembelajaran Fisika

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Jawane Malau
Keyword(s):  
Cooperative Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Learning Model ◽  
Student Response ◽  
Learning Tools ◽  
Learning Group ◽  
Learning Plan ◽  
Quality Of Teaching

<p>This research was conducted for the purpose of getting a clear and complete <br />picture conserning the quality of teaching and learning process through eveloping and implementing jigsaw type cooparative learning model for subject of Thermodynamics. The quality of teaching and learning process can be viewed by positive response of university students towards thermodynamics subject using the implemented jigsaw type cooparative learning model. The subject of this research were students of high school class X, semester II in the academic year of 2011/2012, which were listed as learning tools needed for thermodynamics of jigsaw type cooparative learning model. The learning tool which were being developed consist of teaching materials, learning plan, and student worksheet. The research prosedure consisted of developing the tools of teaching and learning process, and the followed by realization of learning in class using the jigsaw type cooparative learning approach. The research instruments were to be observation sheet and student response questionaire towards the learning process. The reseach data were analyzed using percentage statistic. Based on the refection result towards the action which was planned beforehand and also the researh result discussion, it was found that the learning process of hermodynamics which was done by implementing the jigsaw type cooparative learning model can increase student activity in his study. Implementing the jigsaw type cooperative learning can increase the learning result of students. Most of the students who partisipated in the thermodynamics class agree and give a positive apreciation towards the implementation of cooperative learning model. They believe that with the learning group can help them overcoming the learning deterrent. </p><p> </p>

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN

2021 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
Adek Nilasari Harahap
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test ◽  
Student Responses ◽  
Communication Ability

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.

scholarly journals Pengaruh Model Pembelajaran Kooperatif Tipe Student Teams Achievement Division (STAD) Terhadap Kemampuan Pemahaman Konsep Matematis Siswa Kelas VIII SMP

2019 ◽  
pp. 45-59
Author(s):  
Four Marito Marbun
Keyword(s):  
Cooperative Learning ◽  
Junior High School ◽  
Learning Process ◽  
Learning Model ◽  
Student Response ◽  
Coefficient Of Determination ◽  
Mathematical Concepts ◽  
Average Percentage ◽  
Average Value ◽  
Student Teams

The purpose of this study was to determine the effect of the cooperative Student Teams Achievement Devision (STAD) learning model on the ability to understand students 'mathematical concepts and students' responses to the STAD cooperative learning model type. This research method is a quasi experimental method. This research was conducted in State 2 Junior High School of Sorkam at the even semester of the 2016/2017 Academic Year. The sample of this study was class VIIIA as the experimental class and VIIIB as the control class. From the research data obtained a regression equation Y = 74,857 + 8.857X (there is a positive effect). The average value of students' understanding of mathematical concepts learned by the STAD cooperative learning model is 83,714, while the conventional learning model is 74,857. The coefficient of determination is 21.6%, meaning that 21.6% of the influence of the STAD type cooperative learning model on the ability to understand students' mathematical concepts. The results of the analysis of student responses were obtained (1) by 98.2% stating they were interested and the rest not; (2) amounting to 95.05% stating that there are benefits obtained and the rest not; (3) amounting to 86.78% stated that there were no obstacles experienced during the learning process and the rest stated there were; (4) 94.04% hoped the STAD type cooperative learning model was used in the learning process and the rest did not expect. So, it can be concluded that the student response is very positive because the average percentage of student approval responses to the STAD type cooperative learning model is ≥ 85%.

scholarly journals Penerapan Model Pembelajaran Kooperatif: Teknik Kancing Gemerincing pada Materi Ekosistem Kelas X SMA Negeri 4 Sidoarjo

2017 ◽  
Vol 13 (1) ◽  
pp. 21
Author(s):  
Nofi Maria Krisnawati ◽  
Yuliani Yuliani ◽  
Sifak Indana
Keyword(s):  
Cooperative Learning ◽  
Classroom Management ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Percentage ◽  
Student Activity ◽  
Academic Year ◽  
Model Technique

to work in group, is likely emerges problem such as undistributed chances to participate in learning. The distributed chances to participate in group is one of classroom problem, that should be solved by the teacher. Thus, ringing button technique required to be applied the aims of the research were to describe student learning outcomes, student activity, and classroom management. The object of the research is class X-6 in SMAN 4 Sidoarjo in second semester of academic year 2015-2016. The number of selected student is 36, while the data analyzed descriptively. The result showed that learning outcomes after the implementation of cooperative learning model ringing button technique in the material of ecosystem is 91,67% complete. Student categorized as active by the average percentage 58,2%. The classroom management that was done by the teacher is well categorized. Keywords: Cooperative learning model, Technique latches clang, Ecosystem. Proses belajar mengajar di kelas yang mengharuskan siswa untuk bekerja secara berkelompok sering menimbulkan satu masalah yaitu kurang meratanya kesempatan diantara siswa untuk berpartisipasi dalam pembelajaran. Pemerataan kesempatan berpartisipasi dalam kelompok merupakan salah satu masalah yang harus diperhatikan guru. Mengatasi hal tersebut, salah satu teknik dapat diambil guru adalah teknik kancing gemerincing. Tujuan dari penelitian ini yaitu mendiskripsikan hasil belajar siswa, keaktifan siswa, dan pengelolaan pembelajaran kelas. Jenis penelitian yang digunakan adalah penelitian eksperimen semu dengan rancangan penelitian one shot case study. Sasaran penelitian adalah siswa kelas X-6 SMA Negeri 4 Sidoarjo semester genap tahun ajaran 2015-2016. Jumlah siswa yang dipilih sebanyak 36 siswa dan data dianalisis secara deskriptif. Hasil penelitian menunjukkan hasil belajar siswa kelas X-6 SMA Negeri 4 Sidoarjo terhadap penerapan model pembelajaran kooperatif teknik kancing gemerincing pada materi ekosistem dapat dikatakan siswa tuntas belajar dengan persentase ketuntasan 91,67%. Aktivitas siswa tergolong aktif, dimana persentase aktivitas pembelajaran dengan model pembelajaran kooperatif teknik kancing gemerincing dapat melebihi rata-rata yaitu 58,2%. Pengelolaan pembelajaran kelas yang telah dilakukan oleh guru secara keseluruhan termasuk ke dalam kriteria baik. Kata Kunci: Model pembelajaran kooperatif, Teknik kancing gemerincing, Ekosistem.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK UNTUK MENINGKATKAN HASIL PEMBELAJARAN TEMATIK TEMA PERTUMBUHAN DAN PERKEMBANGAN MAKHLUK HIDUP PADA SISWA KELAS III SDN 4 SUKAJAWA BANDAR LAMPUNG TAHUN PELAJARAN 2018/2019

2020 ◽  
Vol 2 (2) ◽  
pp. 145-154
Author(s):  
Siti Kholipatun
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Growth And Development ◽  
Learning Model ◽  
Average Score ◽  
Student Activities ◽  
Teacher Skills ◽  
Living Things ◽  
Thematic Learning

Based on preliminary observations at SDN 4 Sukajawa, there were problems in learning in grade III. The learning process is centered on the teacher, the learning model used by the teacher has not been varied and tends to be monotonous, the teacher has not taught students in groups, students do not do group activities and tend to be noisy when learning takes place. So it has an impact on low student learning outcomes with 41.67% classical completeness. Based on these problems, the solution chosen is to apply the Talking Stick type of cooperative learning model, because this learning model is a group learning model that can increase student activity. The formulation of the general problem of this research is whether the application of the Talking Stick type of cooperative learning model can improve the quality of Thematic learning in the Themes of Growth and Development of Living Things for Class III SDN 4 Sukajawa students. Whereas specifically, whether the Talking Stick type of cooperative learning model can improve teacher skills, student activities, and student learning outcomes in Thematic learning of the Themes of Growth and Development of Living Things in SDN 4 Sukajawa? The purpose of this study was to improve the quality of learning including teacher skills, student activities and thematic learning outcomes of the theme of growth and development of living beings for grade III SDN 4 Sukajawa students. This type of research is a classroom action research with two cycles. Each cycle consists of four stages, namely planning, implementing, observing, and reflecting. The research subjects were third grade students of SDN 4 Sukajawa. The data collection technique used tests, and observations / observations. The results showed the skills of the first cycle teachers to score 36 good criteria. In cycle II obtained a score of 45 with very good criteria. The activity of the first cycle students obtained an average score of 58.8 with good criteria. Cycle II increased with an average score of 65.6 with very good criteria. Completeness of classical learning cycle I was 66.67%, cycle II increased to 87.5%.

scholarly journals Peningkatan Kualitas Pembelajaran IPS melalui Model Pembelajaran Kooperatif Tipe Bamboo Dancing

2017 ◽  
Vol 3 (1) ◽  
pp. 32
Author(s):  
Romanna Sitindaon
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Average Score ◽  
Student Activities ◽  
Model Type ◽  
Teacher Skills

The purpose of this study is to improve teacher skills, student activities and student learning outcomes after the teacher using cooperative learning model type Bamboo Dancing in social studies learning in fourth grade students at SD Negeri 101768 Tembung. This type of research is a classroom action research (PTK) consisting of 3 cycles, each cycle consisting of PTK stages. The population in this study were all students of class IV-A which amounted to 27 students. Data analysis techniques used are qualitative and quantitative. Based on data of research result there is improvement of learning quality of IPS. The skills of teachers experienced an increase in cycle I obtained an average score of 2.6, cycle II to 3.2 and cycle III increased to 3.8. Student activity also shows an increase, in cycle I get average score 2,3, cycle II score average 2,6 then cycle III average score reaches 3.5. Percentage mastery learning students also experienced an increase in the first cycle reached 44%, 67% cycle II and 93% 93% cycle. Thus it can be concluded that through cooperative learning model type Bamboo Dancing can improve the quality of learning that includes teacher skills, student activities, and student learning outcomes in the IPS Subject.

scholarly journals KEMAMPUAN KOMUNIKASI MATEMATIS MELALUI MODEL PEMBELAJARAN THINK PAIR SHARE

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Yulia Rahmah Anggraeni
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Mathematics Learning ◽  
Learning Model ◽  
Average Score ◽  
Mathematical Communication ◽  
Student Activities ◽  
Teachers And Students ◽  
Communication Ability ◽  
Average Observation

This study aims to (1) find out the activities of teachers and students during the implementation of mathematics learning activities by applying Think Pair Share (TPS) learning model, (2) knowing the improvement of students' mathematical communication skills on geometry. Based on the results of observations made by researchers, the cooperative learning model of the Think Pair Share (TPS) type has been going well. Teacher activities and student activities are in a good category, this can be seen from the average score of teacher activity in the first cycle reached 20.75 (good), in the second cycle to 23.25 (good). While the average observation score of students in the first cycle reached 13.75 (enough), in the second cycle it increased to 19.5 (good). The results of the communication skills test in the first cycle were in the adequate category (55.56% of 36 students) and in the next cycle increased to a good category (72.22% of 36 students). From the results of the tests in the second cycle, the study was stopped because it had reached the expected criteria, namely the number of students in good category ≥ 70% of 36 students. Thus it can be concluded that the application of the cooperative learning model of the Think Pair Share (TPS) type can improve the mathematical communication skills of students in class X MIPA 1 of SMAN 7 Bengkulu City.Keywords : Think Pair Share Learning Model, Mathematical Communication Ability

scholarly journals PENERAPAN PEMBELAJARAN KOOPERATIF MELALUI METODE THINK PAIR AND SHARE UNTUK MENINGKATKAN MOTIVASI BELAJAR SISWA DI SMA NEGERI 3 KUALA KAPUAS

Jurnal Socius ◽  
2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Suhadak Suhadak
Keyword(s):  
Cooperative Learning ◽  
Student Motivation ◽  
Learning Model ◽  
Student Response ◽  
Research Subjects ◽  
Learning Methods ◽  
Student Activities ◽  
Scientific Approach ◽  
Motivation And Learning ◽  
Academic Year

This research aims to (1) increase learning motivation of students through the adoption of a model cooperative learning methods Think Pair and Share (TPS), (2) describe the use of cooperative learning methods Think Pair and Share (TPS) in class XI IIS SMAN 3 Kuala Kapuas academic year 2014/2015. This study was designed and implemented using Action Research (PTK). Research subjects are all students of Class XI IIS SMAN 3 Kuala Kapuas. Object of this research is to increase student motivation and learning activities in the application method and Think Pair Share (TPS). The instrument used in this study were (1) an instrument for measuring the activity of the teacher in the classroom who is assisted by 2 observers, (2) instrument to measure student activities, (3) instrument to measure student motivation, (4) instrument to measure student response, towards the implementation of cooperative learning model and method of Think Pair Share (TPS). PTK stages in the form of planning, implementation, observation and reflection, using a scientific approach (5M).Keywords: Cooperative Learning Model Method And Think Pair Share (TPS), student motivation, enhancing learning. 

Sign in / Sign up

Export Citation Format

Share Document