Maria Jaya, Andi Nur Veryani Veryani, Nova Dwi Pratiwi

PERBANDINGAN MODEL KOOPERATIF GROUP INVESTIGATION (GI) DENGAN MODEL TWO STAY TWO STRAY (TSTS) TERHADAP HASIL BELAJAR SISWA KELAS X

Introduction

Perbandingan model kooperatif group investigation (gi) dengan model two stay two stray (tsts) terhadap hasil belajar siswa kelas x. Penelitian eksperimen membandingkan model kooperatif Group Investigation (GI) dan Two Stay Two Stray (TSTS) pada hasil belajar Biologi siswa kelas X SMAN 10 Gowa. Model TSTS terbukti lebih efektif.

Abstract

Penelitian ini merupakan penelitian eksperimen yang bertujuan untuk mengetahui perbedaan hasil belajar Biologi siswa Kelas X SMAN 10 Gowa ketika menggunakan Model Kooperatif Group Investigation dan model Two Stay Two Stray. Populasi dalam penelitian ini adalah seluruh siswa kelas X SMAN 10 Gowa sedangkan sampel dalam penelitian ini adalah siswa kelas X1 dengan jumlah 35 siswa dan siswa kelas X2 dengan jumlah 28 siswa. Teknik analisis data yang digunakan adalah analisis deskriptif dan analisis inferensial. Hasil penelitian menunjukkan perbedaan signifikan antara hasil belajar siswa kelas X 1 yang diajar dengan model Group Investigation (GI) dan siswa kelas X 2 dengan model Two Stay Two Stray (TSTS) di SMAN 10 Gowa. Siswa yang diajar dengan model GI mencapai ketuntasan dengan rata-rata nilai post-test 75,86, sementara siswa dengan model TSTS mencapai rata-rata post-test 86,79 menciptakan suasana belajar lebih kompetitif dan menyenangkan. Uji Mann- Whitney U menghasilkan nilai 153.000, Z sebesar -4,419, dan signifikansi 0,000, yang menunjukkan bahwa model TSTS lebih efektif dibandingkan GI. Kata Kunci : Group Investigation, Two Stay Two Stray, Hasil Belajar

Review

This experimental study, titled "Comparison of Group Investigation (GI) Cooperative Model with Two Stay Two Stray (TSTS) Model on Learning Outcomes of Class X Students," aimed to investigate the differential impact of two cooperative learning models on Biology learning outcomes for tenth-grade students at SMAN 10 Gowa. Utilizing a sample drawn from two distinct classes (X1 for GI, n=35; X2 for TSTS, n=28), the research employed descriptive and inferential statistical analyses, including the Mann-Whitney U test, to compare post-test scores. The central finding indicates a significant difference, with the Two Stay Two Stray (TSTS) model demonstrating superior effectiveness. Students in the TSTS group achieved a notably higher average post-test score of 86.79 compared to the Group Investigation (GI) group's average of 75.86, further supported by robust statistical results (U = 153.000, Z = -4.419, p = 0.000). The abstract also highlights that the TSTS model reportedly fostered a more competitive and enjoyable learning environment. The study presents clear objectives and employs an appropriate experimental design to compare the two cooperative learning models. The reporting of specific mean scores for each group, alongside the Mann-Whitney U test statistics (U, Z, and p-value), enhances the transparency and reliability of the findings regarding the significant difference between the models. This provides valuable empirical evidence for educators considering the implementation of cooperative learning strategies in Biology classrooms. A minor point for consideration, though not necessarily a weakness given the abstract's limitations, is the differing sample sizes between the two groups (35 vs. 28). While the Mann-Whitney U test is robust to unequal sample sizes, further context regarding the class allocation and potential randomization processes would strengthen the methodological clarity. Additionally, while the abstract notes TSTS created a "more competitive and enjoyable learning atmosphere," the method by which this qualitative observation was quantified or assessed is not detailed, which could be an area for further elaboration in the full paper. In conclusion, this research provides compelling evidence for the superior effectiveness of the Two Stay Two Stray (TSTS) cooperative learning model over the Group Investigation (GI) model in improving Biology learning outcomes for tenth-grade students in the studied context. The findings offer practical implications for curriculum designers and teachers seeking to enhance student performance and engagement through cooperative learning strategies. Future research could delve deeper into the specific mechanisms through which TSTS achieves its effectiveness, such as investigating student perceptions of the "competitive and enjoyable" atmosphere more rigorously, or exploring its long-term impact on knowledge retention and the development of higher-order thinking skills. Replicating this study across different subjects, grade levels, and educational settings would also broaden the generalizability of these significant findings.

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