PENGARUH MODEL PEMBELAJARAN TPS BERBANTUAN MEDIA KONKRET TERHADAP PRESTASI BELAJAR IPA SISWA KELAS IV SD

Abstract

Penelitian ini bertujuan untuk (1) menganalisis perbedaan prestasi belajar IPA antara kelompok eksperimen dan kelompok kontrol, (2) menganalisis perbedaan interaksi antara model pembelajaran TPS berbantuan media konkret dan intelegensi siswa terhadap pestasi belajar IPA, (3) menganalisis perbedaan prestasi belajar IPA antara kelompok eksperimen dan kelompok kontrol dengan intelegensi tinggi, (4) menganalisis perbedaan prestasi belajar IPA antara kelompok eksperimen dan kelompok kontrol dengan intelegensi rendah. Penelitian ini tergolong quasi experimental research dengan rancangan penelitian non equivalent post-test only control group design. Populasi penelitian adalah siswa kelas IV SDN Gugus 5 Puhu, Kecamatan Payangan, kabupaten Gianyar tahun pelajaran 2015/2016 yang berjumlah 95 orang. Sampel dipilih dengan teknik random sampling.Instrumen penelitian adalah tes intelegensi (SPM) dan tes prestasi belajar. Data dianalisis menggunakan statistik deskriptif, dan ANAVA AB. Hasil penelitian menunjukkan (1) terdapat perbedaan prestasi belajar IPA antara kelompok eksperimen dan kelompok kontrol (Fhitung = 11,45) dengan (Ftabel = 4,25), (2) terdapat interaksi antara model TPS berbantuan media konkret dan intelegensi terhadap prestasi belajar IPA (Fhitung = 41,56) dengan (Ftabel = 4,15), (3) terdapat perbedaan prestasi belajar antara kelompok eksperimen dan kelompok kontrol dengan intelegensi tinggi (thitung = 7,48) dengan ttabel (2,048), (4) terdapat perbedaan prestasi belajar antara kelompok eksperimen dan kelompok kontrol dengan intelegensi rendah (thitung = 2,31) dengan (ttabel 2,048)
Kata Kunci : Model TPS, media konkret, intelegensi, prestasi belajar IPA

This research aims to (1) know the differences in learning achievement in science between the experimental group and the control group, (2) know the differences in the interaction between the learning model TPS-aided media concrete and students intelligence in science learning achievement, (3) to know the differences in science leaning achievement between groups experimental and control groups with high intelligence, (4) know the differences in science learning achievement between the experimental group and the control group with low intelligence. This research is classified as quasi-experimental research design research with post-test only control group design. The study population was the fourth grade students of SDN Cluster 5 Puhu, District Payangan, Gianyar regency 2015/2016 school year totaling 95 people. The sample was selected by random technique sampling.Instrument research is intelligence test (SPM) and science learning achievement test. The data were analyzed using descriptive statistics and ANAVA AB. The results showed (1) there are differences in learning achievement IPA between the experimental group and the control group (F test = 25,50) with (FTabel = 4,25), (2) there is interaction between the model TPS-aided concrete media and intelligence to the student achievement IPA (Fhitung = 4,57) with (Ftabel = 4,15), (3) there are differences in learning achievement between the experimental group and the control group with high intelligence (t = 5,14) with a table (2,048), (4) there is a difference learning achievement between the experimental group and the control group with low intelligence (t = 2,088) with (ttable 2,048). So, the learning model Think Pair Share (TPS) aided concrete media influence on science learning achievement at the fourth grade students in elementary N Cluster 5 Puhu District of PayanganGianyar regency in the academic year 2015/2016.
keyword : model TPS, concrete media, intelligence, academic achievement IPA