PENERAPAN PENDEKATAN COOPERATIVE LEARNING TIPE THINK PAIR SHARE (TPS) BERBANTUAN MEDIA PEMBELAJARAN INTERAKTIF MENGGUNAKAN APLIKASI EDUCANDY UNTUK MENINGKATKAN KEMAMPUAN PEMAHAMAN KONSEP SISWA KELAS 3 PADA PELAJARAN MATEMATIKA

• Main Author: Rismayanti, - (Author)
• Format: Book
• Published: 2023-08-25.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/101263/1/S_PGSD_1906054_Title.pdf; http://repository.upi.edu/101263/2/S_PGSD_1906054_Chapter%201.pdf; http://repository.upi.edu/101263/3/S_PGSD_1906054_Chapter%202.pdf; http://repository.upi.edu/101263/4/S_PGSD_1906054_Chapter%203.pdf; http://repository.upi.edu/101263/5/S_PGSD_1906054_Chapter%204.pdf; http://repository.upi.edu/101263/6/S_PGSD_1906054_Chapter%205.pdf; http://repository.upi.edu/101263/7/S_PGSD_1906054_Appendix.pdf
• Keywords: L Education (General); LC Special aspects of education

Penelitian ini dilatarbelakangi oleh permasalahan rendahnya pemahaman konsep siswa pada pembelajaran Matematika di SD Purwakarta. Maka dari itu pada penelitian ini dilakukan penerapan pendekatan cooperative learning tipe Think Pair Share (TPS) berbantuan media interaktif menggunakan aplikasi educandy. Tujuan penelitian ini adalah untuk mengetahui bagaimana aktivitas dan kemampuan pemahaman konsep siswa saat penerapan pendekatan cooperative learning tipe Think Pair Share (TPS) berbantuan media interaktif educandy. Jenis penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK) yang dilakukan dalam 2 siklus, setiap siklus dilaksanakan 2 kali pertemuan.Subjek penelitiannya adalah siswa kelas IIIsebanyak 20 orang. Instrumen penelitiannya adalah lembar observasi dan hasil tes kemampuan pemahaman konsep siswa. Pada siklus I nilai rata-rata mencapai 62,6 dengan presentase pencapaian KKM sebesar 40%, pada siklus II mengalami peningkatan dengan nilai rata-rata mencapai 86,8 dengan presentase pencapaian KKM sebesar 90%. Aktivitas siswa pada siklus I mencapai rata-rata 3,8 dengan kategori baik, pada siklus II mengalami peningkatan dengan rata-rata mencapai 4.0 dengan kategori sangat baik. Kesimpulan penelitian ini yaitu 1) Pembelajaran menggunakan penerapan pendekatan cooperative learning tipe TPS berbantuan media pembelajaran interaktif menggunakan aplikasi educandy dapat meningkatkan kemampuan pemahaman konsep siswa; 2) Pembelajaran dengan penerapan pendekatan cooperative learning tipe TPS berbantuan media pembelajaran interaktif menggunakan aplikasi educandy memiliki pengaruh terhadap kemampuan pemahaman konsep siswa. ----- This research is motivated by the problem of students' low understanding of concepts in Mathematics learning at SD Purwakarta. Therefore, in this study, the application of the Think Pair Share (TPS) cooperative learning approach was carried out with the help of interactive media using the educandy application. The purpose of this study was to find out how the activities and students' conceptual understanding skills when applying the Think Pair Share (TPS) cooperative learning approach assisted by educandy interactive media. The type of research used was Classroom Action Research (PTK) which was conducted in 2 cycles, each cycle was held in 2 meetings. The research subjects were 20 class III students. The research instrument was an observation sheet and test results for students' conceptual understanding abilities. In cycle I the average score reached 62.6 with a percentage of achieving KKM of 60%, in cycle II it increased with an average score of 86.8 with a percentage of achievement of KKM of 90%. Student activity in cycle I reached an average of 3.8 in the good category, in cycle II it increased with an average of 4.0 in the very good category. The conclusions of this study are 1) Learning using the cooperative learning approach of the TPS type assisted by interactive learning media using the educandy application can improve students' conceptual understanding abilities; 2) Learning by applying the TPS-type cooperative learning approach assisted by interactive learning media using the educandy application has an influence on students' conceptual understanding abilities