PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN HASIL BELAJAR MATEMATIKA SISWA KELAS VI DI SD MUHAMMADIYAH 12 MEDAN

Authors

  • Ismail Saleh Nasution Universitas Muhammadiyah Sumatera Utara

DOI:

https://doi.org/10.31764/paedagoria.v8i2.66

Keywords:

Think Pair Share, Berpikir Kritis, Hasil Belajar

Abstract

Abstrak : Penelitian ini bertujuan untuk mengetahui: (1) mengetahui perbedaan pengaruh strategi pembelajaran kooperatif terhadap pasangan berpikir, strategi pembelajaran kooperatif jigsaw, dan pembelajaran konvensional terhadap kemampuan berpikir kritis siswa dalam mata pelajaran menghitung luas dan volume di kelas enam Muhammadiyah 12 Medan; dan (2) untuk mengetahui perbedaan pengaruh strategi pembelajaran kooperatif terhadap pasangan berpikir, strategi pembelajaran kooperatif jigsaw, dan pembelajaran konvensional terhadap hasil belajar siswa dalam mata pelajaran menghitung luas dan volume di kelas enam Muhammadiyah 12 Medan. Subjek dalam penelitian ini diambil sebanyak tiga kelas dengan teknik random random sampling. Metode penelitian menggunakan desain penelitian kuasi eksperimental dengan rancangan kelompok percobaan pretest group posttestt. Berdasarkan hasil yang diperoleh: (1) Keterampilan berpikir kritis siswa yang belajar dengan strategi pembelajaran kooperatif menganggap pasangan berpasangan secara signifikan lebih tinggi daripada kemampuan berpikir kritis siswa yang belajar dengan strategi pembelajaran kooperatif jigsaw dan yang dipelajari dengan strategi Konvensional; dan (2) Hasil pembelajaran siswa yang dipelajari oleh strategi pembelajaran kooperatif, think pair share secara signifikan lebih tinggi daripada yang dipelajari dengan hasil pembelajaran strategi pembelajaran kooperatif jigsaw dan yang dipelajari dengan strategi konvensional. Hasil yang diperoleh diharapkan dapat memberikan informasi bagi guru dan sekolah untuk menggunakan strategi pembelajaran kooperatif berfikir pasangan berbagi untuk meningkatkan kemampuan berpikir kritis dan materi pelajaran Hasil pembelajaran matematika menghitung luas dan volume di kelas enam.

 

Abstract : This study aims to determine: (1) to determine differences in the effect of cooperative learning strategy think pair share, jigsaw cooperative learning strategies, and conventional learning to students' critical thinking skills in the subject matter calculate area and volume in sixth grade Muhammadiyah 12 Medan; and (2) to determine differences in the effect of cooperative learning strategy think pair share, jigsaw cooperative learning strategies, and conventional learning on learning outcomes of students in the subject matter calculate area and volume in sixth grade Muhammadiyah 12 Medan. Subjects in this study were taken as many as three classes randomly selected random sampling techniques. The research method using quasi-experimental research design with pretest group-posttestt experiment group design. Based on the results obtained: (1) The critical thinking skills of students that learned by cooperative learning strategy think pair share was significantly higher than the students' critical thinking skills that learned with a jigsaw cooperative learning strategies and that learned with strategy Conventional; and (2) The results of student learning that learned by cooperative learning strategy think pair share was significantly higher than that learned with the learning outcomes of cooperative learning strategies jigsaw and that learned with conventional strategies. The results obtained are expected to provide information for teachers and schools to use cooperative learning strategies think pair share to improve critical thinking skills and subject matter Mathematics learning outcomes calculate area and volume in sixth grade.

References

Arends, Richard. 2008. Learning to Teach. New York: McGraw Hill Company

Arikunto, Suharsimi. 2009. Dasar-Dasar Evaluasi Pendidikan. Jakarta: Rineka Cipta

Ennis, R.H., Gardiner, W.L., Morrow, R., Paulus, D., dan Ringel, L. 1964. Cornell Critical Thinking Test Series. Illinois: Urbana-Champaign

Freeman, R.E. 2007. Strategic Management: A Stakeholder Approach. Boston: Pitman

Getter, K.L. dan Rowe, D.B. 2008. “Using Simple Cooperative Learning Techniques in a Plant Propagation Courseâ€. NACTA Journal. P: 39-43

Husnidar, dkk. 2014. â€Penerapan Model Pembelajaran Berbasis Masalah Untuk Meningkatkan Kemampuan Berpikir Kritis dan Disposisi Matematis Siswaâ€, Jurnal Didaktik Matematika, Vol. I, No. I, April 2014

Ibe, N. 2009. “Metacognitive Strategies on Classroom Participation and Student Achievement in Senior Secondary School Science Classroomsâ€. Science Education International. Vol. 20, No.1/2, December 2009, 25-3

Lie, Anita. 2008. Cooperative Learning. Jakarta: Grasindo

Masek, A. dan Yamin, S. 2012. “The Impact of Instructional Methods on Critical Thinking: A Comparison of Problem-Based Learning and Conventional Approach in Engineering Educationâ€. International Scholarly Research Network, Volume 2012, pp. 1-6

Nurhadi, dan Senduk, A.G. 2003. Pembelajaran Kontekstual (Contextual Teaching and Learning/CTL) dan Penerapannya Dalam KBK. Malang: Universitas Negeri Malang

Palennari, Muhiddin. 2011. “Potensi Strategi Integrasi PBL dengan Pembelajaran Kooperatif Jigsaw Dalam Meningkatkan Pemahaman Konsep Mahasiswaâ€. Jurnal Ilmiah Pendidikan Biologi, Biologi Edukasi Volume 3, Nomor 2, Desember 2011, hlm 26-33.

Rustaman, N. dkk. 2003. Strategi Belajar Mengajar Biologi. Bandung: Universitas Pendidikan Indonesia

Sanjaya, Wina. 2005. Strategi Pembelajaran Berorientasi Proses Pendidikan. Jakarta: Kencana Perdana Media Grup

Solso, Robert L. 2007. Psikologi Kognitif. Jakarta: Erlangga

Sudjana, N. 2001. Penilaian Hasil dan Proses Hasil Belajar. Bandung: Remaja Rosdakarya

Sugianto, Dian Armanto, dan Mara Bangun Harahap. 2014. “Perbedaan Penerapan Model Pembelajaran Kooperatif Tipe Jigsaw dan STAD Ditinjau Dari Kemampuan Penalaran dan Komunikasi Matematis Siswa SMAâ€. Jurnal Didaktik Matematika Vol. 1, No. 1, April 2014

Sungur, S., Tekkaya, C. dan Geban, O. 2006. “Improving Achievement Through Problem Based Learningâ€. Journal of Biology Education, 40(4):155-160

Syah, M. 2008. Psikologi Belajar. Jakarta: Raja Grafindo Persada

Downloads

Published

2018-01-22

Issue

Vol. 8 No. 2 (2017): September

Section

Articles

License

In submitting the manuscript to the journal, the authors certify that:

  1. Authors are authorized by their co-authors to enter into these arrangements.
  2. The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal. Please also carefully read Publication Ethics
  3. That it is not under consideration for publication elsewhere,
  4. That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
  5. Authors secure the right to reproduce any material that has already been published or copyrighted elsewhere.
  6. Authors agree to the following copyright agreement.

Authors who publish with Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan agree to the following terms:

  1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License (CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal. 
  2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
  3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.