EFEKTIFITAS MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE UNTUK MENINGKATKAN MOTIVASI BERPRESTASI SISWA SEKOLAH DASAR

• Main Author: Subarkah, - (Author)
• Format: Book
• Published: 2017-10-04.
• Subjects: Thesis; NonPeerReviewed
• Online Access: Link Metadata

Summary

Fenomena rendahnya motivasi berprestasi siswa di sekolah dasar banyak disebabkan oleh beberapa faktor antara lain (1) kondisi kesehatan fisik dan mental; (2) hubungan teman sebaya; (3) suasana pembelajaran yang kurang menyenangkan. Motivasi berprestasi merupakan hal yang sangat penting dalam sebuah pembelajaran karena faktor ini sangat berpengaruh terhadap keberhasilan akademis siswa. Namun demikian, banyak fakta dilapangan menunjukkan masih rendahnya motivasi berprestasi siswa sekolah dasar, khususnya pada mata pelajaran Ilmu Pengetahuan Sosial. Oleh sebab itu, penelitian ini bertujuan untuk menguji cobakan efektivitas model pembelajaran kooperatif tipe think pair share terhadap peningkatan motivasi berprestasisiswa sekolah dasar. Selainitu, penelitian ini juga bertujuan untuk mengukur motivasi berprestasi antarasiswa yang memperoleh perlakuan pembelajaran kooperatiftipethink pair share denga ndirect instruction. Penelitian ini menggunakan metode eksperimen kuasi dengan desain non equivalent control group. Sampel penelitian ini ialah siswa kelas V di salah satu sekolah dasar kecamatan Kerinci Kanan, kabupaten Siak, propinsi Riau. Teknik pengumpulan data menggunakan angket yang instrumennya telah tervalidasi. Sementara itu, analisis data menggunakanujipaired and independentt test karenadata yang diperolehberdistribusi normal. Hasil penelitian menunjukkan bahwa (1) terdapat perbedaan motivasi berprestasi antara siswa yang memperoleh pembelajaran kooperatif tipe think pair share dengan direct instruction; (2) terdapat pengaruh model pembelajaran kooperatif tipe think pair share yang signifikan terhadap peningkatan motivasi berprestasi siswa yang dibuktikan dengan hasil uji independent t-test, Kata Kunci : motivasi berprestasi siswa sekolah dasar, pembelajaran kooperatif tipe think pair share, pembelajaran IPS, The phenomena of the lowness of elementary school students' achievement motivation are caused by several factors,they are (1) the condition of physical and mental health; (2) peer relationship; (3) unpleasant learning atmosphere. Achievement motivation is very important in a learning process because this factor is very influential on student academic success. However, many facts in the field show the low of achievement motivation of elementary school students, especially in Social Science subject. Therefore, this study aims to test the effectiveness of the cooperative learning model type of think pair share to increase the achievement motivation of elementary school students. In addition, this study also aims to measure achievement motivation between students who get cooperative learning type of think pair share with those who get direct instruction. This research uses quasi experimental method with nonequivalent control group design. The sample of this research is grade V students in one of elementary schools located in KerinciKanan sub-district, Siak regency, Riau province. The data collection techniques use questionnaires whose instruments have been validated. Meanwhile, data analysis using paired and independent t test because the data obtained is normally distributed. The results showed that (1) there are differences in achievement motivation between students who obtained cooperative learning type of think pair share with direct instruction; (2) there is significant influence of cooperative learning model of think pair share type to the improvement of student achievement motivation which is proved by independent t test with sig (2 tailed) value 0.000 at significance level 0,05 so, it is concluded that cooperative learning model type of think pair share is effective to improve the achievement motivation of elementary school students, Keywords :primary students' achievement motivation, cooperative learning type of think pair share, social science learning,

Item Description

http://repository.upi.edu/30986/1/T_PD_1503363_Title.pdf
http://repository.upi.edu/30986/2/T_PD_1503363_Abstract.pdf
http://repository.upi.edu/30986/3/T_PD_1503363_Table_of_content.pdf
http://repository.upi.edu/30986/4/T_PD_1503363_Chapter1.pdf
http://repository.upi.edu/30986/5/T_PD_1503363_Chapter2.pdf
http://repository.upi.edu/30986/6/T_PD_1503363_Chapter3.pdf
http://repository.upi.edu/30986/7/T_PD_1503363_Chapter4.pdf
http://repository.upi.edu/30986/8/T_PD_1503363_Chapter5.pdf
http://repository.upi.edu/30986/9/T_PD_1503363_Bibliography.pdf
http://repository.upi.edu/30986/10/T_PD_1503363_appendix.pdf