PENGARUH MODEL PEMBELAJARAN THINK TALK WRITE (TTW) BERBANTUAN MIND MAPPING TERHADAP AKTIVITAS DAN HASIL BELAJAR IPA SISWA KELAS V GUGUS XIV KECAMATAN BULELENG TAHUN 2015/2016 - ., Ni Luh Putu Tika Rusmayanthi; ., Dr. I Ketut Gading,M.Psi; ., Drs. I Made Suarjana, M.Pd (Universitas Pendidikan Ganesha, 2016)
Penelitian ini bertujuan untuk mengetahui perbedaan aktivitas belajar dan hasil belajar IPA antara siswa yang belajar dengan model pembelajaran Think Talk Write (TTW) berbantuan mind mapping dan siswa yang belajar dengan model pembelajaran langsung pada siswa kelas V SD di Gugus XIV Kecamatan Buleleng tahun pelajaran 2015/2016. Penelitian ini termasuk penelitian quasi experiment dengan rancangan posttest-only control group desain. Populasi penelitian ini adalah seluruh kelas V SD di Gugus XIV, sampel penelitian adalah SD N 2 TukadMungga dan SD N 3 TukadMungga. Pemilihan sampel menggunakan teknik random sampling. Metode pengumpulan data dilakukan dengan lembar observasi dan metode tes dan analisis menggunakan statistik deskriptif, dan MANOVA.Hasil penelitian menunjukkan terdapat perbedaan yang signifikan aktivitas belajar dan hasil belajar IPA antara siswa yang belajar dengan model pembelajaran Think Talk Write (TTW) berbantuan mind mapping dan model pembelajaran langsung. Hasil Penelitian menunjukkan (1) terdapat perbedaan yang signifikan aktivitas belajar antara siswa yang mengikuti pembelajaran model TTW dengan pembelajaran langsung(Fhitung = 12,73 dengan sig=0,001).(2) terdapat perbedaan yang signifikan hasil belajar IPA antara siswa yang mengikuti pembelajaran model TTW dengan pembelajaran langsung (Fhitung = 7,961 dengan sig = 0,008). Jadi,model pembelajaran Think Talk Write (TTW) berbantuan mind mapping berpengaruh terhadap aktivitas belajar hasil belajar IPA pada siswa kelas V di Gugus XIV Kecamatan Buleleng tahun pelajaran 2015/2016.Kata Kunci : Model TTW, aktivitas, hasil belajar The aim of this research to determine the difference the learning activities and learning result of Natural Sciencestudent that learning with model Think Talk Write (TTW) assisted the mind mapping and student that learning with direct learning model in fifth grade Elementary School students in Five Cluster Buleleng District, in academic year 2015/2016. This research including quasi- experimental design with posttest- only control group design. This research population is all of fifth grade Elementary School in fourteen Cluster, research sample is Elementary School 2 Tukad Mungga and Elementary School 3 Tukad Mungga. The research sample was chosen by random sampling technique. Method of data collection done with a test method and analyzed using descriptive statistics and Multivariate (MANOVA). The result of research showed there were significant differences in learning activities and Natural Science learning result between students those who tought with learning model Think Talk Write (TTW) assisted mind mapping and those who tought direct learning model. The result of this study showed (1) there were significant differences of learning activities between the groups of students who those who tought with learning model Think Talk Write (TTW) assisted mind mapping and those who tought direct learning model(Fcount = 12,73 with sig = 0,001).(2) there were significant differences of Natural Science learning between the groups of students who those who tought with learning model Think Talk Write (TTW) assisted mind mapping and those who tought direct learning model(Fcount = 7,961 with sig =0,001. So,Talk Write (TTW) learning model assisted mind mapping has an influence to the learning result of Natural Science subject in fifth grade Elementary School students in Cluster XIV Buleleng District,in academic year 2015/2016. keyword : TTW Model, activities, learning