PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STRUKTURAL THINK-PAIR-SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR IPA

Mory, Victor Febrianto PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STRUKTURAL THINK-PAIR-SHARE (TPS) UNTUK MENINGKATKAN HASIL BELAJAR IPA. education. ISSN 2548-9399

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Abstract

ABSTRAK: IPA sebagai salah satu ilmu dasar, baik aspek terapan maupun aspek penalaran mempunyai peranan yang penting dalam upaya penguasaan ilmu dan teknologi. Ini berarti bahwa sampai batas tertentu IPA perlu dikuasai oleh segenap warga, baik penerapan maupun pola pikirnya. Observasi awal bahwa di SDN 9 Patokan, ditentukan suatu permasalahan dalam pembelajaran IPA pokok bahasan Daur Hidup Hewan. Hal ini teramati melalui hasil observasi yang menunjukkan bahwa dari hasil ulangan harian siswa, sebanyak 50% dari 12 siswa di kelas IV mencapai nilai kurang dari 65, yang berarti daya serap klasikal masih dibawah standar 50% dari 12 siswa. hasil tes akhir pada pelaksanaan siklus II, dapat diketahui bahwa ketuntasan hasil siswa sudah tercapai, karena terdapat 12 siswa (100%) yang mencapai nilai  65. Nilai 65 ini merupakan KKM yang telah ditentukan oleh sekolah. Ketuntasan belajar siswa ini telah mengalami peningkatan, karena pada siklus I hanya ada 9 siswa (75%) siswa yang mencapai nilai  65. Kata kunci : Model Pembelajaran, Tipe Struktural Think-Pair-Share, Hasil Belajar ABSTRACT: Science as one of the basic sciences, both applied aspects and reasoning aspects, has an important role in the effort to master science and technology. This means that to a certain extent science needs to be mastered by all citizens, both in terms of implementation and mindset. Initial observations were that at SDN 9 Patokan, a problem was determined in science learning the subject of the Animal Life Cycle. This was observed through the results of observations which showed that from the results of the students' daily tests, as many as 50% of the 12 students in grade IV reached a score of less than 65, which means that classical absorption is still below the standard of 50% of 12 students. The final test results in the implementation of cycle II, it can be seen that the completeness of student results has been achieved, because there are 12 students (100%) who achieved a value of  65. This value of 65 is the KKM that has been determined by the school. The completeness of these students' learning has increased, because in the first cycle there were only 9 students (75%) of students who achieved a value of 65. Keywords: Learning Model, Think-Pair-Share Structural Type, Learning Outcomes

Item Type:	Article
Subjects:	L Education > L Education (General)
Depositing User:	Mory Victor Febrianto
Date Deposited:	26 Apr 2021 07:02
Last Modified:	26 Apr 2021 08:19
URI:	http://repository.unars.ac.id/id/eprint/227

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