International Journal of Multidisciplinary Education and Research

International Journal of Multidisciplinary Education and Research

ISSN: 2455-4588

Vol. 4, Issue 5 (2019)

Effectiveness of the application of cooperative learning models of think pair share type in the subject of environmental pollution based on student learning motivation on science learning outcomes in class VII SMP Negeri 10 Manado

Author(s): Yessikah F Bansaleng, Treesje K Londa, Djeli ATulandi
Abstract: This study aims to determine the effectivity of the application of the think pair share type of cooperative learning model on the subject of environmental pollution based on student learning motivation towards science learning outcomes in class VII Manado 10 Middle School. The population in this study were seventh-grade students of SMP Negeri 10 Manado with a sample of 64 people, namely students of class VII6 and students of class VII7. The research method uses experiments. Each class was divided into high motivation groups and low motivation groups. The division of groups is determined using learning motivation questionnaires that have previously been tested for validity and reliability. The data taken from the research is science learning outcomes data as measured by cognitive test questions that have previously been tested for validity and reliability. Hypothesis testing was done by using a two-way analysis of variance (ANAVA) with treatment by level design. The results of this study indicate (1) there are significant differences in science learning outcomes between students taught using Think Pair Share cooperative learning models and students taught using conventional learning models, Fcount (4.12) > Ftable (4.00). (2) there is an influence between the use of learning models and motivation on science learning outcomes, Fcount (20.12) > Ftable (4.00), (3) there are significant differences in science learning outcomes between students taught using learning models cooperative think pair share type with high motivation and students taught using conventional learning models with high motivation, tcount (4.608) > ttable (0.167), (4) there are significant differences in science learning outcomes between students taught using Think type cooperative learning models pair share with low motivation and students taught using conventional learning models with low motivation tcount (-1.735) < ttable (-0.167).
Pages: 76-78  |  23 Views  5 Downloads
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