PENGARUH MODEL PEMBELAJARAN KOOPERATIF THINK TALK WRITE BERBANTUAN POSTER TERHADAP HASIL BELAJAR IPA MATERI TRANSFORMASI ENERGI KELAS IV UPT SD NEGERI 242 GRESIK

THE EFFECT OF POSTER-ASSISTED THINK TALK WRITE COOPERATIVE LEARNING MODEL ON SCIENCE LEARNING OUTCOMES IN ENERGY TRANSFORMATION MATERIALS FOR CLASS IV UPT SD NEGERI 242 GRESIK

Penelitian ini bertujuan untuk mengetahui pengaruh model pembelajaran kooperatif Think Talk Write berbantuan poster terhadap hasil belajar IPA materi transformasi energi di kelas IV UPT SD Negeri 242 Gresik. Jenis penelitian ini adalah penelitian eksperimen dengan desain quasi experimental. Pengambilan data pada penelitian ini melalui tiga tahap, yaitu pengambilan uji pretest, perlakuan atau treatment, dan pengambilan uji posttest pada kelas kontrol dan kelas eksperimen. Kelas eksperimen menggunakan model pembelajaran kooperatif Think Talk Write berbantuan poster, sedangkan kelas kontrol menggunakan model pembelajaran konvensional berupa ceramah. Populasi dan sampel penelitian adalah seluruh peserta didik kelas IV di UPT SD Negeri 242 Gresik yang berjumlah 52 peserta didik, dan terbagi dalam dua kelas, yaitu kelas IV-A sebagai kelas eksperimen sejumlah 26 peserta didik dan IV-B sebagai kelas kontrol sejumlah 26 peserta didik. pemilihan sampel menggunakan teknik sampling jenuh. Teknik pengumpulan data dilakukan dengan menggunakan tes berupa pretest dan posttest. Hasil penelitian menunjukkan bahwa hasil belajar peserta didik mengalami peningkatan dibuktikan dengan rata-rata nilai N-Gain sebesar 0,475. Sedangkan rata-rata nilai N-Gain kelas kontrol sebesar 0,423. Meskipun peningkatan hasil belajar IPA kelas eksperimen dan kelas kontrol berada pada kategori sedang (0 < g < 0,3), namun kelas eksperimen memiliki rata-rata nilai N-Gain 0,052 lebih tinggi dibanding kelas kontrol. Sehingga dapat dinyatakan bahwa model pembelajaran kooperatif Think Talk Write dengan bantuan poster mempengaruhi peningkatan hasil belajar. Dan hasil analisis selanjutnya membuktikan adanya pengaruh model pembelajaran kooperatif Think Talk Write berbantuan poster terhadap hasil belajar IPA. Dibuktikan dengan hasil uji t-test yang menghasilkan nilai signifikansi sebesar 0,001 <  0,05, maka Ho ditolak dan H₁. Sehingga dapat disimpulkan bahwa ada pengaruh model pembelajaran kooperatif Think Talk Write berbantuan poster terhadap hasil belajar IPA materi transformasi energi di kelas IV UPT SD Negeri 242 Gresik. Model pembelajaran kooperatif Think Talk Write berbantuan poster dapat diterapkan pada muatan IPAS (Ilmu Pengetahuan Alam dan Sosial) untuk melatih kemampuan peserta didik untuk terlibat secara aktif mengambil peran dalam penerimaan informasi atau materi. Penerapan model pembelajaran kooperatif tipe Think Talk Write mampu mengkolaborasikan antara kemampuan berpikir, berbicara, dan menulis sehingga mampu memadukan kemampuan produktif dan reseptif peserta didik untuk memahami materi IPA.

This study aims to determine the effect of the Think Talk Write cooperative learning model assisted by posters on the results of science learning on energy transformation in class IV UPT SD Negeri 242 Gresik. This type of research is experimental research with a quasi-experimental design. Data collection in this study was carried out in three stages, namely taking the pretest test, treatment or treatment, and taking the posttest test in the control class and the experimental class. The experimental class uses the Think Talk Write cooperative learning model assisted by posters, while the control class uses the conventional learning model in the form of lectures. The population and research sample were all fourth grade students at UPT SD Negeri 242 Gresik, totaling 52 students, and divided into two classes, namely class IV-A as an experimental class totaling 26 students and IV-B as a control class totaling 26 participants. educate. sample selection using saturated sampling technique. Data collection techniques were carried out using tests in the form of pretest and posttest. The results showed that the learning outcomes of students had increased as evidenced by the average N-Gain value of 0.475. Meanwhile, the average N-Gain value for the control class was 0.423. Although the increase in science learning outcomes in the experimental class and control class was in the moderate category (0 < g < 0.3), the experimental class had an average N-Gain value of 0.052 higher than the control class. So it can be stated that the Think Talk Write cooperative learning model with the help of posters influences the increase in learning outcomes. And the results of the subsequent analysis prove that there is an influence of the Think Talk Write cooperative learning model assisted by posters on science learning outcomes. Evidenced by the results of the t-test which produces a significance value of 0.001 <0.05, then Ho is rejected and H1. So it can be concluded that there is an influence of the Think Talk Write cooperative learning model assisted by posters on the science learning outcomes of energy transformation material in class IV UPT SD Negeri 242 Gresik. The Think Talk Write cooperative learning model assisted by posters can be applied to the content of Natural and Social Sciences (IPAS) to train students' ability to be actively involved in taking a role in receiving information or material. The application of the Think Talk Write cooperative learning model is able to collaborate between the ability to think, speak, and write so that it is able to combine the productive and receptive abilities of students to understand science material.