Perbandingan Kemampuan Pemahaman Konsep Menggunakan TGT dan Problem Posing Memperhatikan Motivasi Belajar - mey zulfia herman; Sudjarwo Sudjarwo; Darsono Darsono (Faculty of Teacher Training and Education, University of Lampung, 2017)
The objective of this research was to find out the differences of students concept understanding between using TGT Learning and Problem Posing by paying attention to motivation. This was a comparative research with experiment approach. Population was 127 students in MTs. Al-Falah Muncak. Samples were determined by using cluster random sampling technique. Data were collected by using observation and test. Hypothesis was tested by using two path variance analysis and two independent samples t-test. The results showed that: (1) there were differences in the studentsconcept understanding between using TGT and PP; (2) there were differences in concept understanding between using TGT and PP in those students with high learning motivations; (3) there were differences in concept understanding between using TGT and PP in those students with low motivations; and (4) there was an interaction between the learning models and motivations in concept understanding.Tujuan penelitian ini untuk mengetahui perbedaan pemahaman konsep siswa menggunakan model pembelajaran TGT dan Problem Posing dengan memperhatikan motivasi belajar. Metode yang digunakan adalah metode komparatif dengan pendekatan eksperimen. Populasi penelitian dilakukan di MTs Al-Falah Muncak sebanyak 127 siswa, jumlah sampel 60 siswa yang terdiri dari 26 laki-laki dan 34 perempuan. Sampel ini ditentukan dengan menggunakan Cluster Random Sampling. Pengumpulan data melalui observasi dan tes. Pengujian hipotesis menggunakan rumus analisis varian dua jalur dan t-test dua sampel independen. Hasil analisis data menunjukkan: (1) Ada perbedaan pemahaman konsep materi IPS siswa dengan menggunakan model pembelajaran Teams Games Tournament dengan model Problem Posing. (2) Ada perbedaan pemahaman konsep materi IPS siswa yang memiliki motivasi belajar tinggi. (3) Ada perbedaan pemahaman konsep materi IPS siswa yang memiliki motivasi belajar rendah. (4) Ada interaksi antara model pembelajaran dengan motivasi belajar terhadap pemahaman konsep materi IPS. Kata kunci : Pemahaman konsep, TGT, problem posing, motivasi