KEEFEKTIFAN MODEL THINK PAIR SHARE TERHADAP AKTIVITAS DAN HASIL BELAJAR IPS (Journal of Elementary Education, 2014)
Penelitian ini bertujuan menguji keefektifan model think pair share terhadap aktivitas dan hasil belajar IPS pada siswa kelas V SD Negeri 03 Pedurungan Pemalang. Penelitian ini menggunakan quasi experimental design dengan bentuk nonequivalent control group design. Penelitian dilaksanakan di SD Negeri 03 Pedurungan dengan populasi 61 siswa. Sampel kelas eksperimen sebanyak 28 siswa serta kelas kontrol sebanyak 29 siswa. Pengujian hipotesis pertama menggunakan rumus independent samples t test. Hasil pengujian menunjukkan bahwa nilai thitung data aktivitas belajar sebesar 9,006 dan t hitung nilai hasil belajar sebesar 3,357. Dari hasil penghitungan, dapat diketahui bahwa thitung > ttabel (9,006 > 2,004 dan 3,357 > 2,004), sehingga dapat disimpulkan terdapat perbedaan aktivitas dan hasil belajar IPS antara pembelajaran yang menggunakan model think pair share dan yang menggunakan model konvensional. Untuk hipotesis yang kedua, menggunakan rumus one sample t test. Berdasarkan hasil pengujian menunjukkan bahwa nilai thitung > ttabel (13,081 > 2,052 dan 4,813 > 2,052), sehingga dapat disimpulkan bahwa aktivitas dan hasil belajar IPS dengan model think pair share lebih tinggi daripada model konvensional. Jadi, model think pair share lebih efektif dalam meningkatkan aktivitas dan hasil belajar siswa.This study aims to test the effectiveness of the model think pair share student’s learning activities and student’s learning outcomes of IPS in the fifth grade students of SD Negeri 03 Pedurungan, Pemalang. This study uses a quasi experimental design with nonequivalent control group design form. The study was conducted in SD Negeri 03 Pedurungan. Samples were taken by 28 students as the experiment group and 29 students as the control group. The first hypothesis test using independent samples t-test, showed that t count of learning activity data is 9.006 and t count of learning outcomes is 3,357. Based on the result test, it can be seen that t count > t table (9.006 > 2.004 and 3.357 > 2.004), so it can be concluded there are differences in student’s learning activities and student’s learning outcomes in social studies subject between the students were taught using think pair share and those were taught with conventional model. For the second hypothesis test, we use a one-sample t test. Based on the test results, it showed that the value of t count > t table (13,081 > 2,052 and 4,813 > 2,052), it can be concluded that student’s learning activities and student’s learning outcomes in social studies subject were taught with think pair share was more higher than students who were taught with conventional model. So, think pair share is more effective to improve student’s learning activities and student’s learning outcomes.