Pengembangan perangkat pembelajaran kooperatif tipe TPS untuk meningkatkan motivasi dan kemampuan berpikir kritis siswa
DOI:
https://doi.org/10.30738/natural.v5i2.3161Keywords:
kooperatif, TPS, motivasi, kemampuan berpikir kritisAbstract
Penelitian ini bertujuan untuk: 1) menghasilkan perangkat pembelajaran kooperatif tipe TPS pada materi limbah yang layak digunakan dalam pembelajaran biologi, 2) mengetahui keefektifan perangkat pembelajaran kooperatif tipe TPS pada materi limbah terhadap motivasi dan kemampuan berpikir kritis siswa. R&D ini menggunakan model 4-D yang diadaptasi dari Thiagarajan, et al. (1974), meliputi tahap define, design, develop, dan dissemminate. Hasil penelitian adalah sebagai berikut. 1)Â Perangkat pembelajaran kooperatif tipe TPS pada materi limbah untuk meningkatkan motivasi dan kemampuan berpikir kritis siswa yang dihasilkan mempunyai kelayakan sangat baik sebagai perangkat pembelajaran biologi di SMA. 2) Pengimplementasian perangkat pembelajaran tersebut efektif untuk meningkatkan motivasi dan kemampuan berpikir kritis siswa. Perbedaan motivasi dan kemampuan berpikir kritis siswa tampak di kelas eksperimen, dimana motivasi siswa meningkat sebesar 5,81 point dan kemampuan berpikir kritis meningkat sebesar 65,16 point, sedangkan di kelas kontrol, motivasi siswa meningkat sebesar 5,35 point dan kemampuan berpikir kritis sebesar 61,50 point.
Â
Developing a cooperative teaching of TPS type to increase the motivation and cts of the student
Â
Abstract
This study aims to: 1) produce TPS type cooperative learning device on waste material which is fit for use in biology class, 2) discover the effectiveness of TPS type cooperative learning device on waste material on students’ motivation and critical thinking skill. This study was a research using by R&D model 4-D which was adapted  from Thiagarajan, et al. (1974) which consists of define, design, develop, and  disseminate. The research results are as follows: 1) Cooperative learning type of TPS device on waste material to increase students’ motivation and critical thinking skill produced has good feasibility according to material experts, media experts, biology teachers, and associates’ assessments. 2) The implementation of the learning device is effective in increasing students’ motivation and critical thinking skill. The differences of students’ motivation and critical thinking skill are obvious in the experimental class, in which students’ motivation increased for by 5.81 points and critical thinking skill increased by 65.16 points, while in control class, students’ motivation increased by 5.35 points and critical thinking skill by 61.50 points.
References
Aikens, C. G., Sr. (2013). Leading by example: creating motivation that posters positive change in young people.Tesis Master, tidak diterbitkan, Dominican University of California, San Rafael, CA.
Arends, R. I. & Kilcher, A. (2010). Teaching for student learning becoming an accomplished teacher. New York: Routledge.
Bermawy Munthe. (2009). Desain pembelajaran. Yogyakarta: Pustaka Insan Madani.
Brophy, J. (2010). Motivating students to learn (3rd ed). New York: Routledge.
Fransisca Sudargo. (2012). Metapedagogi dalam pendidikan guru biologi: Membangun kemampuan berpikir kritis dan kreatif melalui pembelajaran berbasis praktikum. Pidato Disampaikan dalam Pengukuhan Guru Besar Universitas Pendidikan Indonesia, Rabu, 25 Mei 2012. Diambil tanggal 28 januari 2013, dari http://berita.upi.edu/2012/04/25/metapedagogi-dalam-pendidikan-guru-biologi-membangun-kemampuan-berpikir-kritis-dan-kreatif-melalui-pembelajaran-berbasis-praktikum/
Ibe, H. N. (2009). Metacognitive strategies on classroom participation and student achievement in senior secondary school science classrooms. Science Education International, Vol. 20, No. 1-2, PP. 25-31 Dec 2009. Diambil tanggal 7 Juni 2013, dari http://www.eric.ed.gov/ERICWebPortal/
Lewy, Z, & Nyimas A. (2009). Pengembangan soal untuk mengukur berpikir tingkat tinggi pokok bahasan barisan dan deret bilangan di kelas IX akselerasi SMP Xaverius Maria Palembang. Jurnal Pendidikan Matematika, Vol. 3, No. 2.
Lie, Anita. (2004). Cooperative Learning: Mempraktekkan cooperative learning di ruang-ruang kelas. Jakarta: PT.Gransindo.
Nitko, A. J. & Brookhart, S. M. (2011). Educational assessment of students. United State of American: Pearson Education, Inc.
Sudijono, A. (2008). Pengantar statistik pendidikan. Jakarta: PT RajaGrafindo Persada.
Suharsimi Arikunto. (1989). Manajemen penelitian. Jakarta: Depdikbud.
Thiaragajan, S., Semmel, D.S., & Semmel, M.L. (1974). Instructional development for training teachers of exceptional children. Minnesota: Indiana University.
Trianto. (2010). Mendesain model pembelajaran inovatif-progresif: konsep, landasan, dan implementasinya pada kurikulum tingkat satuan pendidikan (KTSP). Jakarta: Kencana Prenada Media Group.
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Natural: Jurnal Ilmiah Pendidikan IPA is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Based on a work at jurnal.ustjogja.ac.id/index.php/NATURAL.
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-ShareAlike 4.0 International License(CC BY-SA 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
