PENGARUH MODEL PEMBELAJARAN THINK TALK WRITE TERHADAP KOMPETENSI PENGETAHUAN IPA SISWA KELAS IV SD - ., Ni Putu Tanya Aryani; ., Drs. Ida Bagus Surya Manuaba,S.Pd., M.Fo; ., Drs. I Nengah Suadnyana,M.Pd (MIMBAR PGSD Undiksha, 2017)
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan kompetensi pengetahuan IPA kelompok siswa yang dibelajarkan melalui model pembelajaran Think Talk Write (TTW) dan kelompok siswa yang dibelajarkan melalui pembelajaran konvensional pada siswa kelas IV SD Gugus I Gusti Ngurah Jelantik tahun ajaran 2016/2017. Jenis penelitian yang dilakukan dalam penelitian ini eksperimental yaitu quasi eksperiment (eksperimen semu) dengan menggunakan rancangan kelompok non-ekuivalen. Populasi dalam penelitian ini seluruh siswa kelas IV SD Negeri Gugus I Gusti Ngurah Jelantik tahun ajaran 2016/2017. Sampel diambil dengan teknik random sampling. Data yang dikumpulkan adalah data kompetensi pengetahuan IPA dan dianalisis dengan uji-t. Setelah dianalisis dengan uji-t, diperoleh thitung = 3,333 dan pada taraf signifikansi 5% (Î± = 0,05) dengan dk = 72 diperoleh ttabel = 2,000. Berdasarkan kriteria pengujian, thitung = 3,333 > ttabel (Î± = 0,05,72) = 2,000. Dengan demikian, terdapat perbedaan yang sigifikan kompetensi pengetahuan IPA kelompok siswa yang dibelajarkan melalui model pembelajaran Think Talk Write (TTW) dan kelompok siswa yang dibelajarkan melalui pembelajaran konvensional pada siswa kelas IV SD Gugus I Gusti Ngurah Jelantik tahun ajaran 2016/2017. Hasil penelitian menunjukkan rata-rata gain skor kompetensi pengetahuan IPA yang diperoleh kelompok eksperimen Me = 0,41 > Me = 0,26 rata-rata gain skor kompetensi pengetahuan IPA yang diperoleh kelompok kontrol. Dapat disimpulkan terdapat pengaruh model pembelajaran Think Talk Write (TTW) terhadap kompetensi pengetahuan IPA pada siswa kelas IV SD Gugus I Gusti Ngurah Jelantik tahun ajaran 2016/2017.Kata Kunci : model pembelajaran Think Talk Write, kompetensi pengetahuan IPA The aim of this research is to determine significant diferences knowledge competence of natural science the student group that studied through Think Talk Write (TTW) learning model and the student group that studied through conventional learning model for students in the 4th grade of elementary school at SD Gugus I Gusti Ngurah Jelantik in 2016/2017 year of study. The type of this research experimental, in this case is quasi eksperiment that use non-equivalent group design. The population of this research all of the students in the 4th grade of elementary school at SD Gugus I Gusti Ngurah Jelantik in 2016/2017 year of study. The sample of this research is taken by random sampling technic. The collected data is natural science knowledge competence and analyzed with t-test. After being tested by t-test, it is obtain that thitung = 3,333 in 5% ( =0,05) of significant standard with dk = 72 and ttabel (Î± = 0,05,72) = 2,000. According to the test criterion thitung = 3,333 > ttabel (Î± = 0,05) = 2,000. Therefore, there are significant differences of natural science knowledge competence between the student group that studied by Think Talk Write (TTW) learning model and the student group that studied through conventional learning for students in the 4th grade of elementary school at SD Gugus I Gusti Ngurah Jelantik in 2016/2017 year of study.The result showed an average gain score of natural science knowledge competence obtained by experiment group Me = 0,41 > Me = 0,26 an average gain score of natural science knowledge competence by control group. So, it can be conclude there was the influence of Think Talk Write (TTW) learning model to natural science knowledge competence for students in the 4th grade of elementary school at SD Gugus I Gusti Ngurah Jelantik in 2016/2017 year of study.keyword : Think Talk Write learning model, natural science knowledge competence