PENGARUH MODEL PEMBELAJARAN THINK PAIR SQUARE TERHADAP MOTIVASI BERPRESTASI DAN PRESTASI BELAJAR IPS SISWA KELAS VII SMP NEGERI 3 SINGARAJA
| Main Authors: | Tresnayanti, Ni Made Dwi, Lasmawan, I Wayan, Marhaeni, A.A.I.N. |
|---|---|
| Format: | Article info application/pdf eJournal |
| Bahasa: | eng |
| Terbitan: |
Jurnal Pendidikan Dasar
, 2013
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| Online Access: |
http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/519 http://pasca.undiksha.ac.id/e-journal/index.php/jurnal_pendas/article/view/519/311 |
Daftar Isi:
- abstrak Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Think Pair Square terhadap motivasi berprestasi dan prestasi belajar IPS. Penelitian ini menggunakan eksperimen semu. Sebanyak 62 siswa kelas VII SMP Negeri 3 Singaraja dipilih sebagai sampel. Pengumpulan data menggunakan kuesioner motivasi berprestasi dan tes prestasi belajar IPS. Data dianalisis dengan menggunakan analisis MANOVA (Multivariat Analysis of Variance). Hasil penelitian menunjukkan bahwa: (1) terdapat perbedaan motivasi berprestasi secara signifikan antara siswa yang mengikuti model pembelajaran Think Pair Square dan siswa yang mengikuti pembelajaran konvensional, (2) terdapat perbedaan prestasi belajar IPS secara signifikan antara siswa yang mengikuti model pembelajaran Think Pair Square dengan siswa yang mengikuti pembelajaran konvensional, (3) terdapat perbedaan motivasi berprestasi dan prestasi belajar secara simultan antara siswa yang mengikuti model pembelajaran Think Pair Square dan siswa yang mengikuti pembelajaran konvensional. Kata kunci: Think Pair Square, Motivasi Berprestasi, Prestasi Belajar, IPS Abstract This research aims at investigating the effect of think pair share learning model on achievement motivation and social study learning achievement. This research used quasi experiment. 62 seventh grade students of SMP Negeri 3 Singaraja were chosen as the sample. The data were collected using MANOVA (Multivariate Analysis of Variance). The results of the research show that: (1) there is significant defference social studies achievement motivation between students following think pair share learning model and those following conventional learning model, (2) there is significant defference social studies learning achievement between students following think pair share learning model and those following conventional learning model, (3) simultaneously, there are significant deffferences of achievement motivation and learning achievement of social studies between students following think pair share learning model and those following conventional model. Keywords: think pair share, achievement motivation, learning achievement, social studies.