STUDI KOMPARASI KEEFEKTIFAN MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) DAN MODEL PEMBELAJARAN PROBLEM BASED LEARNING (PBL) DITINJAU DARI KEMAMPUAN DAN SIKAP PEMECAHAN MASALAH PADA PEMBELAJARAN TEMATIK

Abstract

The purpose of this study was to compare the effectiveness of the Think Pair Share (TPS) learning model with the Problem Based Learning (PBL) learning model in terms of problem solving abilities and attitudes in thematic learning class IV Theme 8 Sub theme 3 Learning 3. This research is a comparative research that compares the results research on the ability and attitude of problem solving in the experimental class 1 (SD Negeri Kalibalik 01) with the TPS model and the experimental class 2 (SD Negeri Sembung 02) with the PBL model. The data collection instruments used were problem-solving ability assessment sheets, problem-solving attitude observation sheets, self-assessment sheets for problem-solving attitudes, peer-to-peer assessment sheets for problem-solving attitudes. This instrument was developed based on the supervisor's review, the assessment of expert lecturers and practitioners. Based on the assessment of problem solving abilities, an average value of 69 was obtained in the experimental class 1 with the TPS model and an average value of 81 in the experimental class 2 with the PBL model. The results of the assessment of problem solving attitudes in the TPS class which consisted of 18 students had an average score of 81.18 from observations, 58.72 and 57.83 for assessments between friends and self-assessment of problem solving attitudes. While the results of the attitude assessment in the PBL class which consisted of 16 students had an average score of 85.62 from observations, 61.18 and 60.06 from assessments between friends and self-assessment of problem solving attitudes. For the effectiveness test used is the normality test, homogeneity test and the Independent Sample t-Test. The results of the normality test have a significance value of more than 0.05, so H0 is accepted, which means that the data is normally distributed. The results of the homogeneity test obtained a significance value of more than 0.05 so that H0 was accepted which means that the two classes were homogeneous or there was no difference in variance. The test results of the Independent Sample t-Test show that the significance of 2-tailed is less than 0.05, so there are differences in problem solving abilities and attitudes of students in thematic learning using the TPS and PBL learning models