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Ratman Ratman
Universitas Tadulako, Palu - Indonesia 94119
Chemistry Education

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Journal : Jurnal Akademika Kimia

 1 
Comparison of High School Student’s Learning Outcomes Using Cooperative Learning Model Between Think-Pair-Share (TPS) and Teams Games Tournament (TGT) Types on Reaction Equation Nurlia L. Radjabani; Ratman Ratman; Purnama Ningsih
Jurnal Akademika Kimia Vol. 10 No. 1 (2021)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j24775185.2021.v10.i1.pp20-25

Abstract

This study aimed to describe the difference between students’ learning outcomes from the class using the cooperative learning model of think pair share (TPS) type and teams games tournament (TGT) type on the topic of reaction equation in class X at MAN 2 Model Palu. This study was a pre-experiment with the static group pretest-postest design. This study was conducted in two groups i.e., class XA as experiment group 1 (n = 24) and Class XB as experiment group 2 (n = 23). Data of students’ learning outcomes were analyzed using t-test two-party statistical analysis with the prerequisite of normality and homogeneity tests of the data from the given posttest. The analysis results obtained the average score of experimental class 1 (1X) was 68.25, while the average score of the control class (2X) was 63.15. The hypothesis test results obtained tcount = 2.47 and ttable = 2.02 with significance level = 0.05 and degrees of freedom 45, then H0 was rejected, and Ha was accepted. Based on these results, it can be concluded that students’ learning outcomes from the class using the cooperative learning model of think pair share (TPS) type is different from the class using cooperative learning model of teams games tournament (TGT) type on the topic of reaction equation in the Class X at MAN 2 Model Palu. Students' learning outcomes in experimental class 1 were higher than in experimental class 2.
The Differences of Chemistry Learning Outcome Through the Implementation of Think-Talk-Write (TTW) Type of Cooperative Learning Model and Scramble Type in Teaching Atomic Structure Alfinda D. Nande; Minarni R. Jura; Ratman Ratman
Jurnal Akademika Kimia Vol. 10 No. 1 (2021)
Publisher : Universitas Tadulako

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/j24775185.2021.v10.i1.pp36-41

Abstract

This research aimed to determine the differences of chemistry learning outcome through the implementation of scramble type of cooperative learning model and think-talk-write (TTW) type in teaching atomic structure at class XI of SMA Negeri 1 Pamona Selatan. This research was a quasi-experiment with a non-randomized pretest-posttest control group design. It was conducted by arranging two groups in which class XI Natural Science 1 as experimental group 1 (n = 21) and class XI Natural Science 2 as experimental group 2 (n = 20). The data of the research were analyzed using a one-party t-test statistic with the prerequisite test, normality test, and homogeneity. The result of data analysis obtained, X̅1 value of chemistry learning on the students of experimental class 1 was 79.86 (SD = 7.15), whereas in the experimental class 2 students X̅2 value was 73.95 (SD = 8. 26). The result of hypothesis testing was obtained t > t1 - α was 2.55> 1.68 with significant level (α = 0.05) and degrees of freedom = 42. This showed that Ho was rejected and Ha was accepted so that it can be concluded that there were differences in chemistry learning outcome through the implementation of scramble type of cooperative learning model and think-talk-write (TTW) type in teaching atomic structure at class XI of SMA Negeri 1 Pamona Selatan.
Co-Authors Alfinda D. Nande Minarni Rama Jura Nurlia L. Radjabani Purnama Ningsih