PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISTEM KOORDINASI
Penelitian mengenai penerapan model pembelajaran kooperatif tipe Teams Games Tournaments (TGT) telah dilakukan di salah satu SMA Negeri di kota Bandung. Penelitian ini bertujuan untuk menganalisis pengaruh model kooperatif TGT terhadap kemampuan berpikir kritis dan penguasaan konsep siswa pada mater...
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| Format: | Academic Paper |
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2016-07-28.
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| Online Access: | http://repository.upi.edu/26412/ |
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| LEADER | 04900 am a22003373u 4500 | ||
|---|---|---|---|
| 001 | repoupi_26412 | ||
| 042 | |a dc | ||
| 100 | 1 | 0 | |a Saenastiti, Saenastiti |e author |
| 245 | 0 | 0 | |a PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENTS (TGT) TERHADAP KEMAMPUAN BERPIKIR KRITIS DAN PENGUASAAN KONSEP SISTEM KOORDINASI |
| 260 | |c 2016-07-28. | ||
| 500 | |a http://repository.upi.edu/26412/1/S_BIO_0907450_Title.pdf | ||
| 500 | |a http://repository.upi.edu/26412/2/S_BIO_0907450_Abstract.pdf | ||
| 500 | |a http://repository.upi.edu/26412/3/S_BIO_0907450_Table_of-content.pdf | ||
| 500 | |a http://repository.upi.edu/26412/4/S_BIO_0907450_Chapter1.pdf | ||
| 500 | |a http://repository.upi.edu/26412/5/S_BIO_0907450_Chapter2.pdf | ||
| 500 | |a http://repository.upi.edu/26412/6/S_BIO_0907450_Chapter3.pdf | ||
| 500 | |a http://repository.upi.edu/26412/7/S_BIO_0907450_Chapter4.pdf | ||
| 500 | |a http://repository.upi.edu/26412/8/S_BIO_0907450_Chapter5.pdf | ||
| 500 | |a http://repository.upi.edu/26412/9/S_BIO_0907450_Bibliography.pdf | ||
| 500 | |a http://repository.upi.edu/26412/10/S_BIO_0907450_Appendix1.pdf | ||
| 500 | |a http://repository.upi.edu/26412/11/S_BIO_0907450_Appendix2.pdf | ||
| 520 | |a Penelitian mengenai penerapan model pembelajaran kooperatif tipe Teams Games Tournaments (TGT) telah dilakukan di salah satu SMA Negeri di kota Bandung. Penelitian ini bertujuan untuk menganalisis pengaruh model kooperatif TGT terhadap kemampuan berpikir kritis dan penguasaan konsep siswa pada materi sistem koordinasi. Metode dan desain penelitian yang dilakukan adalah Quasy Experiment dan Non-Equivalent Control Group Design. Data dikumpulkan melalui tes uraian kemampuan berpikir kritis, tes pilihan ganda penguasaan konsep, serta angket yang bertujuan untuk mengetahui respon siswa terhadap kegiatan pembelajaran. Hasil penelitian menunjukkan terdapat perbedaan signifikan antara nilai rata-rata post-test kemampuan berpikir kritis kelas kontrol (68,3) dengan kelas eksperimen (83,8). Nilai rata-rata N-Gain kemampuan berpikir kritis pada kelas kontrol termasuk kedalam kategori sedang (0,55), sedangkan pada kelas eksperimen termasuk ke dalam kategori tinggi (0,77). Secara berturut-turut dari persentase tinggi ke rendah, perbedaan capaian kemampuan berpikir kritis pada kelas eksperimen dibandingankan dengan kelas kontrol adalah interpretasi dan kesimpulan, konsep, informasi, tujuan, implikasi dan konsekuensi, sudut pandang, pertanyaan atas masalah dan asumsi. Nilai rata-rata post-test penguasaan konsep antara kelas kontrol (58,04) dan eksperimen (81,94) berbeda signifikan. Nilai rata-rata N-Gain penguasaan konsep pada kelas kontrol termasuk kedalam kategori sedang (0,39), sedangkan pada kelas eksperimen termasuk kedalam kategori tinggi (0,74). Berdasarkan hasil angket, secara umum siswa memberikan tanggapan positif terhadap pembelajaran model kooperatif TGT.;---Research on the effect of the cooperative learning model type Teams Games Tournaments (TGT) has done in one of High School in Bandung. This research aims to analyze the influence of the cooperative learning model type TGT towards critical thinking ability and mastery of the concepts students on the coordination system. The method and design of the research was Quasy Experiment and Non-Equivalent Control Group Design. The data collected through essay test of critical thinking ability, multiple choice tests of mastery concepts, and question form to know the student response to learning model. The results showed there are significant differences between the average value of post-test critical thinking ability control class (68.3) with experiment class (83.8). The average value of N- Gain critical thinking ability in the control class included into medium category (0.55), whereas in experiment class included into high category (0,77). Respectively from high to low percentage, the difference of critical thinking ability in experiment class compared with the control class is interpretation and inference, information, concepts, purpose, implication and consequence, points of view, question at issue and assumptions. The average value of post-test mastery of concepts between the control class (58.04) and experiment class (81.94) differ significantly. The average value of N-Gain mastery of the concept in the control class included into medium category (0.39), whereas in experiment class included into high category (0.74). Based on the results of the question form, generally the students gave positive response towards the cooperative learning model type TGT. | ||
| 546 | |a en | ||
| 690 | |a L Education (General) | ||
| 690 | |a LB Theory and practice of education | ||
| 690 | |a Q Science (General) | ||
| 655 | 7 | |a Thesis |2 local | |
| 655 | 7 | |a NonPeerReviewed |2 local | |
| 787 | 0 | |n http://repository.upi.edu/26412/ | |
| 787 | 0 | |n http://repository.upi.edu | |
| 856 | 4 | 1 | |u http://repository.upi.edu/26412/ |