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Penerapan Model Pembelajaran Think Pair Share (TPS) Untuk Meningkatkan Keaktifan Siswa Pada Mata Pelajaran Pendidikan Pancasila

Introduction

Penerapan model pembelajaran think pair share (tps) untuk meningkatkan keaktifan siswa pada mata pelajaran pendidikan pancasila . Pelajari bagaimana model Think Pair Share (TPS) secara efektif meningkatkan keaktifan dan partisipasi siswa dalam pembelajaran Pendidikan Pancasila. Hasil PTK kelas X F.

Abstract

Pada pembelajaran Pendidikan Pancasila di kelas X F Madrasah Muallimin Muhammadiyah Yogyakarta belum terlihat keaktifan peserta dididk seperti merespon petanyaan, saling bantu serta bekerjasama dan mengemukakan pendapat. Dibutuhkan model pembelajaran Think Pair Share (TPS) yang dapat meningkatkan keaktifan (aktivitas kolaboratif) dalam proses pembelajaran. Tujuan penelitian ini untuk mengatahui keaktifan siswa setelah diterapkan model pembelajaran Think Pair Share (TPS). Penelitian ini merupakan penelitian tindakan kelas (PTK) dengan penerapan model pembelajaran Think Pair Share (TPS). Penelitian ini dilaksanakan dalam dua siklus tindakan dengan empat tahapan yang lazim dilalui, yaitu (1) perencanaan, (2) pelaksanaan, (3) pengamatan, dan (4) refleksi. Subyek penelitian ini adalah siswa kelas X F yang merupak kelas yang rendah dalam kekatifannya. Waktu pelaksanaan penelitian pada pada tanggal 4 November – 8 Desember 2024. Hasil pada penelitian ini keaktifan siswa pada pembelajaran Pendidikan Pancasila di kelas X F dapat ditingkatkan menggunakan model pembelajaran Think Pair Share (TPS). Pembelajarn Pendidikan Pancasila menjadi lebih menarik bagi siswa dan dapat mempengaruhi siswa terlibat aktif dalam pembelajaran.

Review

The submitted manuscript, "Penerapan Model Pembelajaran Think Pair Share (TPS) Untuk Meningkatkan Keaktifan Siswa Pada Mata Pelajaran Pendidikan Pancasila," addresses a pertinent issue in educational practice: the lack of student engagement in Pancasila education. The abstract clearly identifies a problem of passive learners in Class X F at Madrasah Muallimin Muhammadiyah Yogyakarta, where students exhibit low levels of responsiveness, collaboration, and opinion-sharing. The authors propose the Think Pair Share (TPS) instructional model as a strategic intervention to foster greater student activity and collaborative learning, with the primary aim of assessing the effectiveness of this model in enhancing student participation. This research topic holds significant relevance for educators seeking to improve active learning environments in social science and civics subjects. The study employs a Classroom Action Research (CAR) methodology, a suitable approach for addressing practical issues within a specific educational setting. The research design outlines a two-cycle process, adhering to the standard CAR phases of planning, implementation, observation, and reflection. The target subjects are identified as students from Class X F, specifically chosen due to their initially low levels of activity, making them an appropriate group for this intervention. Conducted between November 4th and December 8th, 2024 (noting the future date as a potential typo or projection), the preliminary findings suggest that the application of the TPS model successfully enhanced student activity in Pancasila learning. The abstract indicates that TPS made the learning process more engaging and effectively encouraged active student involvement, which are desirable outcomes for any pedagogical intervention. While the abstract provides a promising overview, a full paper would benefit from a more detailed exposition of the "keaktifan" (activity) metrics used for assessment, perhaps including specific observational rubrics or quantitative data to substantiate the claim of increased engagement. For instance, the types of questions responded to, the nature of collaborative efforts, and the frequency of opinion-sharing could be elaborated upon. Furthermore, a discussion of any challenges encountered during the implementation and how they were addressed would add valuable insight. Despite these points for further development, this research presents a valuable contribution by demonstrating the practical utility of the TPS model in fostering student activity within the context of Pancasila education. The findings suggest a clear path for educators to replicate and adapt this model, ultimately aiming to cultivate more dynamic and participatory learning experiences.

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