Mulyati Mulyati, Miftahul Janna

Efektivitas Model pembelajaran Think Pair Share Terhadap Motivasi dan Hasil Belajar Siswa

Introduction

Efektivitas model pembelajaran think pair share terhadap motivasi dan hasil belajar siswa. Penelitian ini menunjukkan model Think Pair Share efektif meningkatkan motivasi dan hasil belajar siswa mata pelajaran Matematika di SMK Techno Terapan Makassar.

Abstract

Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran Think Pair Share terhadap motivasi dan hasil belajar siswa di SMK Techno Terapan Makassar. Metode penelitian yang digunakan adalah quasi eksperimen (XI.A) lebih tinggi dibandingkan dengan kelas kontrol (XI.B) dengan nilai signifikansi (Sig.2-tailed) sebesar 0,000. Berdasarkan temuan ini, dapat disimpulkan bahwa model pembelajaran Think Pair Share terbukti efektif dalam meningkatkan motivasi dan hasil belajar siswa mata pelajaran matematika.

Review

This study presents a clear and timely investigation into the effectiveness of the Think Pair Share (TPS) learning model on student motivation and learning outcomes, specifically in mathematics at a vocational high school. The research addresses a pertinent educational challenge, aiming to identify instructional strategies that can enhance student engagement and academic performance. The use of a quasi-experimental design is an appropriate choice for evaluating the impact of an educational intervention in a real-world classroom setting. The findings, indicating a statistically significant positive effect of TPS on both motivation and learning outcomes compared to a control group, offer a compelling argument for its utility. While the core finding is strong, the abstract could benefit from more detailed information regarding the methodological execution. Specifically, it would be valuable to know the exact design of the quasi-experiment (e.g., pre-test/post-test control group design), the sample size of each group (XI.A and XI.B), and how these groups were initially established or matched to ensure comparability. Crucially, the abstract lacks information on the instruments used to measure 'motivasi' (motivation) and 'hasil belajar' (learning outcomes). Specifying whether validated questionnaires were used for motivation and the type of assessment for learning outcomes (e.g., standardized tests, teacher-made tests with established reliability/validity) would significantly strengthen the claims. Additionally, mentioning the specific statistical test employed (e.g., independent t-test) that yielded the p-value of 0.000 would enhance methodological transparency. Despite these points, the study offers valuable insights into the potential benefits of the Think Pair Share model, particularly within a vocational education context. The conclusion that TPS is effective in improving both motivation and learning outcomes in mathematics is a robust finding that encourages further exploration and implementation. For future research, it would be beneficial to delve deeper into the specific mechanisms through which TPS impacts motivation qualitatively, perhaps through student interviews or observations. Longitudinal studies could also assess the sustained impact of this model, and replications across different subjects or educational levels would further strengthen the generalizability of these promising results. The study contributes positively to the literature on active learning strategies in secondary education.

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