PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TPS BERBANTUAN MEDIA LINGKUNGAN TERHADAP HASIL BELAJAR IPA SISWA KELAS V SD GUGUS III GIANYAR - ., Dewa Ayu Laksmi Dewi; ., Dra. Siti Zulaikha, M.Pd.; ., Drs. I Komang Ngurah Wiyasa, M.Kes. (Universitas Pendidikan Ganesha, 2014)
Penelitian ini bertujuan untuk mengetahui perbedaan yang signifikan hasil belajar IPA antara siswa yang belajar melalui model pembelajaran kooperatif tipe TPS berbantuan media lingkungan dengan siswa yang belajar secara konvensional di kelas V SD Gugus III Gianyar Tahun Pelajaran 2013/2014. Jenis penelitian ini adalah penelitian eksperimen semu dengan desain Nonequivalent Control Group Design. Populasi penelitian ini adalah siswa kelas V SD Gugus III Gianyar Tahun Pelajaran 2013/2014 sebanyak 232 siswa. Penentuan sampel dilakukan dengan teknik random sampling dan yang diacak adalah kelas sehingga didapatkan dua kelas yaitu kelas V SD Negeri 1 Bitera berjumlah 31 siswa sebagai kelompok eksperimen dan kelas V SD Negeri 1 Bakbakan berjumlah 31 siswa sebagai kelompok kontrol. Data tentang hasil belajar IPA dikumpulkan dengan menggunakan tes objektif bentuk pilihan ganda biasa. Selanjutnya data dianalisis dengan uji-t. Hasil penelitian menunjukkan bahwa rata-rata hasil belajar IPA siswa yang belajar melalui model pembelajaran kooperatif tipe TPS berbantuan media lingkungan lebih tinggi daripada rata-rata hasil belajar IPA siswa yang belajar melalui pembelajaran konvensional (79,23 > 67,48). Berdasarkan hasil pengujian normalitas dan homogenitas terhadap data yang didapat dari kelompok eksperimen dan kelompok kontrol berdistribusi normal dan homogen. Selanjutnya dilakukan uji hipotesis dengan uji-t dan menunjukkan thit =4,74 dan ttabel =2,000 dengan db = 60 (n1+n2-2 =31+31-2 = 60) dan taraf signifikansi 5%. Berdasarkan kriteria pengujian, thit > ttabel (4,74 > 2,000), maka Ha diterima dan H0 ditolak. Ini berarti terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang belajar melalui model pembelajaran kooperatif tipe TPS berbantuan media lingkungan dengan siswa yang belajar secara konvensional. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa model pembelajaran kooperatif tipe TPS (Think Pair Share) berbantuan media lingkungan berpengaruh terhadap hasil belajar IPA siswa kelas V SD Gugus III Gianyar tahun pelajaran 2013/2014.Kata Kunci : model pembelajaran kooperatif tipe TPS (Think Pair Share), media lingkungan, hasil belajar IPA This study aims to determine the significant differences of students science learning outcomes who being taught by using Think Pair Share (TPS) cooperative learning model aided by environment media between the students who being taught using conventional learning in fifth in Cluster III Gianyar academic year 2013/2014. This study is a quasi-experimental study, with design Nonequivalent Control Group Design. The population was fifth grade elementary school students in Gugus III Gianyar academic year 2013/2014 as many as 232 students. Determination of the samples was done by random sampling technique, and that randomized were classes, with the result that was got two classes, the fifth grade students of SD Negeri 1 Bitera as the experimental group with 31 students, and the fifth grade students of SD Negeri 1 Bakbakan as the control group with 31 students. Data on science learning outcomes were collected using a regular multiple choice objective test. Furthermore, the data were analyzed by t-test.The results showed that the average science student learning outcomes that learned through Think Pair Share (TPS) cooperative learning model aided by environment media higher than the average science student learning outcomes that learned through conventional learning (79,23 > 67,48). Based on the results of tests of normality and homogeneity of the data obtained from the experimental group and the control group were normally distributed and homogeneous. Hypothesis test is then performed with t-test and showed tarithmetic = 4,74 and ttable = 2, 000 with db = 60 (n1 + n2-2 = 31 +31-2 = 60) and a significance level is 5%. Based on testing criteria, tarithmetic > ttable (4,74>2.000), then Ha is accepted and H0 is rejected. This means that there is a significant differences of students science learning outcomes who being taught by using TPS cooperative learning model aided by environment media between the students who being taught using conventional learning. It can be concluded that the TPS cooperative learning model aided by environment media affects the results of learning science fifth grade student in gugus III Gianyar academic year 2013/2014.keyword : TPS cooperative learning model, environment media, science learning outcomes