Pengaruh Pembelajaran Kooperatif Model Think Pair Share (Tps) Terhadap Hasil Belajar Geografi

Mutia, Tuti; Agustina, Sri; Suroso, Suroso; Ramli, Akhmad

doi:10.29408/geodika.v4i2.2869

Cited by 5 publications

(5 citation statements)

References 5 publications

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“…Peningkatan hasil belajar dengan pembelajaran outdoor di Pantai Tobololo dapat juga disebabkan oleh semangat dan motivasi belajar siswa dalam pembelajaran. Mutia et al, (2020) menjelaskan bahwa motivasi belajar yang rendah dapat berpengaruh terhadap pemahaman siswa dalam menerima materi.…”

Section: Hasil Belajar Dan Persepsi Siswa Sesudah Pembelajaran Outdoorunclassified

Hasil Belajar Geografi dan Persepsi Siswa dalam Pembelajaran Outdoor di Pantai Tobololo

Pasongli

2022

gdk

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Abstrak pembelajaran geografi di dalam kelas biasanya hanya berorientasi pada pemahaman terhadap teori, sehingga sering kali membuat siswa menjadi bosan dan kesulitan memahami. Oleh sebab itu pembelajaran geografi perlu diarahkan lebih kontekstual dengan mengajak siswa belajar langsung di lapangan, sehingga lebih dekat dengan masalah yang dipelajarinya. Penelitian ini bertujuan untuk: 1) mengetahui hasil belajar kognitif siswa; dan 2) mengetahui persepsi siswa terhadap pelaksanaan pembelajaran outdoor berbasis alam di kawasan Objek Wisata Pantai Tobolo. Penelitian ini menggunakan metode kombinasi (mixed methods), dengan metode kuantitatif sebagai metode primer. Sampel dalam penelitian ini adalah siswa yang berjumlah 12 orang. Teknik pengumpulan data menggunakan teknik observasi, wawancara, tes, dan kuisioner. Teknik analisis data menggunakan teknik deskriptif persentase. Hasil penelitian menunjukkan: 1) persentase ketuntasan klasikal siswa berdasarkan hasil belajar geografi sebelum melaksanakan kegiatan pembelajaran outdoor berbasis alam adalah sebesar 8,30%. Setelah dilakukan pembelajaran outdoor berbasis alam ketuntasan belajar meningkat menjadi 100%; 2) presepsi siswa terhadap pelaksanaan pembelajaran outdoor berbasis alam cukup positif, hal ini dapat dilihat dari persentase persepsi siswa sebesar 17% menyatakan baik dan 83% menyatakan sangat baik. Kata kunci: hasil belajar geografi; persepsi; pembelajaran outdoorAbstract learning of geography in the classroom is usually only oriented to understanding theory, so it often makes students bored and has difficulty understanding. Therefore, learning of geography needs to be directed more contextually by inviting students to study directly in the field, so that they are closer to the problems they are studying. This study aims to: 1) determine students' cognitive learning outcomes; and 2) knowing students' perceptions of the implementation of nature-based outdoor learning in the Tobolo Beach Tourism Object area. This study uses a combination method (mixed methods), with quantitative methods as the primary method. The sample in this study were students totaling 12 people. Data collection techniques using Observation, Interview, Test, and Questionnaire. The data analysis technique used a descriptive percentage technique. The results showed: 1) the percentage of students' classical completeness based on the results of learning geography before carrying out nature-based outdoor learning activities is 8.30%. After doing outdoor learning based on nature, the completeness of learning increases to 100%; 2) students' perceptions of the implementation nature-based outdoor learning are quite positive, this can be seen from the percentage of student perceptions of 17% stating good and 83% stating very well.

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Section: Hasil Belajar Dan Persepsi Siswa Sesudah Pembelajaran Outdoorunclassified

Hasil Belajar Geografi dan Persepsi Siswa dalam Pembelajaran Outdoor di Pantai Tobololo

Pasongli

2022

gdk

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“…Pada faktor ekternal ini guru berperan penting untuk meningkatkan motivasi siswa dalam belajar. Motivasi belajar yang rendah berpengaruh terhadap pemahaman siswa dalam menerima materi yang dijelaskan guru (Mutia et al, 2020). Motivasi belajar dapat ditumbuhkan melalui model pembelajaran yang mampu menfasilitasi kebutuhan siswa berdasarkan gaya belajarnya.…”

Section: Temuan Dan Pembahasanunclassified

Perbedaan Hasil Belajar Geografi ditinjau dari Gaya Belajar Siswa SMA Kelas X

Mutia¹

2021

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Keberhasilan seseorang dalam belajar dipengaruhi oleh beberapa hal, salah satunya karakteristik siswa yaitu gaya belajar. Gaya belajar merupakan cara termudah siswa dalam menyerap, mengatur dan mengolah informasi yang diterima. Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar siswa ditinjau dari gaya belajar. Metode penelitian ini yaitu kuantitatif dengan Analisis data menggunakan Uji-t. Berdasarkan hasil penelitian ditemukan terdapat perbedaan hasil belajar siswa ditinjau dari gaya belajar. Hasil analisis menunjukkan nilai sig (2tailed) 0,023 < 0,05, sehingga p < 0,05. Hal ini menunjukkan perbedaan hasil belajar antara kelompok siswa yang memiliki gaya belajar visual dengan kelompok siswa dengan gaya belajar auditori, maupun kelompok siswa dengan gaya belajar kinestetik. Dengan demikian hasil temuan ini memberikan informasi yang bermanfaat bagi guru, bahwa dalam proses pembelajaran guru perlu mengidentifikasi dan memberikan perhatian pada gaya belajar siswa secara optimal. Dilihat dari sintak pembelajaran, karakteristik siswa perlu dianalisis dan mendapat perhatian, agar guru dapat mengelola pembelajaran sesuai dengan tujuan pembelajaran dan karakteristik siswa, maka gaya belajar memiliki potensi yang sangat besar dalam meningkatkan hasil belajar geografi. Kata kunci: karakteristik siswa, gaya belajar, hasil belajar geografiAbstract A person's success in learning is influenced by several things, one of which is student characteristics, namely learning styles. Learning styles are the easiest way for students to absorb, organize and process the information received. This study aims to determine differences in student learning outcomes in terms of learning styles. This research method is quantitative with data analysis using t-test. Based on the research results, it was found that there were differences in student learning outcomes in terms of learning styles. The results of the analysis show the sig (2tailed) value of 0.023 <0.05, so that p <0.05. This shows the difference in learning outcomes between groups of students who have visual learning styles with groups of students with auditory learning styles, and groups of students with kinesthetic learning styles. Thus these findings provide useful information for teachers, that in the learning process teachers need to identify and pay attention to student learning styles optimally. Judging from the learning syntax, student characteristics need to be analyzed and received attention, so that teachers can manage learning according to learning objectives and student characteristics, so learning styles have enormous potential in improving geography learning outcomes.

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“…By implementing this learning model, students are expected to actively participate in learning in class because all students are directly involved (Mutia, 2020;Rahayu et al, 2017;Simamora, Pintor & Dalimunthe, 2014). Think Pair Share is also expected to improve students' ability to remember information and students can also learn from other students and convey their ideas to each other for discussion before presenting them in front of the class.…”

Section: Introductionmentioning

confidence: 99%

The Influence Of The Think Pair Share Learning Model On Communication Ability, Problem Solving And Science Learning Outcomes Of Class V Students

Hukmiah,

Babo,

Idawati

2023

j. ilm. peningkatan mutu manaj. pendidik.

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The purpose of this study was to determine the effect of the application of the Think Pair Share learning model on communication skills, problem solving abilities and learning outcomes of students of class V MIN 4 Selayar Islands. This type of research is a pretest-posttest control group design. The number of samples in this study were 30 people, consisting of 15 people in the experimental class and 15 people in the control class. The data collection method used is the learning achievement test to measure learning outcomes, observation to measure communication and problem solving abilities, and documentation. The data analysis technique used is descriptive statistical approach, imperential analysis and hypothesis testing. The research results obtained were 1) students' communication skills were 0.009 <0.05, which means H1 was accepted and H0 was rejected, that is, there was an effect of the application of the Think pair share learning model on students' communication skills. 2) students' problem-solving ability is 0.021 <0.05, which means that H1 is accepted and H0 is rejected, that is, there is an effect of applying the Think Pair Share learning model to students' problem-solving abilities. 3) student learning outcomes are 0.001 <0.05, which means H1 is accepted and H0 is rejected, that is, there is an influence of the application of the Think pair share learning model on social studies learning outcomes for students of MIN 4 Selayar Islands.

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Pengaruh Pembelajaran Kooperatif Model Think Pair Share (Tps) Terhadap Hasil Belajar Geografi

Cited by 5 publications

References 5 publications

Hasil Belajar Geografi dan Persepsi Siswa dalam Pembelajaran Outdoor di Pantai Tobololo

Hasil Belajar Geografi dan Persepsi Siswa dalam Pembelajaran Outdoor di Pantai Tobololo

Perbedaan Hasil Belajar Geografi ditinjau dari Gaya Belajar Siswa SMA Kelas X

The Influence Of The Think Pair Share Learning Model On Communication Ability, Problem Solving And Science Learning Outcomes Of Class V Students

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