Perbedaan Antara Penerapan Model Pembelajaran Think Talk Write Dan Model Pembelajaran Double Loop Problem Solving Terhadap Hasil Belajar IPA Siswa Kelas IV SDN Tapos 2

##plugins.themes.academic_pro.article.sidebar##

Published Oct 6, 2022
https://doi.org/10.36654/educatif.v4i2.253
Download
PDF
Keywords
Hasil belajar; Model Pembelajaran Think Talk Write; Model Pembelajaran Double Loop Problem Solving
Statistic
Vol 4 No 2 (2022): April

##plugins.themes.academic_pro.article.main##

Riyani Wijaya
SDN Tapos 2

Abstract

Penelitian ini bertujuan untuk mengetahui ada atau tidaknya perbedaan antara penerapan model pembelajaran Think Talk Write dan model pembelajaran Double Loop Problem Solving terhadap hasil belajar IPA siswa. Penelitian ini dilaksanakan di SDN Tapos 2 pada semester II tahun ajaran 2021-2022. Penelitian ini menggunakan metode Quasi Eksperimen. Populasi Penelitian ini berjumlah 64 siswa yang seluruhnya diteliti yang terdiri dari, kelas eksperimen 1 berjumlah 32 siswa dan kelas eksperimen 2 berjumlah 32 siswa. Teknik sampling yang digunakan adalah teknik sampling jenuh. Sebelum instrumen penelitian digunakan dalam penelitian, terlebih dahulu dilakukan uji coba instrumen dengan uji validitas dan uji reliabilitas. Uji validitas dengan Korelasi Point Biserial didapat 30 soal valid dan 10 soal tidak valid (drop). Uji Reliabilitas dengan Korelasi skor belahan ganjil dan genap (split half method) didapat r_hitung>r_tabel (0,876>0,424) untuk α = 0,01, maka dapat disimpulkan bahwa instrumen tersebut reliabel dan dapat digunakan sebagai alat ukur tes hasil belajar. Data yang diperoleh terlebih dahulu diuji normalitasnya dengan menggunakan uji chi kuadrat. Kelas eksperimen 1 didapat ᵡ^2hitung = 3,63 < ᵡ^2tabel (0,95;3) = 7,81, sedangkan kelas eksperimen 2 〖 ᵡ〗^2hitung = 2,50 < ᵡ^2tabel (0,95;3)  = 7,81, maka dapat disimpulkan bahwa kedua sampel berdistribusi normal. Uji homogenitas menggunakan uji Fisher diperoleh Fhitung = 1,23 < F_(tabel 0,01 (31/31)) = 2,35, maka H0 diterima artinya kedua kelompok data mempunyai varians yang sama atau homogen. Data nilai kelas eksperimen 1 rata-rata sebesar = 80,06, dan nilai kelas eksperimen 2 rata-rata = 72,00 selanjutnya mengalami pengujian hipotesis menggunakan uji-t. Didapat thitung = 2,868 tidak memenuhi kriteria – ttabel(0,975:62) = -1,99 ≤ thitung ≤ ttabel(0,975:62) = 1,99. Maka dapat disimpulkan bahwa Ho ditolak dan H1 diterima. Hasil Penelitian ini menunjukkan bahwa terdapat perbedaan yang signifikan antara penerapan model pembelajaran Think Talk Write dan model pembelajaran Double Loop Problem Solving terhadap hasil belajar IPA siswa SDN Tapos 2

##plugins.themes.academic_pro.article.details##

How to Cite
Wijaya, R. (2022). Perbedaan Antara Penerapan Model Pembelajaran Think Talk Write Dan Model Pembelajaran Double Loop Problem Solving Terhadap Hasil Belajar IPA Siswa Kelas IV SDN Tapos 2. Educatif Journal of Education Research, 4(2), 111-115. https://doi.org/10.36654/educatif.v4i2.253

References

1. Depdiknas. 2007. Model-model Pembelajaran Matematika dan Ilmu Pengetahuan Alam. Jakarta: Direktorat Manajemen Pendidikan Dasar dan Menengah
2. Huda, Miftahul. 2013. Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar Barr V, Stephenson C. Bringing computational thinking to K-12. ACM Inroads [Internet]. 2011;2:48. Available from: http://dl.acm.org/citation.cfm?doid=1929887.1929905
3. Jihad, Asep dan Abdul Haris. 2013. Evaluasi Pembelajaran. Yogyakarta: Multi Pressindo 2.
4. Huda, Miftahul. 2013. Model-Model Pengajaran dan Pembelajaran. Yogyakarta: Pustaka Pelajar Barr V, Stephenson C. Bringing computational thinking to K-12. ACM Inroads [Internet]. 2011;2:48. Available from: http://dl.acm.org/citation.cfm?doid=1929887.1929905
5. Hamdayama, Jumanta. 2014. Model dan Metode Pembelajaran Kreaif dan Berkarakter. Bogor:Ghalia Indonesia
6. Ngalimun. Model dan Model Pembelajaran. Yogyakarta: Aswaja Pressindo
7. Prastowo, Andi. 2015. Menyusun RPP Tematik Terpadu. Jakaeta; Prenadamedia Group
8. Siregar, Eveline & Hartini Nara. 2010. Teori Belajar dan Pembelajaran. Bogor: Ghalia Indonesia
Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.

Copyright Notice

Please find the rights and licenses in Educatif : Journal of Education Research. By submitting the article/manuscript of the article, the author(s) agree with this policy. No specific document sign-off is required.

  1. License

The non-commercial use of the article will be governed by the Creative Commons Attribution license as currently displayed on Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License. 

  1. Author(s)' Warranties

The author warrants that the article is original, written by stated author(s), has not been published before, contains no unlawful statements, does not infringe the rights of others, is subject to copyright that is vested exclusively in the author and free of any third party rights, and that any necessary written permissions to quote from other sources have been obtained by the author(s).

  1. User Rights

Educatif's spirit is to disseminate articles published are as free as possible. Under the Creative Commons license, Educatifpermits users to copy, distribute, display, and perform the work for non-commercial purposes only. Users will also need to attribute authors and Educatif on distributing works in the journal and other media of publications.

  1. Rights of Authors

Authors retain all their rights to the published works, such as (but not limited to) the following rights;

  • Copyright and other proprietary rights relating to the article, such as patent rights,
  • The right to use the substance of the article in own future works, including lectures and books,
  • The right to reproduce the article for own purposes,
  • The right to self-archive the article (please read out deposit policy),
  • The right to enter into separate, additional contractual arrangements for the non-exclusive distribution of the article's published version (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal (Educatif : Journal of Education Research).
  1. Co-Authorship

If the article was jointly prepared by more than one author, any authors submitting the manuscript warrants that he/she has been authorized by all co-authors to be agreed on this copyright and license notice (agreement) on their behalf, and agrees to inform his/her co-authors of the terms of this policy. Educatif will not be held liable for anything that may arise due to the author(s) internal dispute. Educatif will only communicate with the corresponding author.

6. Miscellaneous

Educatif will publish the article (or have it published) in the journal if the article’s editorial process is successfully completed. Educatif's editors may modify the article to a style of punctuation, spelling, capitalization, referencing and usage that deems appropriate. The author acknowledges that the article may be published so that it will be publicly accessible and such access will be free of charge for the readers as mentioned in point 3.

 

Creative Commons License
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.