ABSTRAK
Tujuan penelitian ini untuk mengetahui: 1) Perbedaan pengaruh model pembelajaran kooperatif Think Pair Share (TPS) dan Cooperative Script terhadap prestasi belajar peserta didik kelas X MA YPIP Panjeng tahun ajaran 2014/2015. 2) Perbedaan pengaruh motivasi belajar tinggi, sedang, rendah terhadap prestasi belajar ekonomi peserta didik kelas X MA YPIP Panjeng tahun ajaran 2014/2015. 3) interaksi antara model pembelajaran dan motivasi belajar peserta didik terhadap prestasi belajar ekonomi peserta didik kelas X MA YPIP Panjeng tahun ajaran 2014/2015.
Metode yang digunakan dalam penelitian ini adalah eksperimen semu (quasi eksperimen). Populasi penelitian seluruh siswa kelas X Madrasah Aliyah (MA) YPIP Panjeng Ponorogo tahun pelajaran 2014/2015, Sampel penelitian ditentukan dengan teknik Sampling jenuh sebanyak dua kelas. Pembelajaran pada kelas eksperimen menggunakan Think Pair Share dan pada kelas kontrol menggunakan Cooperative Script. Teknik pengumpulan data menggunakan tes untuk data prestasi belajar kemudian angket untuk data motivasi belajar peseta didik. Uji hipotesis penelitian menggunakan anava dua jalan dengan desain faktorial 3 x 2 dengan mengunakan SPSS 21.
Hasil penelitian menunjukkan bahwa: 1) terdapat perbedaan pengaruh model pembelajaran kooperatif think pair share dan cooperative script terhadap prestasi belajar peserta didik (Fhitung = 11,939, dan p < 0,05); 2) terdapat perbedaan pengaruh motivasi belajar tinggi, sedang, rendah terhadap prestasi belajar ekonomi peserta didik (Fhitung sebesar 22,463 dan p < 0,05); 3) terdapat interaksi antara model pembelajaran dan motivasi belajar peserta didik terhadap prestasi belajar ekonomi peserta didik kelas (Fhitung sebesar 3,787 dan p < 0,05).
Berdasarkan hasil penemuan dalam penelitian ini, maka dapat disimpulkan bahwa model pembelajaran think pair share memberikan peningkatan prestasi belajar ekonomi terhadap motivasi belajar peserta didik yang lebih signifikan dibandingkan dengan model pembelajaran cooperative script
Kata Kunci: Think Pair Share, Cooperative Script, motivation, Prestasi
ABSTRACT
The objectives of this research are to investigate: (1) the difference of effect between the cooperative learning model of the think pair share (TPS) type and that of the cooperative script (CS) type on the learning achievement in Economics of the students in Grade X of YPIP Islamic Senior Secondary School of Panjeng, Ponorogo in Academic Year 2014/2015; (2) the difference of effect of the high, moderate, and low learning motivations on the learning achievement in Economics of the students in Grade X of YPIP Islamic Senior Secondary School of Panjeng, Ponorogo in Academic Year 2014/2015; and (3) the interaction of effect between the learning models and the learning motivations on the learning achievement in Economics of the students in Grade X of YPIP Islamic Senior Secondary School of Panjeng, Ponorogo in Academic Year 2014/2015.
This research used the quasi experimental research method with the factorial design of 3 x 2. Its population was all of the students in Grade X of the aforementioned school in Academic Year 2014/2015. The samples of research consisted of two classes, one as the experimental class and the other as the control class. They were taken by using the total sampling technique. The former was exposed to the cooperative learning model of the think pair share type, and the latter was treated with that of the cooperative script type. The data of learning achievement were collected through test and those of learning motivation were collected through questionnaire. The proposed hypotheses of research were tested by using the two-way analysis of variance aided with the computer program of SPSS 21.
The results of research are as follows: (1) there is a difference of effect between the cooperative learning model of the think pair share type and that of the cooperative script type on the students’ learning achievement in Economics as indicated by the value of Fcount = 11.939 and p < 0.05; (2) there is a difference of effect of the students’ high, moderate, and low learning motivations on their learning achievement in Economics as signified by the value of Fcount = 22.463 and p < 0.05; (3) there is an interaction of effect between the cooperative learning models and the learning motivations on the students’ learning achievement in Economics as shown by the value of Fcount = 3.787 and p < 0.05.
Thus, the cooperative learning model of the think pair share type gives a better learning achievement in Economics and has a better effect on the students’ learning motivation than that of the cooperative script type.
Keywords: Think pair share, cooperative script, motivation, achievement
