ABSTRAK

Tujuan penelitian ini adalah untuk menentukan: (1) manakah yang memperoleh prestasi belajar lebih baik antara siswa yang dikenai model pembelajaran Three Steps Interview (TSI) dengan pendekatan saintifik, model pembelajaran Think Pair Share (TPS) dengan pendekatan saintifik, atau model pembelajaran klasikal dengan pendekatan saintifik, (2) manakah yang memperoleh prestasi belajar lebih baik, antara siswa-siswa dengan kecerdasan matematis logis, linguistik, atau interpersonal, (3) pada masing-masing model pembelajaran, manakah yang memberikan prestasi belajar lebih baik, antara siswa dengan kecerdasan matematis logis, linguistik, atau interpersonal, (4) pada masing-masing kategori kecerdasan multiple, manakah yang memberikan prestasi belajar lebih baik antara siswa yang dikenai model pembelajaran Three Steps Interview (TSI) dengan pendekatan saintifik, model pembelajaran Think Pair Share (TPS) dengan pendekatan saintifik, atau model pembelajaran klasikal dengan pendekatan saintifik.
Penelitian ini merupakan penelitian eksperimental semu dengan desain faktorial 3x3. Populasi dari penelitian ini adalah seluruh siswa kelas VIII SMP Se-Kabupaten Sukoharjo. Pengambilan sampel dilakukan dengan teknik stratified cluster random sampling. Instrumen yang digunakan untuk mengumpulkan data adalah tes prestasi belajar matematika dan angket kecerdasan multiple. Sebelum digunakan untuk pengumpulan data, instrumen tes dan angket telah diuji cobakan terlebih dahulu. Penilaian validitas isi dilakukan oleh validator. Uji Reliabilitas instrumen angket menggunakan rumus Cronbach alpha dan uji konsistensi internal menggunakan rumus korelasi momen produk dari Karl Pearson. Uji reliabilitas instrumen tes menggunakan rumus KR-20 dan daya pembeda menggunakan rumus korelasi momen produk dari Karl Pearson. Uji keseimbangan menggunakan uji ANAVA satu jalan. Uji prasyarat meliputi uji normalitas menggunakan metode uji Lilliefors dan uji homogenitas menggunakan metode Barttlet. Teknik analisis data yang digunakan adalah uji ANAVA dua jalan dengan sel tak sama.
Hasil penelitian dapat disimpulkan sebagai berikut. (1) Prestasi belajar siswa yang dikenai model pembelajaran TSI-PS lebih baik daripada prestasi belajar siswa yang dikenai model pembelajaran TPS-PS maupun Klasikal-PS, dan prestasi belajar siswa yang dikenai model pembelajaran TPS-PS lebih baik daripada prestasi belajar yang dikenai model pembelajaran Klasikal-PS. (2) Prestasi belajar matematika siswa dengan kecerdasan matematis logis lebih baik daripada siswa dengan kecerdasan linguistik maupun interpersonal dan siswa dengan kecerdasan linguistik memperoleh prestasi belajar metamatika lebih baik daripada siswa dengan kecerdasan interpersonal. (3) Pada setiap model pembelajaran, siswa dengan kecerdasan matematis logis memperoleh prestasi belajar lebih baik daripada siswa dengan kecerdasan linguistik maupun interpersonal dan siswa dengan kecerdasan linguistik memperoleh prestasi belajar metamatika lebih baik daripada siswa dengan kecerdasan interpersonal. (4) Pada masing-masing kategori kecerdasan multiple, siswa yang dikenai model pembelajaran kooperatif TSI-PS memperoleh prestasi belajar lebih baik daripada siswa yang dikenai TPS-PS maupun Klasikal-PS, dan siswa yang dikenai model pembelajaran TPS-PS memperoleh prestasi belajar lebih baik daripada siswa yang dikenai pembelajaran Klasikal-PS.

Kata Kunci : TSI, TPS, Klasikal, Pendekatan Saintifik,  Kecerdasan Multiple

ABSTRACT

The purposes of this study were to determine: (1) which one get the better learning achievement between students who were treated the cooperative learning models of Three Steps Interview (TSI) with scientific approach, Think Pair Share (TPS) with scientific approach, or students who were treated classical learning with scientific approach, (2) which one get the better learning achievement, between students with logical mathematical intelligence, linguistic intelligence, or interpersonal intelligence, (3) viewed from learning models, wich one get the better learning achievement, among students with logical mathematical intelligence, linguistic intelligence, or interpersonal intelligence,  (4) viewed from multiple intelligences’ category, which one get the better learning achievement between students who were treated the cooperative learning models of Three Steps Interview (TSI) with scientific approach, Think Pair Share (TPS) with scientific approach, or students who were treated classical learning with scientific approach.
The type of study was a quasi-experimental research with a 3x3 factorial design. The study population was all grade 8 students of Secondary Schools in Sukoharjo Regency. Sample was collected by stratified cluster random sampling. Instrument used for data collection were mathematics learning achievement test and multiple intelligences questionnaire. Before used for data collection, the instrument test and questionnaire was tried out. The content validity assessment of test and questionnaire was conducted by the related experts. Reliability of questionnaire instrument used  cronbach alpha formula and internal consistency used the product moment correlation formula from Karl Pearson. Reliability of test instrument used KR-20 formula and discrimination power of item test used product moment correlation formula from Karl Pearson. Balance test used one way ANOVA test. Test of requirements include the normality test by using Lilliefors test methods and homogeneity test used Bartlett method. The data analysis technique used was the two-way ANOVA with unequal cell.
The results could be concluded as follows. (1) Students who were treated with the cooperative model of TSI with scientific approach got better achievement than students treated by TPS with scientific approach and classical with scientific approach. In addition, Students who were treated with TPS with scientific approach got better achievement than classical with scientific approach. (2) Students with logical mathematical intelligence got matheamtics achievement better than students with linguistic intelligence and interpersonal intelligence. Then, students with linguistic intelligence got matheamtics achievement better than interpersonal intelligence. (3) Viewed from learning models, Students with logical mathematical intelligence got matheamtics achievement better than students with linguistic intelligence and interpersonal intelligence. Then, students with linguistic intelligence got matheamtics achievement better than interpersonal intelligence. (4) Viewed from multiple intelligences’ category, Students who were treated with the cooperative model of TSI with scientific approach got better achievement than students treated by TPS with scientific approach and classical with scientific approach. In addition, Students who were treated with TPS with scientific approach got better achievement than classical with scientific approach.

Key words: Three Steps Interview, Think Pair Share, Classical, Scientific Approach, and Multiple Intelligences.