Abstract
This research is aimed to know: 1) the differences of problem solving skills in students’ learning with Think Pair Share and Spontaneous Group Discussion; 2) the effectiveness of the implementation of Think Pair Share and Spontaneous Group Discussion. This research is a quasi-experimental research involving 32 students of X AK1 and X AK3. Data collection technique was a tests. Data analysis techniques for testing the result of this research were normality test, homogeneity test, and hypothesis test with t-test. The results of this study show that: 1) There are no differences in problem solving skill between students with Think Pair Share and student with Spontaneous Group Discussion student of X Accounting graders SMK Negeri 1 Wonosari. It proved by post-test on hypothesis test with the signification in the result of independent sample t-test is greater than α = 0.05 (0,475 0,05) and t count t table (0,719 2,000). 2)There are no differences in effectiveness between students with Think Pair and student with Spontaneous Group Discussion student of X Accounting graders SMK Negeri 1 Wonosari. It proved by independent samples t-test for gain score is greater than α = 0.05 (0.786 0.05) and t count t table (0,272 2,000). Keywords: Introduction to Accounting learning, TPS, SGD, Problem Solving Skill
Highlights
The development of information and communication technologies (ICTs) run very fast, inline with changing in economic development
There is no significant difference in problem solving skill in students’
From the results of the analysis it was found that two classes had the same initial abilities. This is evidenced from the results of calculations, namely that significance value (Sig). (2-tailed) greater than α = 0.05, Sig. 0,051> 0,05 and t count < t table (1,995 < 2,000), it can be concluded that there is no significant difference of problem solving skill in students’ learning with Think Pair Share and Spontaneous Group Discussion
Summary
The development of information and communication technologies (ICTs) run very fast, inline with changing in economic development. Especially Vocational High Schools (SMK), must be able to take advantage of the development of information technology to remain relevant in demands of the Industrial Revolution 4.0 era. This is a challenge for Vocational High Schools (SMK) as one of the educational institutions that conduct accounting programs. Accounting learning is expected to deliver students to fulfill cognitive, affective, and psychomotor abilities. This becomes very important for teachers and students in creating a learning atmosphere and learning process to answer these global challenges. According to Sanjaya (2016: 2) education should not override the learning process (education was not solely trying to achieve learning outcomes) so focus of education is how to obtain the results or learning processes
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