Abstract
This research aims to analyze the influence of the model Think-Pair-Share (TPS) implementation to knowledge mastery capabilities and oral communication skills of high school students. This is an experimental quasi research with nonequivalent control group design. Population include all students of class X MIPA High School 1 Subah with sample classes X MIPA 1 as experiment class and X MIPA 2 as control class determined by purposive sampling that teacher suggested. The result of t-test shows the significant difference of average posttest grade between experiment and control classes. The increase of learning result experimental class 0,39 (mean), ie from 71,76 become 82,54 while control class 0,18 (low), ie from 70,25 become 75,34. The t-test result also shows a significant difference grade of oral communication skill between the experimental and control classes. The average score of oral communication skill of experiment 78,33, better than control 67,15. This shows that the TPS model has a positive influence on the ability of mastery knowledge and students' oral communication skills. This is supported by the good responses from students and teacher toward model TPS implementation in environmental change learning.
Highlights
The current curriculum is developed according to 21st centuries learning paradigm which emphasizes students’ thinking and learning skills
Based on the given problems, the purpose of this research was to analyze the influence of TPS learning model implementation on the knowledge mastery and oral communication skills of the students
The population was all students from class X MIPA of SMAN 1 Subah in academic years 2016/2017, which consisted of four classes
Summary
The current curriculum is developed according to 21st centuries learning paradigm which emphasizes students’ thinking and learning skills. The phase of TPS learning are: (1) Think, students are thinking about the answer to given questions by teacher; (2) Pair, students, are getting paired with another friend to discuss problems using discussion worksheets (LDS) given by teacher; (3) Share, students are presenting the discussion results in front of the class In this activities, they hopefully will give each other questions and answers, which lead them to construct the understanding integratively, and train their communication skills. Based on the given problems, the purpose of this research was to analyze the influence of TPS learning model implementation on the knowledge mastery and oral communication skills of the students. Research on the analysis of students’ knowledge mastery and verbal communication skills through implementation of TPS learning model needs to be conducted
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