Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) pada Kompetensi Dasar Teknik Pengolahan Makanan untuk Meningkatkan Hasil Belajar Siswa SMK YPM 2 Taman-Sidoarjo

Yulianti Devi Fanata

Abstract


Abstrak


Tujuan penelitian yaitu untuk mengetahui 1) aktivitas guru dalam pengelolaan pembelajaran, 2) aktivitas siswa, 3) respon siswa dan 4) hasil belajar siswa. Jenis penelitian menggunakan pre-experimental design (non design), dengan desain penelitian one group pre-test dan post-test design. Subjek yakni siswa kelas X Jasa Boga 1 yang berjumlah 48 siswa. Metode pengumpulan data yang digunakan yaitu observasi, angket dan tes hasil belajar. Instrumen yang digunakan adalah lembar aktivitas guru, lembar aktivitas siswa, tes hasil belajar  dan respon siswa. Teknik analisis yang digunakan dalam penelitian ini yakni persentase. Penelitian menggunakan model pembelajaran kooperatif tipe think-pair-share meliputi : 1) data aktivitas guru sangat baik (93%), 2) data aktivitas siswa sangat baik (85.6%), 3) hasil belajar siswa dilihat dari pre-test (6.25%) dan post test (91.67%) mengalami peningkatan, dan 4) respon siswa sangat setuju (95,8%).


 


Kata kunci: Model Pembelajaran Tipe TPS, Hasil Belajar Siswa, Teknik Pengolahan Makanan.


Abstract


The research objective were to knew 1) the activity of teachers learning manage, 2) student activity, 3) student responses and 4) the results of student learning. This type of research used a pre-experimental design (non-design), the design of the study one group pre-test and post-test design. The subject are class X Catering 1 as much  48 students. Data collection methods used observation, questionnaires and tests of learning outcomes. The instruments used sheets of teacher activity, student activity sheets, test learning outcomes and student response. The study analysis technique used the percentage. The research used cooperative learning think-pair-share model include: 1) Data teachers activities was very good (93%), 2) the data of student activity was very good (85.6%), 3) student learning outcomes seen from the pre-test (6:25%) and post-test (91.67%) was increased, and 4) the response of students was very agreed (95.8%).


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