Model Pembelajaran Kooperatif Tipe Talking Stick Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD

Masana, Ketut

doi:10.23887/jear.v6i4.45861

Cited by 4 publications

(6 citation statements)

References 28 publications

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“…Third, the Talking Stick learning model is suitable because it creates a pleasant learning atmosphere. Talking Sticks can increase student involvement in mathematics learning (Baid et al, 2022;Masana, 2022b). Allowing each student to speak and convey their opinions, in turn, can create a classroom environment that supports active participation (Baid et al, 2022;Dianawati, 2019;Fajrin, 2018;Meganingtyas et al, 2019;Puspitawangi et al, 2017).…”

Section: Discussionmentioning

confidence: 99%

The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students

Shegefandini,

Sari

2024

International j.of Elementary Education

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The problem that often occurs is that studying mathematics in elementary school seems boring, resulting in low learning outcomes. This research aims to analyze the application of the Talking Stick learning model to improve mathematics learning outcomes in fourth-grade elementary school students. This type of research is quantitative research. This research uses a non-equivalent control group essay method with a quasy-experimental type. The subjects of this research were 27 grade IV elementary school students, consisting of 13 male students and 14 female students. The data collection methods used in this research are observation, interviews, tests and observation sheets. The instruments used to collect data were observation sheets and test questions. The techniques used to analyze the data are qualitative descriptive analysis techniques and quantitative and inferential statistics. The research results show that applying the Talking Stick learning model, which pays attention to the number of members in each group, can improve the mathematics learning outcomes of fourth-grade elementary school students. In the initial test, six students (22%) got a score of 76; in the previous pretest results of the application of Talking Stick learning, there were nine students (33%). After the implementation of Talking Stick learning, 26 students out of the total got scores above the KKM. The t-test results also show differences in mathematics learning outcomes after implementing the Talking Stick learning model. It was concluded that the Talking Stick learning model can be used in mathematics learning.

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Section: Discussionmentioning

confidence: 99%

The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students

Shegefandini,

Sari

2024

International j.of Elementary Education

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“…Then about 38 articles were reviewed and analyzed, consisting of national and international journals. The references that the researchers got are listed in the following table: Talking Stick Learning Model (Sultan & Kadir, 2022), (Ramadhani, 2021), (Azizah & Nugraha, 2018), (Afifah et al, 2020), (Vidayanti et al, 2017), (Alfiani, 2021), (Faradita, 2018), (Atma et al, 2022), (Hasrudin & Asrul, 2020), (Setiawan et al, 2019), (Nelpi & Farida, 2020), (Salwa et al, 2018), (Rahmi et al, 2018), (Purnamayanti & Tegeh, 2020), (Kamarudin et al, 2021), (Saihu, 2020), (Gunardi & Ramadewi, 2022), (Utami et al, 2020), (Aslami et al, 2019), (Ayuni et al, 2017), (Fajrin, 2018), (Lestari et al, 2017), (Huda, 2017) Learning Outcomes Elementary Students with Talking Stick (Noviyanti, 2020), (Suwarni, 2020), (Sihotang, 2017), (Partami & Rendra, 2019), (Adiko & Djafar, 2022b), (Ritonga et al, 2021), (Pantas & Surbakti, 2020), (Ratmawati & Ihtiari, 2021), (Suhartin, 2017), (Hayun & Ataphary, 2019), (Wulandari, 2021), (Noviana & Triwulan Desta, 2018), (Yopo et al, 2021), (Septianingrum & Hamimah, 2021),…”

Section: Methodsmentioning

confidence: 99%

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Wantini,

Waharjani,

Wijayanti

et al. 2023

Al-Ta'lim J.

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This study aims to analyse the improvement of Islamic religious education learning outcomes for elementary school students by applying the Talking Stick learning model. A Achieving the target of learning is the main goal of an educator to his students. In fact, there are not a few educators who have not fully implemented how to learn effective and fun and still stick only with classical methods. There are quite a few choices of learning models, one of which is the Talking Stick. This research was conducted using the Systematic Literature Review method which was carried out by reviewing, analysing, and drawing conclusions based on relevant articles that were screened and selected systematically. In this study, we will discuss efforts to improve elementary school student learning outcomes by applying the Talking Stick learning model. Learning outcomes by applying the Talking Stick learning model, namely, the experimental class with the Talking Stick model immediately showed significant differences in learning outcomes in the first cycle compared to before the implementation of Talking Stick. Several other studies on the implementation of the Talking Stick model were carried out for 2 to 3 cycles and then there was a significant difference in results from before the implementation of the Talking Stick learning model.

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“…Stick made as allotment or turn For opinion or answer question map from the teacher after learn material. This model is very simple practiced especially in elementary schools (Masana, 2022) .…”

Section: Literature Reviewmentioning

confidence: 99%

Development of a Talking Stick Learning Model Assisted by Question Boxes on Students' Social Sciences Learning Outcomes

Pongbatu,

Hasan,

Misnah

2024

J. Education. Method. Learn. Strategy.

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Education is business man For build personality in accordance with values in society or as effort help participant educate For develop and improve knowledge, skills, values, attitudes and patterns Act useful behavior for life. Formulation problem is there is enhancement results learn social studies students class V against development of the Talking Stick learning model assisted by Question Box, How Smoothness implementation of the Talking Stick learning model assisted by Question Box results learn social studies students class V SDN Kaleroang, Kec. South Bungku, Regency Morowali, What constraint in development of the Talking Stick learning model with the help of Question Box results learn social studies students class V SDN Kaleroang, Kec. South Bungku, Regency Morowali. Research purposes For know constraint in development of the Talking Stick learning model with the help of Question Box results learn social studies students class V SDN Kaleroang, Kec. South Bungku, Regency Morowali. Study This use type study development ( Research and Development). Research and development methods or in Language English Research and Development is method research used For produce product certain, and test effectiveness product the. Research result A pre-test was used For know results Study beginning student before given treatment use Development of the Talking Stick learning model assisted by Question Box.

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Model Pembelajaran Kooperatif Tipe Talking Stick Meningkatkan Hasil Belajar Matematika Siswa Kelas V SD

Cited by 4 publications

References 28 publications

The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students

The Talking Stick Model Improves Mathematics Learning Outcomes for Fourth Grade Elementary School Students

Improving Learning Outcomes of Islamic Religious Education for Elementary School Students with the Application of the Talking Stick Learning Model

Development of a Talking Stick Learning Model Assisted by Question Boxes on Students' Social Sciences Learning Outcomes

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