IMPLEMENTASI PEMBELAJARAN KOOPERATIF MODEL THINK PAIR SHARE DAN LEARNING TOGETHER DENGAN PENDEKATAN PEMBELAJARAN MATEMATIKA REALISTIK DITINJAU DARI MINAT BELAJAR SISWA
Abstract: The objective of
research was to find out: (1) which ones having better achievement, the
students using TPS (Think Pair Share) learning model with RMA, LT (Learning
Together) learning model with RMA or Direct Instruction, (2) Viewed from
students’ interest, high, middle, and low, which ones having better
achievement, the students using TPS (Think Pair Share) learning model with RMA
or LT (Learning Together) learning model with RMA or Direct Instruction, and
(3) students’ achievement viewed from
students’ interest on each learning model. The type of the research was a
quasi-experimental research. The
population of research was all VIII graders of
Public Junior High schools in Karanganyar Regency consisting of 75
schools. The sample was taken using cluster random sampling. The size of the
sample was 261 students consisted of 87
students in the first experimental group, 87 students in the second experimental
group and 87 students in the control group. Collecting data has been done
through multiple choice test to know students’ achievement and questionnaire to
know students interest in learning. Data analysis technique used two-way
analysis of variance with unbalanced cells. The conclusions of research as
follows: (1) TPS with RMA provided learning achievement better than LT with RMA
and Direct Instruction, and LT with RMA provided learning achievement better
than the Direct Instruction. (2) Viewed from students’ interest, in the high interest, TPS with RMA provided
learning achievement as LT with RMA did, also LT with RMA provided learning
achievement as Direct Instruction did, but TPS with RMA provided learning achievement better than
Direct Instruction did. In the midlle and low interest, all learning models
provided the same learning achievement. (3) In TPS with RMA, the students with
high interest had better achievement than those with middle and low interest.
Meanwhile, in both LT with RMA and In Direct Instruction, the students with
three categories of interest had the same learning achievement.
Keywords: TPS with Realistic
Mathematics Approach (RMA), LT with RMA, Interest Learning, Students
Achievement on mathematics
Penulis: Mardodo, Budiyono,
Imam Sujadi
Kode Jural: jpmatematikadd140167
