Pengaruh Model Pembelajaran TPS (Think Pair Share) dengan Media Interaktif Wordwall terhadap Kemampuan Berpikir Kritis Peserta Didik pada Pembelajaran IPS Materi Potensi dan Pemanfaatan Sumber Daya Alam

The Influence of the TPS (Think Pair Share) Learning Model with Interactive Wordwall Media on Students Critical Thinking Skills in Social Studies Learning on the Potential and Utilization of Natural Resurces 

Abstrak

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran Think Pair Share (TPS) dengan media interaktif Wordwall terhadap kemampuan berpikir kritis peserta didik pada pembelajaran IPS materi potensi dan pemanfaatan Sumber Daya Alam. Penelitian ini menggunakan pendekatan kuantitatif dengandesain quasi eksperimen tipe Non-equivalent Control Group Design. Populasi penelitian ini yaitu peserta didik kelas VII di MTsN 1 Surabaya dengan sampel kelas VII I sebagai kelas eksperimen dan kelas VII K sebagai kelas kontrol. Kelas eksperimen diberi perlakuan pembelajaran dengan model TPS berbantuan media Wordwall, sedangkan kelas kontrol hanya menggunakan model TPS tanpa media Wordwall. Instrumen yang digunakan berupa tes pilihan ganda berjumlah 25 butir soal yang disusun berdasarkan indikator berpikir kritis menurut Ennis. Analisis data menggunakan uji Wilcoxon Signed-Rank Test untuk mengetahui peningkatan hasil posttest pada kelas eksperimen dan uji Mann Whitney U Test yang digunaka untuk membandingkan hasil posttest antar kelas. Hasil penelitian menunjukkan bahwa terdapat peningkatan siginifikan dalam kemampuan berpikir kritis pada kelas eksperimen, serta perbedaan yang siginifikan antara kelas eksperimen dan kontrol. Dengan demikian, model pembelajaran TPS berbantuan media interaktif Wordwall efektif dalam meningkatkan kemampuan berpikir kritis peserta didik dalam pembelajaran IPS khususnya materi Potensi dan Pemanfaatan Sumber Daya Alam.

Kata Kunci: Think Pair Share (TPS), Wordwall, Berpikir kritis

Abstract

This study aims to determine the effect of the Think Pair Share (TPS) learning model assisted by interactive Wordwall media on students' critical thinking skills in Social Studies learning on the topic of the potential and utilization of natural resources. A quantitative approach was employed using a quasi-experimental design of the Non-equivalent Control Group Design type. The research sample consisted of class VII I as the experimental group and class VII K as the control group at MTsN 1 Suabaya. The experimental group received instruction using the TPS model combined with Wordwall media, while the control group was taught using the TPS model without media. The research instrument was a multiple-choice test consisting of 25 items developed based on Ennis's critical thinking indicators. Data were analyzed using the Wilcoxon Signed-Rank Test to assess improvement within the experimental group and the Mann Whitney U Test to compare posttest results between the two groups. The findings indicate a significant improvement in critical thinking skills among students in the experimental group, as well as a significant difference between the experimental and control groups. These results suggest that the TPS learning model supported by interactive Wordwall media is effective in enhancing students' critical thinking skills in Social Studies, particularly in the topic of natural resource potential and utilization

Keywords: Think Pair Share (TPS), Wordwall, Critical thinking