Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) terhadap Hasil Belajar Kimia Kelas XI IPA SMA Negeri 1 Selemadeg ditinjau dari Gaya Berpikir.
Abstract
Tujuan penelitian ini untuk mengetahui pengaruh penerapan model pembelajaran kooperatif tipe TSTS terhadap hasil belajar kimia ditinjau dari gaya berpikir. Penelitian dilaksanakan di SMA Negeri 1 Selemadeg dengan desain eksperimen post-test only control group faktorial 2x2. Dari subyek 120 orang siswa kelas XI IPA, semuanya sebagai responden kelompok eksperimen dan kontrol melalui teknik random sampling. Model pembelajaran kooperatif tipe TSTS dan konvensional sebagai variabel bebas, gaya berpikir sebagai variabel moderator dan hasil belajar kimia sebagai variabel terikat. Test gaya berpikir dan tes hasil belajar sebagai instrumen pengumpulan data. Data dianalisis dengan ANAVA dua jalur dan uji Tukey.
Hasil penelitian menunjukkan bahwa, 1) terdapat perbedaan hasil belajar kimia : (a) antara siswa yang mengikuti model pembelajaran kooperatif tipe TSTS dengan yang mengikuti model pembelajaran konvensional (Fhitung = 4,832, p < 0,05), (b) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen (Fhitung = 16,493, p < 0,05), (c) antara siswa yang mengikuti model pembelajaran TSTS dengan yang mengikuti model pembelajaran konvensional pada siswa gaya berpikir divergen (Fhitung = 14,071, p < 0,05), (d) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen pada model pembelajaran TSTS (Fhitung = 19,217, p < 0,05), (2) terdapat pengaruh interaksi antara model pembelajaran dengan gaya berpikir terhadap hasil belajar kimia (Fhitung 9,563 p < 0,05), 3) tidak terdapat perbedaan hasil belajar kimia: (a) antara siswa yang mengikuti model pembelajaran TSTS dengan yang mengikuti model pembelajaran konvensional pada siswa gaya berpikir konvergen (Fhitung = 0,398, p < 0,05) dan (b) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen pada model pembelajaran konvensional (Fhitung = 0,702, p < 0,05).
Dengan demikian model pembelajaran kooperatif tipe TSTS dapat digunakan sebagai alternatif pembelajaran guna meningkatkan hasil belajar kimia.
Kata Kunci : Model Pembelajaran Kooperatif Tipe TSTS, gaya berpikir, dan hasil belajar kimia
This study was aimed at finding out the effect of an implementation of Two Stay Two Stray Cooperative Learning Model (TSTS) on the Chemistry achievement viewed from thinking style. This study was carried out at SMA Negeri 1 Slemadeg using 2x2 factorial post-test only control group design. All of the 120 students of grade XI IPA were used as the subjects or respondents of experiment and control groups through random sampling. TSTS Cooperative Learning Model and conventional models were used as independent variables while thinking style was used as moderator variable and Chemistry learning achievement as dependent variable. Thinking style test and achievement test were used as the instruments to collect the data. The data were analyzed with two-way ANOVA and Tukey test.
The results showed that 1) there was a difference in Chemistry learning achievement: (a) between the students who joined TSTS type Cooperative Learning model and those who joined conventional learning model (Fobs = 4.832,p< 0.05), (b) between the students with divergent thinking style and those with convergent thinking style (Fobs = 16.493, p> 0.05), (c) in the divergent thinking style students between those who joined TSTS learning model and those who joined conventional learning model (Fobs = 14,071, p <0.05) (d) between the students with divergent thinking style and those with convergent thinking style in TSTS learning model (Fobs = 19.217, p < 0.05),2) there was an interaction effect between learning model and thinking style on Chemistry learning achievement (Fobs 9.563 p<0.05), 3) there was no difference in Chemistry learning achievement : (a) in the students with convergent thinking style between the students who joined TSTS learning model and those who joined conventional learning model (Fobs = 0.398,p <0.05) and (b) in conventional learning model between the students with divergent thinking style and those with convergent thinking style (Fobs = 0.702,p <0.05).
Thus, TSTS type Cooperative Learning model can be used as an alternative in teaching to improve Chemistry learning achievement.
keyword : TSTS Type Cooperative Learning Model, thinking style, and Chemistry learning achievement.
Hasil penelitian menunjukkan bahwa, 1) terdapat perbedaan hasil belajar kimia : (a) antara siswa yang mengikuti model pembelajaran kooperatif tipe TSTS dengan yang mengikuti model pembelajaran konvensional (Fhitung = 4,832, p < 0,05), (b) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen (Fhitung = 16,493, p < 0,05), (c) antara siswa yang mengikuti model pembelajaran TSTS dengan yang mengikuti model pembelajaran konvensional pada siswa gaya berpikir divergen (Fhitung = 14,071, p < 0,05), (d) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen pada model pembelajaran TSTS (Fhitung = 19,217, p < 0,05), (2) terdapat pengaruh interaksi antara model pembelajaran dengan gaya berpikir terhadap hasil belajar kimia (Fhitung 9,563 p < 0,05), 3) tidak terdapat perbedaan hasil belajar kimia: (a) antara siswa yang mengikuti model pembelajaran TSTS dengan yang mengikuti model pembelajaran konvensional pada siswa gaya berpikir konvergen (Fhitung = 0,398, p < 0,05) dan (b) antara siswa gaya berpikir divergen dengan siswa gaya berpikir konvergen pada model pembelajaran konvensional (Fhitung = 0,702, p < 0,05).
Dengan demikian model pembelajaran kooperatif tipe TSTS dapat digunakan sebagai alternatif pembelajaran guna meningkatkan hasil belajar kimia.
Kata Kunci : Model Pembelajaran Kooperatif Tipe TSTS, gaya berpikir, dan hasil belajar kimia
This study was aimed at finding out the effect of an implementation of Two Stay Two Stray Cooperative Learning Model (TSTS) on the Chemistry achievement viewed from thinking style. This study was carried out at SMA Negeri 1 Slemadeg using 2x2 factorial post-test only control group design. All of the 120 students of grade XI IPA were used as the subjects or respondents of experiment and control groups through random sampling. TSTS Cooperative Learning Model and conventional models were used as independent variables while thinking style was used as moderator variable and Chemistry learning achievement as dependent variable. Thinking style test and achievement test were used as the instruments to collect the data. The data were analyzed with two-way ANOVA and Tukey test.
The results showed that 1) there was a difference in Chemistry learning achievement: (a) between the students who joined TSTS type Cooperative Learning model and those who joined conventional learning model (Fobs = 4.832,p< 0.05), (b) between the students with divergent thinking style and those with convergent thinking style (Fobs = 16.493, p> 0.05), (c) in the divergent thinking style students between those who joined TSTS learning model and those who joined conventional learning model (Fobs = 14,071, p <0.05) (d) between the students with divergent thinking style and those with convergent thinking style in TSTS learning model (Fobs = 19.217, p < 0.05),2) there was an interaction effect between learning model and thinking style on Chemistry learning achievement (Fobs 9.563 p<0.05), 3) there was no difference in Chemistry learning achievement : (a) in the students with convergent thinking style between the students who joined TSTS learning model and those who joined conventional learning model (Fobs = 0.398,p <0.05) and (b) in conventional learning model between the students with divergent thinking style and those with convergent thinking style (Fobs = 0.702,p <0.05).
Thus, TSTS type Cooperative Learning model can be used as an alternative in teaching to improve Chemistry learning achievement.
keyword : TSTS Type Cooperative Learning Model, thinking style, and Chemistry learning achievement.
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PDFDOI: https://doi.org/10.23887/japi.v4i1.1007
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