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All Journal International Journal of Evaluation and Research in Education (IJERE) JURNAL PENELITIAN ILMU PENDIDIKAN AKSIOMA: Jurnal Program Studi Pendidikan Matematika DIKLUS: Jurnal Pendidikan Luar Sekolah Jurnal Pendidikan Progresif Edumaspul: Jurnal Pendidikan Curricula: Journal of Curriculum Development Inovasi Kurikulum
Deni Kurniawan
Universitas Pendidikan Indonesia
Decision Sciences, Operations Research & Management Education Mathematics Other

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Implementation of think pair share model to improve mathematics learning outcomes Jose Bonatua Hasibuan; Deni Darmawan; Suhendra Suhendra; Deni Kurniawan
Inovasi Kurikulum Vol. 21 No. 2 (2024): Inovasi Kurikulum, May 2024
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v21i2.66900

Abstract

The mathematics learning outcomes of students in class X APHP 1 SMKN Pertanian Terpadu Provinsi Riau in the 2022/2023 academic year show that the percentage of classical achievement is only 35.9 percent. From the reflection of the learning process carried out by the teacher, the following conclusions: (1) the learning process was still teacher-centered; (2) during the teaching and learning process, only a small number of students actively participated in the teaching and learning process; (3) there were still students who did not do their work and only copied their friends' work. This study aims to increase students' activity and learning outcomes by applying the Think Pair Share cooperative learning model. This type of research is Classroom Action Research with two cycles. The subjects of this study were 39 students of class X APHP 1 at the SMKN Pertanian Terpadu Provinsi Riau. The results showed that applying the TPS type of cooperative learning model can be active in learning outcomes, as seen by an increase from cycle I to cycle II. The number of students who achieved KKM in the first cycle was 79.5 percent, while in the second cycle, it was 89.7 percent. Therefore, the TPS-type cooperative learning model can be used as an alternative to learning mathematics to improve student learning outcomes.   Abstrak Hasil belajar Matematika peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau semester ganjil tahun ajaran 2022/2023 menunjukkan bahwa persentase ketercapaian secara klasikal hanya sebesar 35,9 persen. Dari hasil refleksi proses pembelajaran yang dilakukan guru diperoleh kesimpulan bahwa: (1) proses pembelajaran masih berpusat pada guru; (2) pada saat proses belajar mengajar berlangsung hanya sebagian kecil peserta didik yang melakukan aktif untuk berpartisipasi dalam proses belajar mengajar; (3) masih terdapat peserta didik yang tidak mengerjakan pekerjaannya dan hanya selalu meniru pekerjaan temannya. Penelitian ini bertujuan untuk meningkatkan aktivitas dan hasil belajar peserta didik melalui penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS). Jenis penelitian ini adalah Penelitian Tindakan Kelas dengan dua siklus. Subyek penelitian ini adalah 39 peserta didik kelas X APHP 1 SMKN Pertanian Terpadu Provinsi Riau. Hasil penelitian menunjukkan bahwa penerapan model pembelajaran kooperatif tipe TPS dapat aktivitas dan hasil belajar, terlihat dengan adanya peningkatan dari siklus I ke siklus II. Jumlah peserta didik yang mencapai KKM pada siklus pertama 79,5 persen, sedangkan pada siklus II 89,7 persen. Oleh karena itu, model pembelajaran kooperatif tipe TPS dapat dijadikan salah satu alternatif pembelajaran Matematika untuk meningkatkan hasil belajar peserta didik. Kata Kunci: hasil belajar; pembelajaran kooperatif; penelitian tindakan kelas; think pair share
Evaluation of the YPI Al-‘Arabi online training program in enhancing teachers' pedagogical competence Nurlatifah Nurlatifah; Laksmi Dewi; Deni Kurniawan
Inovasi Kurikulum Vol. 22 No. 2 (2025): Inovasi Kurikulum, May 2025
Publisher : Himpunan Pengembang Kurikulum Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jik.v22i2.80124

Abstract

The rapid digital development, which not all teachers have fully adapted to, presents challenges in enhancing pedagogical competence. Teachers at YPI Al-'Arabi stated that online training is less effective than offline training, particularly in terms of delivery methods and scheduling. This study aims to evaluate teachers' reactions to the training, its effectiveness in improving pedagogical competence, and the factors that influence it. This research employs a descriptive evaluative method with Kirkpatrick’s model at the reaction and learning levels. The sample consists of 32 teachers selected through purposive sampling. Data were collected using semi-structured questionnaires and pre-test and post-test assessments, with N-Gain analysis to measure knowledge improvement. The findings show that participants' reactions scored an average of 3.37 (84%), with the highest ratings given to instructors. However, the delivery method and schedule require improvement. At the learning level, an N-Gain score indicates moderate effectiveness. Factors influencing training effectiveness include instructional design, material relevance, and limited virtual interaction. In conclusion, this online training has the potential to enhance teachers' competence. However, it requires more innovative approaches. Recommendations include implementing blended learning, improving delivery methods, and adopting more effective interaction strategies.   Abstrak Pesantnya perkembangan digital yang belum sepenuhnya diikuti oleh semua guru menjadi tantangan dalam meningkatkan kompetensi pedagogik. Guru di YPI Al-'Arabi menyatakan bahwa pelatihan online kurang efektif dibandingkan offline, terutama terkait metode penyampaian dan jadwal. Penelitian ini bertujuan untuk menunjukkan tingkat reaksi guru terhadap pelatihan, efektivitasnya dalam meningkatkan kompetensi pedagogik, serta faktor-faktor yang mempengaruhinya. Penelitian ini menggunakan metode deskriptif evaluatif dengan model Kirkpatrick pada tingkat reaksi dan pembelajaran. Sampel terdiri dari 32 guru yang dipilih melalui purposive sampling. Data dikumpulkan melalui kuesioner semi tertutup dan tes pre-test serta post-test, dengan analisis N-Gain untuk mengukur peningkatan pengetahuan. Hasil penelitian menunjukkan tingkat reaksi peserta memperoleh skor rata-rata 3,37 (84%), dengan aspek pemateri tertinggi. Namun, metode dan jadwal pelatihan masih perlu disempurnakan. Pada tingkat pembelajaran, skor N-Gain sebesar menunjukkan efektivitas sedang. Faktor yang mempengaruhi efektivitas pelatihan meliputi desain pembelajaran, relevansi materi, dan keterbatasan interaksi virtual. Kesimpulannya, pelatihan online ini memiliki potensi meningkatkan kompetensi guru tetapi perlu pendekatan yang lebih inovatif. Rekomendasi mencakup penerapan blended learning, perbaikan metode interaksi, serta strategi interaksi yang lebih efektif. Kata Kunci: kompetensi pedagogi; model Kirkpatrick; pelatihan guru; pendidikan Islam
Co-Authors Aisyah Khoirunnisaa Budi Setiawan Deni Darmawan Desy Anisa Dinn Wahyudin, Dinn Gunawan Anggia Rahman Ikmal Redzuan Jose Bonatua Hasibuan Laksmi dewi Maman Rumanta Munir Munir Noke Widianingsih Nurlatifah Nurlatifah Pera Andriana Rani Kurniasari Richard Amri Ryzal Perdana Suhendra, S Ucu Rahayu Yaziz Abi Sufyan