Pengaruh Model Think Pair Share Berbantuan Animasi Terhadap Hasil Belajar Siswa Ditinjau Dari Minat Belajar Siswa Kelas XI SMAN 1 Mojolaban Pada Pembelajaran Ekonomi
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Mar 9, 2023
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Abstract
This study aims to determine the effect of applying the Think Pair Share (TPS) learning model assisted by animation on learning outcomes in terms of learning interest in class XI students of SMAN 1 Mojolaban. The data analysis technique uses the Paired Sample T Test and the Two Way Anova test. The results of the study are as follows (1) the TPS learning model influences the learning outcomes of class XI IPS students at SMAN 1 Mojolaban. (2) The animation-assisted TPS model has no effect on learning outcomes in terms of student learning interest. This is evident from the tcount value of -10,812 (> ttable) and Fcount = 1.257 (<Ftable). Based on this, it can be concluded that the application of the animation-assisted TPS learning model has a positive and significant effect on students' cognitive learning outcomes, but has no effect on student learning outcomes in terms of learning interest in class XI IPS students of SMAN 1 Mojolaban. Theoretically, the research results provide insight and knowledge regarding the influence of the TPS model and animated media on learning outcomes in terms of student interest. While practically proving that there is an influence of the animation-assisted TPS model on learning outcomes, it has no effect on learning outcomes in terms of interest.
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Astuti, A., Kristiani, K., & Sudarno, S. (2023). Pengaruh Model Think Pair Share Berbantuan Animasi Terhadap Hasil Belajar Siswa Ditinjau Dari Minat Belajar Siswa Kelas XI SMAN 1 Mojolaban Pada Pembelajaran Ekonomi. Journal on Education, 5(4), 11862-11875. Retrieved from https://jonedu.org/index.php/joe/article/view/2142
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Kausar, A., Maryono, D & Aristyagama, Y. H. (2020). The effectiveness of implementation blended learning flipped classroom type reviewed from student learning outcomes in digital simulation subjects at vocational high school. Journal of Informatics and Vocational Education (JOIVE), 3(3), 87-92
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Medina, L. C. (2018). Blended learning: Deficits and prospects in higher education. Australasian Journal of Educational Technology, 34(1), 42-56
Murdianto. Efektifitas pembelajaran sejarah Indonesia melalui blended learning tipe flipped classroom di SMK N 1 Ngawi pada masa pandemic covid 19. Jurnal Pendidikan Sejarah Indonesia, 3(1), 248-259
Ozdamli, F & Asiksoy, G. (2016). Flipped classroom approach. World Journal on Educational Technology: Current Issues. 8(2), 98-105.
Plump, C. M., & LaRosa, J. (2017). Using kahoot! In the classroom to create engagement and active learning: A game-based technology solution for elearning novices. Management Teaching Review, 2, 151-158
Purba, S. E. E., Kristiani. Sangka, K. B., Hussain, O. K. (2021). An overview of its impact on economics learning. International Journal of Pedagogy and Teacher Education, 5(1), 26-34.
Riantika, R. F. P. & Mukminan. (2019). Efektivitas model pembelajaran blended learning untuk meningkatkan hasil belajar geografi pada materi litosfer kelas XI SMA. Junal Pendidikan, 4(12), 1723—1729
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Sugrah, N. (2019). Implementasi teori belajar konstruktivisme dalam pembelajaran sains. Humanika, Kajian Ilmiah Mata Kuliah Umum, 19(2), 121-138
Tuguic, L.A. (2021). Challenges of the new normal: Students' attitude, readiness and adaptability to blended learning modality. International Journal of English Literature and Social Sciences, 6(2), 443-449
Turan, Z & Meral, E. (2018). Game-based versus to non-game-based: The impact of student response systems on students’achievements, engagements and test anXIeties. Informatics in Education, 17 (1), 105–116
Wahyudin, A. (2020). Model pembelajaran bleended learning (Model flipped classroom) untuk meningkatkan efektivitas pembelajaran ips pada masa pandemi covid 1919. Jurnal: Sudut Pandang, 1(1), 1-23
Wang, A. I. (2015). The wear out effect of a game-based student response system. Computer and Education, 82, 217-227
Yu, Z. (2022). A meta-analysis of effects of blended learning on performance, attitude, achievement, and engagement in different countries. Research Square
Zainuddin, Z. (2021). (A Review of a Blended Learning Model at Higher Education Institutions during a New Normal of Covid 19-19: Policy and Implementation. Asia-Pacific Journal Of Public Policy, 7(2), 34-45
Zhang, Q & Yu, Z. (2021). A literature review on the influence of Kahoot! On learning outcomes, interaction, and collaboration. Education and Information Technologies, 1-29.
Abdullah, Ma’ruf. (2015). Metode Penelitian Kuantitatif. Sleman: Aswaja Pressindo.
Achor, E. E., Chianson-akaa, M. M., & Ogbaji, E. I. (2022). Interest of Students of Varied Learning Styles Taught Physics Using Think-Pair-Share Learning Strategy. ICSHER Journal, 5(2), 109–124.
Arini, N. D., Joyoatmojo, S., & Riani, A. L. (2019). The Think Pair Share Type of Cooperative Learning Model Application using Scientific Approach with Videoscribe Media Aid. International Journal of Active Learning, 4(2), 134–143.
Baharuddin, M. R. (2021). Adaptasi Kurikulum Merdeka Belajar Kampus Merdeka (Fokus: Model MBKM Program Studi). Jurnal Studi Guru Dan Pembelajaran, 4(1), 195–205. https://www.e journal.my.id/jsgp/article/view/591
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Fakhrurrazi, F. (2018). Hakikat Pembelajaran Yang Efektif. At-Tafkir, 11(1), 85–99. https://doi.org/10.32505/at.v11i1.529
Febriantika, F., Fisabilillah, N., & Sakti, N. C. (2021). Pengembangaan Video Animasi Sebagai Upaya Peningkatan Minat Belajar Peserta Didik Materi Perpajakan di Sekolah Menengah Atas. Jurnal Ilmu Pendidikan, 3(4), 1271–1281.
Hardani, Andriani, H., Utami, E., Istiqomah, Sukmana, D. J., Fardani, R., Hikmatul, A. (2020). Buku Metode Penelitian Kualitatif & Kuantitatif. Yogyakarta: Pustaka Ilmu.
Harini. (2018). Evaluasi Pembelajaran Ekonomi. Surakarta: UNS Press.
Hidayah, A., Napitupulu, E., & Tanjung, S. (2020). The Development of Learning Model Assisted by Animation Media in Economics Subjects. 488(Aisteel), 196–199. https://doi.org/10.2991/assehr.k.201124.043
Hidayat, M., & Muhson, A. (2018). The Impact of TPS and Two Stay Two Stray Learning Model Towards Learning Outcomes and Cooperation Ability. Dinamika Pendidikan, 13(1), 119–129. https://doi.org/10.15294/dp.v13i1.15045
Jatmiko. (2015). Eksperimen Model Pembelajaran Think-Pair- Share Dengan Modul ( Tps-M ) Terhadap Prestasi Belajar Matematika Ditinjau Dari Minat. Jurnal Ilmiah Pendidikan Matematika, 3(2), 417–426.
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Korompot, S., Rahim, M., & Pakaya, R. (2020). Persepsi Siswa Tentang Faktor yang Mempengaruhi Minat Belajar. JAMBURA Guidance and Counseling Journal, 1(1), 40–48. https://doi.org/10.37411/jgcj.v1i1.136
Matondang, Z., Djulia, E., Sriadhi, & Simarmata, J. (2019). Evaluasi Hasil Belajar. Medan: Yayasan Kita Menulis.
Mukhtazar. (2020). Prosedur Penelitian Pendidikan. Yogyakarta: Absolute Media.
Munthe, S. M., Sihombing, S., & Siagian, L. (2023). Pengaruh Model Pembelajaran TPS Dan Kemandirian Belajar Terhadap Hasil Belajar Siswa Pada Mata Pelajaran Ekonomi Kelas XI IPS SMA Negeri 1 Siantar Kabupaten Simalungun Tahun Ajaran 2022 / 2023. Jurnal Pendiidkan Indonesia , 2(6), 118–127.
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Nuraini, F., Suyono, A., Yuliani, S., & Hartanto, D. (2019). Implementation of Think-Pair-Share (TPS) Cooperative Learning Model to Improve the Economic Learning Achievements. Education Quarterly Reviews, 2(1), 135-143. https://doi.org/10.31014/aior.1993.02.01.46
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