The Effect of Cooperative Learning Model Two Stay Two Stray (TSTS) Type on Student Motivation and Learning Outcomes on Science of the Fifth Grade Students of SDN 15 Palu
DOI:
https://doi.org/10.22487/j25490192.2019.v3.i2.pp77-86Keywords:
Two stay two stray, motivation, learning outcomesAbstract
The study of the effect of cooperative learning model two stay two stray types on motivation and learning outcomes of the fifth-grade students of SDN15 Palu was carried out from March to June 2018. This study used quasi-experimental methods. The research design used the Pretest-Posttest Control Group Design. Data collection techniques used questionnaires and test results. The data analysis technique used the t-test inferential statistical method. The study population was fifth-grade students of SDN15 Palu. The sample of the research was Va class with as many as 29 people as the experimental group and Vb class with 28 people as the control group, which was determined by purposive sampling technique. The independent variable in this study was the TSTS model, while the dependent variable was a motivation and learning outcomes. Based on hypothesis testing with two-party t-test statistics obtained students learning motivation with t count was higher than t table (7.876 > 2.004). Student learning outcomes obtained tcount higher than t table (3.654 > 2.004). These results indicated that the application of cooperative learning model two stay two stray type influences the motivation and learning outcomes of the science of the fifth-grade students of SDN 15 Palu.
Downloads
References
Aunurrahman. (2014). Belajar dan pembelajaran. Bandung: Alfabeta.
Churiyah (2014). Meningkatkan proses dan hasil belajar siswa melalui pembelajaran kooperatif model two stay two stray (TSTS). Jurnal Inspirasi Pendidikan. 2(3), 5-10.
Dahar, R. W. (1989). Teori-teori belajar. Jakarta: Erlangga.
Danim, S. (2003). Sejarah dan metodologi. Jakarta: EGC.
Kesnajaya, I.K., Dantes, N, & Dantes, G. R. (2015). Pengaruh model pembelajaran kooperatif tipe jigsaw terhadap motivasi dan hasil belajar IPA siswa kelas V pada SD Negeri 3 Tianyar Barat. Jurnal Program Pascasarjana Universitas Pendidikan Ganesa Program Studi Pendidikan Dasar, 5(3), 30-35.
Kristiantari, R. (2014). Pengaruh model pembelajaran kooperatif Two Stay Two Stray berbasis kontruktivis dan motivasi belajar terhadap hasil belajar IPA siswa Kelas V. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1), 21-30.
Kumape, S. (2015). Pengaruh penerapan model pembelajaran kkooperatif tipe two stay two stray terhadap aktivitas dan hasil belajar tentang IPA di kelas VI SD Inpres Palupi.Jurnal Kreatif Tadulako Online, 4(4), 352-360.
Lie, A. (2008). Cooperative learning: mempraktekkan cooperative learning di ruang-ruang kelas. Jakarta: Grasindo.
Masitoh, S. (2006). Peningkatan aktivitas belajar dengan pembelajaran investigasi kelompok dalam kuliah metode penelitian PLB II.Jurnal Ilmu Pendidikan, 13(2),100-107
Muhaji, P., Sahertian, & Agus, P. (2017). Pengaruh Penerapan model pembelajaran kooperatif tipe two stay two stray (TS-TS) dan motivasi belajar Terhadap Hasil belajar siswa mata pelajaran IPS siswa SMPN 1 kecamatan Ngebel Kabupaten Ponorogo.Jurnal Penelitian dan Pendidikan IPS(JPPI), 11(1), 12-25.
Puspawati, N.; Lasmawan, W. & Dantes, N. (2013). Pengaruh model pembelajaran kooperatif tipe STAD terhadap minat dan prestasi belajar IPS pada siswa kelas IV SDN 3 Legian – Badung. Jurnal Program Pascasarjana Universitas Pendidikan Ganesha Program Studi Pendidikan Dasar, 3(3), 10-15.
Sardiman, A. M. (2014). Interaksi dan motivasi belajar mengajar. Jakarta: PT. Rajagrapindo Persada.
Rozie. (2013). Pengembangan media video pembelajaran daur air untuk meningkatkan proses dan hasil belajar IPA siswa SD. Jurnal Pendidikan Sains, 1(4), 413-424.
Rustina, Zulaikha, S. & Wiyasa, I. Km. Ngr. (2014). Pengaruh model pembelajaran kooperatif tipe group investigation berbantuan media konkret terhadap hasil belajar IPA kelas V SD gugus II Tampaksiring.e-Journal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1) 1-12
Slavin, R. (2005).Cooperative learning. Bandung: Nusa Media.
Sulisworo, D. & Suryani, F. (2014). The effect of cooperative learning, motivation and information technology literacy to achievement. International Journal of Learning & Development, 4(2), 15-20.
Tristiawati, D. (2015). Pengaruh model pembelajaran Two Stay Two Stray dan motivasi belajar terhadap kemampuan memahami konsep IPA. Jurnal pendidikan.
Ulfah, K. R., A. Santoso& S. Utaya. (2016). Hubungan motivasi dengan hasil belajar IPS. Jurnal Pendidikan. 1(8), 8-15.
Usman. (2013). Pengaruh penerapan model pembelajaran kooperatif tipe two stay two stray terhadap aktivitas dan hasil belajar siswa tentang IPA di kelas VI SDN Inpres 1 Birobuli. Tesis. Tidak dipublikasikan. Program Studi Magister Pendidikan Sains Universitas Tadulako.
Wisnaya, I. G. R, Renda, N. T., & Widiana, IW. (2016). Penerapan pembelajaran group investigation (GI) untuk meningkatkan hasil belajar IPA kelas IV. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 6(3), 1-12.
Yuniar, & Irma. (2012). Penerapan model pembelajaran kooperatif tipe two stay two stray disertai media audio-visual untuk meningkatkan kualitas pembelajaran biologi siswa kelas XI IPA 5 SMA Negeri 7 Surakarta Tahun Pelajaran 2011/2012. Jurnal Pendidikan Biologi, 4(1), 40-55.
Yunita, Ganing, &Suardika. (2014). Pengaruh model pembelajaran kooperatif tipe group investigation berbantuan media gambar terhadap hasil belajar IPA siswa kelas V SDN 21 Dauh Puri. Jurnal Mimbar PGSD Universitas Pendidikan Ganesha, 2(1), 1-12.
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2019 Author
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
