ABSTRAK
Tujuan penelitian ini adalah: 1) untuk mendeskripsikan langkah-langkah penggunaan model ThinkTalkWrite dengan kartu soal, 2) untuk meningkatkan pembelajaran Matematika tentang operasi penjumlahan berbagai bentuk pecahanpada siswa kelas V, 3) untuk mendeskripsikan kendala dan solusipenggunaan model ThinkTalkWrite dengan kartu soal dalam peningkatan pembelajaran Matematika tentang operasi penjumlahan berbagai bentuk pecahan pada siswa kelas V SDN 7 Kebumen tahun ajaran 2014/ 2015.
Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) kolaboratif, yang dilaksanakan dalam 3 siklus. Subjek pada penelitian ini adalah seluruh siswa kelas V SDN 7 Kebumen Tahun Ajaran 2014/2015 yang berjumlah 30 siswa. Setiap siklus terdiri dari: perencanaan, pelaksanaan, pengamatan, dan refleksi. Teknik pengumpulan data berupa teknik observasi, wawancara, dan tes. Validitas data menggunakan triangulasi teknik dan sumber. Analisis data yang digunakan adalah teknik analisis data statistik deskriptif kualitatif dan kuantitatif.
Hasil penelitian menunjukkan, penggunaan model ThinkTalkWrite dengan kartu soal dapat meningkatkan pembelajaran Matematika tentang operasi penjumlahan berbagai bentuk pecahan. Hal ini dibuktikan data dari kondisi awal sampai siklus III. Pada kondisi awal persentase ketuntasan siswa mencapai 56,67%. Pada siklus I, persentase ketuntasan siswa mencapai 75,86%, dengan persentase proses pembelajaran guru 83,53% dan siswa 86,20%. Pada siklus II, persentase ketuntasan siswa mencapai 86,21%, dengan persentase proses pembelajaran guru 89,88% dan siswa 89,38%. Dan pada siklus III, persentase ketuntasan siswa mencapai 92,86%, dengan persentase proses pembelajaran guru 92,96% dan siswa 91,07%.
Simpulan penelitian ini adalah: 1) langkah-langkah penggunaan modelThinkTalkWritedengan kartu soal dalampeningkatanpembelajaran Matematika tentang operasi penjumlahan berbagai bentuk pecahan pada siswa kelas V SDN 7 Kebumen tahun ajaran 2014/ 2015 yaitu: a) pembagian kelompok; b) pembagian media; c) tahap think; d) tahap talk; e) tahap write; f) pembahasan; dan g) penarikan kesimpulan; 2) pembelajaran Matematika tentang operasi penjumlahan berbagai bentuk pecahan melalui modelThinkTalkWritedengan kartu soal mengalami peningkatan; 3) kendalanya penyelesaian  soal individu secara diskusi dan siswa kurang percaya diri saat penyampaian pendapat, solusi yang digunakan memberikan bimbingan untuk memahami perintah soal dan memberikan penguatan.
Kata kunci: model ThinkTalkWrite, kartu soal, pembelajaran Matematika
ABSTRACT
The objectives of this research are: 1) to describe the steps of the implementation of Think Talk Write model through question cards, 2) to improve Mathematics learning about addition operation of various forms of fractional, and 3) to describe the problems and solutions in implementing Think Talk Write model through question cards in improving Mathematics learning about the addition operation of various forms of fractional at the fifth grade students of SDN 7 Kebumen.
This research is Collaborative Classroom Action Research (CAR), conducted in three cycles. Subjects of the research were all fifth grade students of SDN 7 Kebumen in the academic year of 2014/2015 consisting of 30 students. Every cycle consists of: planning, action, observation, and reflection. Data collection techniques were observation, interviews, and test. Data validity used triangulation of technique and source. Technique of analyzing data used in this research were descriptive qualitative and quantitative.
The result of the research show that the implementation of Think Talk Write model through question cards can improve Mathematics learning about the addition operation of various forms of fractional. This is proved from the first condition till the last cycle. In the first condition, percentage of students completeness reached 56.67%.In the first cycle, percentage of students completeness reached 75.86%, meanwhile percentage of learning process by teacher was 83.53% and by the students was 86.20%. In the second cycle, percentage of students completeness reached 86.21%, meanwhile percentage of learning process by teacher was 89.88% and by the students was 89.38%. In addition, in the third cycle percentage of students completeness reached 92.86%, meanwhile percentage of learning process by teacher was 92.96% and by the students was 91.07%.
Conclusions of this research are: 1) the steps in implementing Think Talk Write model through question cards in improving Mathematics learning about the addition operation of various forms of fractional at the fifth grade students of SDN 7 Kebumen were: a) divide into group; b) divide the media; c) think step; d) talk step; e) write step; f) communication; and g) make a conclusion; 2) There is an increase in Mathematics learning about the addition operation of various forms of fractional using Think Talk Write model through question cards; and 3) the problems were finishing individual work by discussion and the students were not confident when explaining their opinion, the solution are give guidance to students to understand the question and give encouragement.
Keyword: Think Talk Write model, question cards, Mathematics learning