DISERTASI dan TESIS Program Pascasarjana UM, 2013

Ukuran Huruf:  Kecil  Sedang  Besar

Keefektifan Penerapan Metode Pembelajaran Kooperatif Think Pair Share (TPS) dan Problem Posing (PP) terhadap Keaktifan dan Hasil Belajar Pelajaran Ekonomi. (TESIS)

Meta Pribawani, Sri Umi Mintarti, Heri Pratikto

Abstrak


 

ABSTRAK

The purpose of this study were 1) determine whether there are differences in students' learning activity on economic subjects students with the implementation of cooperative learning methods Think Pair Share and Problem Posing, 2) determine whether there are differences in student learning outcomes on economic subjects the student to the application of cooperative learning Think Pair Share and Problem Posing, 3) determine whether there is effectiveness in the implementation of cooperative learning methods Think Pair Share and Problem Posing on the activity and student learning outcomes on economic subjects.          This research is a quasi experimental or quasi-experimental methods to implement the application of cooperative learning Think Pair Share and Problem Posing with pretest-posttest control group design with a 2X2 factorial conducted in odd semester of academic year 2012/2013. The study population was eighth grade students of SMP Negeri 1 Pandaan of 203 (two hundred and three) students were divided into 9 (nine) class, while the sample is purposive sampling are two classes, namely 1 (one) class for the class treated Think Pair Share the VIII H, and 1 (one) class for classes that were subjected Problem Posing the eighth grade G. The dependent variable in this study is the activity and student learning outcomes on economic subjects, and the independent variables are cooperative learning Think Pair Share and Problem Posing. The research instrument was a questionnaire for the dependent variable to determine the activity of active student learning in economic subjects. The research instrument for the independent variable is the syllabus, the lesson plans, student worksheets, observation sheets. Gain score results obtained from the pretest-posttest. Data analysis was done by descriptive analysis and t test with the help of SPSS 19. The results showed that 1) there is a difference in student learning activity in the application of learning economics lesson Think Pair Share and Problem Posing). In the classroom Think Pair Share activity economics lesson learned by an average of 80.26, while the class of Problem Posing 83.45. So there are differences in average of 3.19 and a student activity on economic subjects in class Problem Posing higher than grade Think Pair Share, 2) there is a difference in student learning outcomes on economic subjects economics students with learning implementation Think Pair Share and Problem Posing . The results of the economic study indicated a gain score, the Think Pair Share class average of 6.79%, while the class of Problem Posing average of 14.37%. So there are differences in mean gain score of 7.58% higher grade than the grade Problem Posing Think Pair Share, 3) there is effectiveness in the implementation of cooperative learning methods Think Pair Share and Problem Posing on the activity and student learning outcomes on economic subjects, as well as Problem Posing stated method is more effective than the Think Pair Share, because of the involvement and student learning outcomes on economic subjects in class Problem Posing necessarily indicate a higher rate than the class of Think Pair Share. In the end it can be concluded also that the activity and student learning outcomes on economic subjects can be fostered and enhanced by cooperative learning method is attractive as Think Pair Share and Problem Posing. Think Pair Share and Problem Posing train students to work together and help each other to answer questions or solve problems and increase the activity of students in learning. Learners can build their knowledge from simple to complex knowledge and train a critical and divergent thinking, and students more sensitive to the issues that arise around it (the relationship). Teachers can see the extent of absorption of learners to learning materials. Teachers are advised to implement or enforce cooperative learning Think Pair Share and Problem Posing in Social Science-economic subjects that the students are more interested and more motivated to learn and grow liveliness that could eventually further improve the learning outcomes of economic subjects.

 

 

 

Tujuan penelitian ini adalah 1) mengetahui apakah terdapat perbedaan keaktifan belajar siswa pada pelajaran ekonomi siswa dengan penerapan metode pembelajaran kooperatif Think Pair Share dan Problem Posing, 2) mengetahui apakah terdapat perbedaan hasil belajar siswa pada pelajaran  ekonomi siswa dengan penerapan metode pembelajaran kooperatif Think Pair Share dan Problem Posing, 3) mengetahui apakah terdapat keefektifan pada penerapan metode pembelajaran kooperatif Think Pair Share dan Problem Posing terhadap keaktifan dan hasil belajar siswa pada pelajaran ekonomi. Penelitian ini bersifat quasi eksperimen atau eksperimen semu untuk mengimplementasikan penerapan metode pembelajaran kooperatif Think Pair Share dan Problem Posing dengan rancangan pretest-postest  control group design dengan faktorial 2X2 dilaksanakan pada semester ganjil tahun pelajaran 2012/2013.  Populasi penelitian adalah siswa kelas VIII SMP Negeri 1 Pandaan sebanyak 203 (dua ratus tiga) siswa yang terbagi dalam 9 (Sembilan) kelas, sedangkan sampel penelitian yang bersifat purposive sampling adalah dua kelas yaitu 1 (satu) kelas untuk kelas yang diberi perlakuan Think Pair Share yakni VIII H, dan 1 (satu) kelas untuk kelas yang diberi perlakuan Problem Posing yakni  kelas VIII G.  Variabel terikat dalam penelitian ini adalah keaktifan dan hasil belajar siswa pada pelajaran ekonomi, dan variabel bebasnya adalah metode pembelajaran kooperatif Think Pair Share dan Problem Posing.  Instrumen penelitian untuk variabel terikat adalah angket keaktifan untuk mengetahui keaktifan belajar siswa dalam mata pelajaran ekonomi.  Instrumen penelitian untuk variabel bebas adalah silabus, rencana pelaksanaan pembelajaran, lembar kerja siswa, lembar observasi.  Hasil gain score yang diperoleh dari hasil pretes-postes.  Analisis data dilakukan dengan analisis deskriptif dan uji t dengan bantuan program spss 19. Hasil penelitian menunjukkan, 1) terdapat perbedaan keaktifan  belajar siswa pada pelajaran ekonomi dengan penerapan pembelajaran Think Pair Share  dan Problem Posing ).  Pada kelas Think Pair Share keaktifan belajar pelajaran ekonomi rata-rata sebesar 80,26, sedangkan pada kelas Problem Posing  sebesar 83,45.  Jadi terdapat perbedaan rata-rata sebesar 3,19 dan keaktifan belajar siswa pada pelajaran ekonomi di kelas Problem Posing lebih tinggi daripada kelas Think Pair Share, 2) terdapat perbedaan hasil belajar siswa pada pelajaran ekonomi ekonomi siswa dengan penerapan pembelajaran Think Pair Share dan Problem Posing. Hasil belajar ekonomi yang ditunjukkan dengan  gain score, pada kelas Think Pair Share rata-rata sebesar 6,79%, sedangkan pada kelas Problem Posing rata-rata  sebesar 14,37%.  Jadi terdapat perbedaan rata-rata  gain score sebesar 7,58% lebih tinggi kelas Problem Posing daripada kelas Think Pair Share, 3)  terdapat keefektifan pada penerapan metode pembelajaran kooperatif Think Pair Share dan Problem Posing  terhadap keaktifan dan hasil belajar siswa pada pelajaran  ekonomi,  serta dinyatakan metode Problem Posing  lebih efektif daripada Think Pair Share, karena pada keaktifan dan hasil belajar siswa pada pelajaran  ekonomi  di  kelas Problem Posing selalu menunjukkan angka yang lebih tinggi daripada kelas Think Pair Share.  Pada akhirnya bisa disimpulkan juga   bahwa keaktifan  dan hasil belajar siswa pada pelajaran ekonomi  dapat ditumbuhkan dan ditingkatkan dengan metode pembelajaran kooperatif yang menarik seperti Think Pair Share  dan Problem Posing. Think Pair Share dan Problem Posing melatih siswa bekerja sama dan saling membantu untuk menjawab pertanyaan atau memecahkan masalah dan meningkatkan aktivitas siswa dalam pembelajaran. Peserta didik dapat membangun pengetahuannya dari yang sederhana menuju pengetahuan yang kompleks dan melatih sikap kritis dan cara berpikir divergen, serta peserta didik lebih peka terhadap masalah yang timbul di sekitarnya (keterkaitan).  Guru dapat melihat sejauh mana daya serap peserta didik terhadap materi pembelajaran.  Guru disarankan untuk mengimplementasikan atau menerapkan metode pembelajaran kooperatif Think Pair Share dan Problem Posing dalam mata pelajaran Ilmu Pengetahuan Sosial-Ekonomi agar siswa merasa lebih tertarik dan lebih termotivasi serta menumbuhkan keaktifan  untuk belajar yang akhirnya bisa lebih meningkatkan hasil belajar pelajaran ekonomi.

 

 

 

Keywords: Cooperative Learning, Think Pair Share, Problem Posing, Activeness,  Learning Outcomes, Economics Education.