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All Journal Indonesian Journal of Instruction International Journal of Education, Management, and Technology
Trisnadewi, Ni Putu Putri
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Computer Science & IT Education Electrical & Electronics Engineering Engineering Materials Science & Nanotechnology Social Sciences

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Mengoptimalkan Kompetensi Pengetahuan IPS Siswa melalui Model Problem Based Learning berbantuan Media Couple Card Trisnadewi, Ni Putu Putri; Wulandari, I Gusti Agung Ayu
Indonesian Journal of Instruction Vol. 5 No. 2 (2024): May 2024
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/iji.v5i2.75196

Abstract

Proses pembelajaran guru di sekolah dasar belum maksimal karena masih menggunakan metode ceramah tanpa berbantuan dengan media untuk menunjang ketercapaian pembelajaran peserta didik. Tujuan penelitian ini untuk menganalisis model problem-based learning berbantuan media couple card terhadap kompetensi pengetahuan siswa muatan materi IPS. Jenis penelitian yaitu kuantitatif dengan desain quasi experiment dan rancangan nonequivalent control group design. Populasi dalam penelitian ini sebanyak 576 siswa. Sampel ditentukan menggunakan teknik cluster random sampling. Pengumpulan data menggunakan instrument berupa tes objektif pilihan ganda. Data yang terkumpul dianalisis melalui statistik inferensial (uji-t). Hasil analisis data uji-t, diperoleh thitung sama dengan 8,720 dan pada taraf signifikansi 5% dengan dk sama dengan 68 diperoleh ttabel sama dengan 1,995. Dengan demikian, nilai thitung 8,720 lebih dari ttabel 1,995, sehingga terdapat perbedaan yang signifikan kompetensi pengetahuan muatan materi IPS antara kelompok eksperimen dan kelompok kontrol pada kelas VI SD. Dengan demikian pembelajaran problem based learning berbantuan media couple card berpengaruh terhadap kompetensi pengetahuan muatan materi IPS siswa kelas VI SD. Implikasi penelitian ini diharapkan guru mampu menerapkan pembelajaran inovatif dengan menggunakan model problem based learning berbantuan media couple card dalam menunjang pembelajaran di kelas.
The Think–Pair–Share Cooperative Learning Model in Enhancing Self-Efficacy and Mathematics Learning Outcomes of Fifth-Grade Elementary Students: A Systematic Literature Review Trisnadewi, Ni Putu Putri; Sariyasa, Sariyasa; Suharta, I Gusti Putu
International Journal of Education, Management, and Technology Vol 3 No 3 (2025): International Journal of Education, Management, and Technology
Publisher : Darul Yasin Al Sys

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58578/ijemt.v3i3.8209

Abstract

Although cooperative learning strategies have received increasing attention in prior research, studies specifically examining how the Think–Pair–Share (TPS) model simultaneously improves both self-efficacy and mathematics learning outcomes among Grade 5 elementary students remain limited. This study aims to systematically analyze the effectiveness of TPS in enhancing students’ confidence and academic performance in mathematics. A qualitative descriptive approach was employed using a systematic literature review design, involving ten empirical studies selected through purposive sampling based on relevance, methodological rigor, and publication quality. Data were collected through structured extraction of research findings from previous studies and analyzed using thematic synthesis to identify consistent patterns, underlying mechanisms, and moderating factors. The findings indicate that TPS leads to substantial improvements in students’ self-efficacy, characterized by increased confidence, reduced anxiety, and greater willingness to engage in problem-solving, alongside significant gains in mathematics achievement across topics such as geometry, number operations, and problem-solving tasks. These results contribute to the theoretical development of social constructivism and self-efficacy theory by demonstrating how structured peer interaction can strengthen both cognitive and affective learning outcomes. The study concludes that TPS plays a crucial role in supporting effective mathematics learning in elementary classrooms and recommends that teachers integrate TPS consistently with appropriate scaffolding and instructional media. The implications of this research include theoretical contributions to the cooperative learning literature and practical recommendations for schools and policymakers seeking to improve mathematics performance, while highlighting opportunities for future research on the long-term impacts of TPS, its adaptation for diverse learner profiles, and its implementation in digital or hybrid learning environments.
Co-Authors I Gusti Agung Ayu Wulandari I Gusti Putu Suharta Sariyasa .