PENGARUH MODEL THINK TALK WRITE BERBANTUAN MEDIA LINGKUNGAN TERHADAP HASIL BELAJAR IPA SISWA KELAS IV GUGUS V KECAMATAN BULELENG - ., Komang Trisyani Dewi; ., Prof. Dr. Gede Sedanayasa,M.Pd; ., Luh Putu Putrini Mahadewi, S.Pd., M.S. (MIMBAR PGSD Undiksha, 2016)
Penelitian ini bertujuan untuk mengetahui perbedaan hasil belajar IPA antara siswa yang belajar dengan model pembelajaran Think Talk Write (TTW) dan siswa yang belajar dengan menggunakan model pembelajaran direct instruction. Penelitian ini merupakan penelitian eksperimen semu dengan rancangan penelitian yang digunakan adalah post test only control group design. Populasi penelitian ini adalah siswa kelas IV SD Gugus V yang berjumlah 121 orang. Pemilihan sampel dalam penelitian ini dilakukan dengan cara random sampling yaitu pemilihan sampel secara bertahap dengan cara acak. Data hasil belajar dikumpulkan dengan tes hasil belajar. Data dianalisis dengan menggunakan statistik deskriptif dan uji-t independent untuk membandingkan dan menguji dua kelompok eksperimen dan kontrol. Hasil penelitian menunjukkan bahwa terdapat perbedaan hasil belajar IPA antara kelas yang belajar dengan model pembelajaran Think Talk Write (TTW) dan kelas yang dibelajarkan dengan model pembelajaran direct instruction. Dengan (thitung = 4,19 > ttabel = 2.021) di mana rata-rata skor hasil belajar IPA kelas yang belajar dengan model pembelajaran Think Talk Write (TTW) adalah 17,89 yang berada pada kategori tinggi, sedangkan kelas yang belajar dengan model pembelajaran direct instruction adalah 13,67 yang berada pada kategori sedang. Dapat disimpulkan bahwa model pembelajaran Think Talk Write (TTW) berpengaruh terhadap hasil belajar IPA siswa kelas IV di Gugus V Kecamatan Buleleng. Kata Kunci : Think Talk Write , lingkungan sekitar, hasil belajar This study aimed at knowing the differences of science learning achievements between the students who were learned by using Think Talk Write learning model and science learning achievement of the students who were learned by implementing direct instruction. This research was a quasi-experimental study and the design used at this study was post test only control group design. The subjects of this study were the fourth grade of elementary school students from elementary school Group V and the total numbers of subject were 121 Students. The samples of this study was selected by cluster random sampling. The achievement data were collected by using achievement tes. The data were analyzed in the form of descriptive statistics and independent t-test were compare and checked an experiments and control group. The results of this study showed that there were differences science learning achievement between the students who were learned by using Think Talk Write learning model and students’s who were learned by implementing Direct Instruction learning model. From the data were collected, it can be concluded that (t-count = 4.71 > t-table = 2.021) and the average score of science learning achievement of the students who were learned by using Think Talk Write learning model was 17.89 and categorized as high performances, while the students who were learned by implementing Direct Instruction learning model was 13.33 and categorized as medium performances. It can be concluded that the model of Think Talk Write influenced the student’s achievement of fourth grade students in elementary school Group V Buleleng sub-district.keyword : Think Talk Write , environment , learning achievement