PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK DAN MOTIVASI BERPRESTASI TERHADAP HASIL BELAJAR IPS SISWA KELAS V SEKOLAH DASAR - ., Ni Made Firma Janayanti; ., Dr. Desak Putu Parmiti,MS; ., Dr. I Ketut Gading,M.Psi (Universitas Pendidikan Ganesha, 2017)
Tujuan dari penelitian ini yaitu: (1) mengetahui pengaruh perbedaan hasil belajar IPS antara kelompok siswa dibelajarkan dengan model pembelajaran kooperatif tipe Talking stick dan kelompok siswa yang tidak dibelajarkan dengan model pembelajaran kooperatif tipe Talking Stick. (2) mengetahui perbedaan hasil belajar IPS antara siswa yang motivasi berpestasinya tinggi dengan siswa yang mempunyai motivasi berprestasinya rendah. (3) mengetahui pengaruh interaksi antara model pembelajaran kooperatif tipe Talking Stick dan motivasi berprestasi terhadap hasil belajar IPS. Jenis penelitian ini adalah penelitian eksperimen semu dengan rancangan non-equivalent posttest only control group desain. Populasi penelitian ini adalah seluruh siswa kelas V SD Gugus I Kecamatan Buleleng. Sampel penelitian ini yaitu siswa kelas V SDN 8 Banyuning sebagai kelas eksperimen yang berjumlah 28 orang dan siswa kelas V SDN 6 Banyuning sebagai kelas kontrol yang berjumlah 28 orang. Data dikumpulkan dengan tes dan kuesioner buatan peneliti. Data yang dikumpulkan dianalisis menggunakan uji Anava Dua Jalur. Hasil penelitian menunjukkan (1) terdapat perbedaan yang signifikan hasil belajar IPS antara siswa yang dibelajarkan dengan model pembelajaran kooperatif tipe Talking Stick dan siswa yang tidak dibelajarkan dengan model pembelajaran kooperatif tipe Talking Stick. (2) terdapat perbedaan yang signifikan hasil belajar IPS antara siswa yang memiliki motivasi berprestasi tinggi dan siswa yang memiliki motivasi berprestasi rendah. (3) terdapat pengaruh interaksi yang signifikan antara model pembelajaran kooperatif tipe Talking Stick dan motivasi berprestasi terhadap hasil belajar IPS. Dengan demikian dapat disimpulkan bahwa model pembelajaran kooperatif tipe Talking Stick dan Motivasi berprestasi berpengaruh terhadap hasil belajar IPS.Kata Kunci : kooperatif tipe Talking Stick, motivasi berprestasi dan hasil belajar IPS The purpose of this research are: (1) to know the difference effect of IPS learning result between group of students is taught by cooperative learning model Talking stick type and group of students which is not learned by cooperative learning model Talking Stick type. (2) to know the difference IPS learning result between students who has high achievement motivation and students who has low achievement motivation. (3) to know the difference of interaction effect between Talking Stick type cooperative learning model and achievement motivation about IPS learning result. Type of this research is a quasi-experimental study with a non-equivalent design posttest only control group design. The population of this research is all of students in class V SD Gugus I Buleleng District. The sample of this research is the students of class V SDN 8 Banyuning as an experiment class which is amounted to 28 people and students of class V SDN 6 Banyuning as a control class which amounted to 28 people. The data were collected with the tests and questionnaires made by researcher. The data were collected by analyzed using Two Path Anava test. The results showed (1) there was a significant difference of IPS learning outcomes between students who were taught by cooperative learning model Talking Stick type and students who were not taught by cooperative learning model Talking Stick type. (2) there ware a significant difference of IPS learning result between students who have high achievement motivation and students who have low achievement motivation. (3) there ware significant interaction effect between Talking Stick type cooperative learning model and achievement motivation toward IPS learning result. The conclusion of those result is that the cooperative learning model Talking Stick type and achievement motivation affect the results of IPS learning.keyword : cooperative type Talking Stick, achievement motivation and IPS learning outcomes