PENERAPAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) PADA PEMBELAJARAN KIMIA UNTUK MENINGKATKAN KETERAMPILAN BERARGUMENTASI DAN MOTIVASI BELAJAR SISWA
DOI:
https://doi.org/10.23887/jpk.v3i1.12973Abstrak
Abstrak
Tujuan penelitian tindakan kelas ini adalah untuk mengetahui apakah penerapan model pembelajaran Think Pair Share pada pembelajaran kimia dapat meningkatkan keterampilan berargumentasi dan motivasi belajar siswa di SMA N 1 Wates. Penelitian ini merupakan penelitian tindakan kelas yang dilaksanakan dalam tiga siklus, dimana setiap siklus terdiri atas perencanaan, tindakan, pengamatan, dan refleksi. Hasil penelitian menunjukkan bahwa, penerapan model pembelajaran Think Pair Share dapat meningkatkan keterampilan berargumentasi siswa dan motivasi belajar siswa. Persentase peningkatan observasi keterampilan berargumentasi pada siklus II aspek claim terjadi peningkatan sebesar 12,02 % dari siklus I dan evidence terjadi peningkatan sebesar 12,74 %, sedangkan untuk aspek reason dikategorikan sedang meskipun sudah terjadi peningkatan 29,57%. Persentase peningkatan pada siklus III terjadi sebesar 15,63% pada aspek claim, sebesar 12,74% aspek evidence dan reason terjadi peningkatan sebesar 18,7%. Persentase minat siswa, semangat siswa, tanggung jawab siswa, respon terhadap stimulus, serta rasa senang dan puas secara berturut-turut mengalami persentase peningkatan sebesar 9,81%, 6,34%, 6,73%, 6,73%, dan 5,71%.
Abstract
The purpose of this class action research is to find out whether the application of Think Pair Share learning models in chemistry learning can improve the argumentation skills and students' learning motivation in Wates N 1 High School. This research is a classroom action research conducted in three cycles, wherein each cycle consists of planning, action , observations, and reflections. The results of the study show that the application of Think Pair Shared learning models can improve students' argumentation skills and student motivation. The percentage increase in observation of argumentation skills in the second cycle of the claim aspect increased by 12.02% from the first cycle and the evidence increased by 12.74%, while for the reason aspect was categorized as moderate even though there had been an increase of 29.57%. The percentage increase in cycle III occurred by 15.63% in the claim aspect, by 12.74% in the evidence and reason aspect an increase of 18.7%. The percentage of student interest, student enthusiasm, student responsibility, response to stimulus, and feeling of pleasure and satisfaction respectively experienced a percentage increase of 9.81%, 6.34%, 6.73%, 6.73%, and 5.71%.
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