Abstract
This research aims to determine the application of the cooperative approach type talking chips in increasing participation and student learning outcomes in science learning in class IV B MI Nurul Islam Ciputat. This research was conducted in March 2020 in class IV B MI Nurul Islam Ciputat. The research method used was Classroom Action Learning (PTK) which was conducted in two cycles. The subject of this study consisted of 35 class IV B students of MI Nurul Islam Ciputat. The data collection techniques used werw observation, interview, test and documentation. The result showed that the was an improve in participation and student learning outcomes in cycle I and cycle II. The result of student activity observations showed an increase in student participation with an average percentage score of 72% with the good category in cycle I and increased to 83% in very good category in the second cycle. The result of the student learning test showed that the student obtained an average value of 72,94 with the complete category in the first cycle and increased to 81,88 with complete category in the second cycle. Based on the result of this study, it can be concluded that the application of the cooperative approach type talking chips can increase the participation and learning outcomes of class IV B student of MI Nurul Islam.Keywords: Talking Chips, Participation, Learning Outcome
Highlights
Penelitian ini bertujuan untuk mengetahui penerapan pendekatan kooperatif tipe talking chips dalam meningkatkan partisipasi dan hasil belajar siswa pada pembelajaran IPA kelas IV B MI Nurul Islam Ciputat
This research aims to determine the application of the cooperative approach type talking chips in increasing participation and student learning outcomes
in science learning in class IV B MI Nurul Islam Ciputat
Summary
Nurul Islam yang berlokasi di Rempoa, Ciputat. Subjek pada penelitian ini adalah siswa kelas IV B MI Nurul Islam Ciputat tahun pelajaran 2018/2019 dengan jumlah seluruh siswa 35 orang, yang terdiri dari siswa 18 siswa laki-laki dan 17 siswa perempuan. Adapun deskripsi rancangan dari tahapan-tahapan siklus Kurt Lewin adalah sebagai berikut: (1) Perencanaan (planning), pada tahap ini dilakukan perencanaan penyusunan perangkat pembelajaran berdasarkan hasil evaluasi pelaksanaan pra penelitian. (2) Pelaksanaan tindakan (acting), pada tahap ini peneliti melakukan kolaborasi dengan observer untuk memantau dan mengamati jalannya proses pembelajaran. Peneliti dibantu oleh kolaborator yaitu guru kelas yang bertugas sebagai observer untuk memantau jalannya proses pembelajaran di kelas. Instrumen pengumpulan data yang digunakan dalam penelitian ini terdiri dari (1) lembar pedoman tes untuk mengetahui hasil belajar siswa, yaitu post tes, (2) lembar observasi, yang terdiri lembar observasi aktivitas guru dan lembar aktivitas siswa, (3) lembar wawancara terhadap guru kelas terkait, dan (4) dokumentasi, yang digunakan sebagai bukti selama kegiatan penelitian berlangsung. Penilaian yang diperoleh dari hasil observasi aktivitas guru dan aktivitas belajar siswa kemudian dihitung menggunakan analisis presentase, dengan rumus sebagai berikut: Presentase penilaian
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