PENERAPAN STRATEGI THINK PAIR SHARE UNTUK MENUMBUHKAN KEMAMPUAN BERKOMUNIKASI SISWA SEKOLAH DASAR :Penelitian Tindakan Kelas Pada Mata Pelajaran IPS Di Kelas IV SDN Babakan Sinyar 4 Kec.Kiaracondong Kota Bandung

• Main Author: Rosfita, Efa (Author)
• Format: Book
• Published: 2013-10-02.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata
• Notes: http://repository.upi.edu/1991/1/T_IPS_1107151_Title.pdf; http://repository.upi.edu/1991/2/T_IPS_1107151_Abstract.pdf; http://repository.upi.edu/1991/3/T_IPS_1107151_Table_of_Content.pdf; http://repository.upi.edu/1991/4/T_IPS_1107151_Chapter1.pdf; http://repository.upi.edu/1991/5/T_IPS_1107151_Chapter2.pdf; http://repository.upi.edu/1991/6/T_IPS_1107151_Chapter3.pdf; http://repository.upi.edu/1991/7/T_IPS_1107151_Chapter4.pdf; http://repository.upi.edu/1991/8/T_IPS_1107151_Chapter5.pdf; http://repository.upi.edu/1991/9/T_IPS_1107151_Bibliography.pdf; http://repository.upi.edu/1991/10/T_IPS_1107151_Appendix.pdf
• Keywords: Pendidikan IPS S-2

Pembelajaran IPS di Sekolah Dasar, sampai sekarang masih membiasakan pada pola belajar menghapal, penekanannya pada perkembangan aspek kognitif, serta pola pembelajaran satu arah (teacher centerd) yang didominasi dengan metode ceramah. Pembelajaran seperti ini mengakibatkan siswa pasif dan kurang melatih siswa untuk melakukan keterampilan berkomunikasi maupun keterampilan sosial lainnya. Penelitian ini bermaksud menerapkan strategi think pair share (berpikir-berpasangan-berbagi) untuk melatih dan menumbuhkan kemampuan berkomunikasi siswa kelas IV SDN Babakan Sinyar 4 Kec.Kiaracondong. Metode yang digunakan dalam penelitian ini yaitu Penelitian Tindakan Kelas (PTK) dengan desain siklus observasi tiga tahap dari Hopkins yang memiliki tiga tahapan utama, yakni rapat perencanaan , observasi kelas dan diskusi feedback. Upaya guru mitra dalam menerapkan strategi think pair share untuk menumbuhkan kemampuan berkomunikasi siswa dalam pembelajaran IPS dilakukan selama empat siklus. Hasil penelitian menujukan bahwa penggunaan strategi think pair share sejak tindakan kesatu (siklus I) sampai tindakan keempat (siklus IV) secara umum ada perubahan dan peningkatan kemampuan berkomunikiasi pada siswa di setiap siklusnya. Proses pembelajaran di kelas yang tadinya siswa pasif menjadi aktif. Peran guru untuk menunjang keberhasilan belajar dan untuk menumbuhkan kemampuan berkomunikasi siswa adalah sebagai fasilitator, mediator, motivator dan evaluator. Pada siklus keempat kemampuan berkomunikasi siswa meningkat lebih baik lagi menjadi hampir setengah siswanya (41,67%) termasuk kategori baik, hampir setengahnya lagi (36,11%) termasuk kategori sangat baik, dan tidak ada seorangpun siswa yang termasuk kategori kurang. Artinya secara keseluruhan kemampuan berkomunikasi siswa sudah tumbuh yang ditandai dengan keberanian siswa untuk menuliskan ide/gagasannya, bertanya, mengemukakan atau menerima pendapat temannya, berbicara di depan kelas dan dapat menanggapi pendapat orang lain. Dengan demikian penerapan strategi think pair share efektif untuk menumbuhkan kemampuan berkomunikasi siswa kelas IV SDN Babakan Sinyar 4 Kec.Kiaracondong Kota Bandung pada Tahun Pelajaran 2012/2013. Kata kunci: Strategi Pembelajaran, Pembelajaran Kooperatif Think Pair Share, Kemampuan Berkomunikasi . The Social Studies learning process in Elementary School, until currently usually uses memorizing study pattern, focus on development of cognitive aspect, and one-way studying (teacher centered) pattern dominated by lecturing method. This studying pattern will create passive students and it does not sufficiently train students to engage in communicative skill or other social skills. This research is aimed to apply the think pair share strategy for teaching and developing pupil's communicating capability at the IVth Grade in SDN Babakan Sinyar 4, Subdistrict of Kiaracondong. In this research, it was applied the Classroom Action reseach with Hopkins's three phase observational cycle design having three main phases, namely, meeting for planning, classroom observation and feedback discussion. The partner teacher's effort in applying of the think pair share strategy to develop pupil's communicating capability in the social studies learning process was performed in four cycles. The research outcomes showed the think pair share strategic application from the first action (cycle I) to the fourth action (cycle IV) in generally provides a change and increase in pupil's communicating capability in every cycle. The learning process in classroom which was formerly passive changed to be more active. Teacher's roles in supporting the success of study and to develop pupil's communicating capability are as a facilitator, mediator, motivator, and evaluator. In the fourth cycle, pupil's communicating capability increased better to be nearly half students (41,67%) included into good category, another nearly half students (36,11%) is categorized into very good category, and there is no student is classified into less good category. It means totally that pupils' communicating capability had increased attributed by their courage to write down their ideas, propose questions, ask for and accept their classmate opinions, talk in front classroom and able to respond other's opinions. Therefore, the think pair share strategic application is effective to grow pupils' communicating capability at IVth Grade in SDN Babakan Sinyar 4, Subdistrict of Kiaracondong, Bandung City in 2012/2013 Academic Year. The research's recommendation are : a) for teacher, he/she may continuously motivate his/her students for proposing their opinions; and b) other researchers, this research is expected to be insight and motivation for learning process innovation. Keywords : Learning Strategy, Think Pair Share Cooperative Learning Process,Communicating Capability