Penerapan Model Pembelajaran Kooperatif Tipe Talking Stick Menggunakan Kartu Soal Terhadap Hasil Belajar Fisika Siswa Kelas X di SMA
DOI:
https://doi.org/10.31958/je.v1i1.3095Keywords:
Model pembelajaran kooperatif tipe talking stick, kartu soalAbstract
This study aims to determine the application of the talking stick type cooperative learning model using question cards to students' physics learning outcomes. This type of research is a quasi-experimental research, with a posttest only control group design. Sampling used simple random sampling where class X.4 as the experimental class and X.3 as the control class. Collecting data using a cognitive test of learning outcomes in the form of a multiple choice test with 20 questions. Data on the affective and psychomotor domains of students used observation sheets which were analyzed descriptively qualitatively. From the results of the final test, the average final score for the cognitive domain in the experimental class and control class was 73.47 and 66.30, respectively. For the affective domain, the average values obtained by the experimental class and control class are 72.12 and 68.18, respectively. As for the psychomotor domain, the average values for the experimental class and control class are 73.10 and 68.29, respectively. From the hypothesis test that was carried out, it was found that H0 was rejected and H1 was accepted, it can be concluded that "student physics learning outcomes in the application of the talking stick type cooperative learning model using question cards are better than the physics learning outcomes of students who do not use the talking stick type cooperative learning model. Straight in class X SMAN 2 Sungai TarabÔÇØ.References
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Andang, I. (2006). Education Game. Pilar Media.
Arikunto, S. (2010). Dasar-dasar Evaluasi Pendidikan. Bumi Aksara.
Desmita. (2005). Psikologi Perkembangan Peserta Didik. PT. Rosda Karya.
Emzir. (2008). Metodologi Penelitian Pendidikan Kuatitatif & Kualitatif. RajaGrafindo Persada.
Hofifah, Z., Bektiarso, S., & Astutik, S. (2015). Pengaruh Model Kooperatif Tipe Talking Stick Disertai Metode Eksperimen Terhadap Hasil Belajar Siswa Pada Mapel IPA Fisika Di Mts N Bangsalsari Jember. Jurnal Pembelajaran Fisika, 4(1), 59–63.
Joyce. (1980). Model Mengajar. Tarsito.
Kunandar. (2007). Guru Profesional Implementasi KTSP dan Sukses dalam Sertifikasi Guru. PT Raga Grafindo Persada.
Misnawati. (2013). Upaya Meningkatkan Hasil Belajar Fisika melalui Model Pembelajaran Kooperatif Tipe Talking Stick pada Siswa Kelas VIIa SMP Negeri 1 Sinjai Selatan. Jurnal Pendidikan Fisika, 1(3), 226–235. https://doi.org/10.26618/jpf.v1i3.208
Sambada, D. (2012). Peranan Kreativitas Siswa terhadap Kemampuan Memecahkan Masalah Fisika dalam Pembelajaran Kontektual. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 2(2), 37–47. https://doi.org/10.26740/jpfa.v2n2.p37-47
Slavin, R. E. (2005). Cooperatif Learning Teori, Riset dan Praktik. Nusa Media.
Sudrajat. (2014). Penerapan Metode Buzz Group untuk Meningkatkan Kerjasama dan Keaktifan. Universitas Negeri Yogyakarta.
Undang-undang Guru dan Dosen. (2003). Sistem Pendidikan Nasional No. 20 tahun 2003. Sinar Grafika.
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Published
2021-07-31
How to Cite
Maiyena, S., Imamora, M., & Sari, D. L. (2021). Penerapan Model Pembelajaran Kooperatif Tipe Talking Stick Menggunakan Kartu Soal Terhadap Hasil Belajar Fisika Siswa Kelas X di SMA. Edusainstika: Jurnal Pembelajaran MIPA, 1(1), 39–48. https://doi.org/10.31958/je.v1i1.3095
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