Pengaruh Model Pembelajaran Think Talk Write terhadap Peningkatan Kemampuan Kognitif Siswa Kelas X pada Subkonsep Pencemaran Lingkungan

Nela Dewi; Desy Prasethyaning Thiyas

doi:10.32332/tapis.v9i1.10575

Authors

Nela Dewi Institut Agama Islam Darul A’mal Lampung, Indonesia
Desy Prasethyaning Thiyas Sekolah Menengah Pertama Negeri 1 Melinting Lampung Timur, Indonesia

DOI:

https://doi.org/10.32332/tapis.v9i1.10575

Keywords:

Think Talk Writing, student's cognition, learning model

Abstract

In the field of education, educators often do not fully understand the extent of their students’ knowledge. As a result, the importance of students' cognitive abilities is frequently overlooked, even though these abilities can serve as a benchmark for improving the quality of education. The use of an appropriate learning model can be an alternative strategy to achieve learning success. This study aims to determine the effect of the Think-Talk-Write (TTW) learning model on students' cognitive abilities in natural science subjects. The TTW model is a learning strategy designed to encourage students to think critically, discuss their ideas verbally, and write down their thoughts based on the cognitive processes they have undergone. The research method used in this study was quasi-experimental. The sample was determined using a purposive sampling technique, selecting class X.1 as the experimental class and class X.2 as the control class. The population in this study consisted of all Grade X students at Muhammadiyah High School in Serang City. Data collection techniques included tests (in the form of multiple-choice questions) and non-test instruments (in the form of learning implementation observation sheets). Data were analyzed using descriptive statistical techniques, including validity tests, reliability tests, normality tests, homogeneity tests, and hypothesis testing with the assistance of SPSS version 25. The results of the independent sample t-test showed a significance value of 0.012, which is less than the significance level α = 0.05. Therefore, H1 is accepted and H0 is rejected, indicating that the Think-Talk-Write (TTW) learning model has a significant effect on students' cognitive abilities.

References

Anderson, W., & Krathwohl, D. R. (2017). Kerangka landasan untuk pembelajaran, pengajaran, dan asesmen: Revisi taksonomi pendidikan Bloom. Pustaka Pelajar.

Arifin, Z. (2018). Evaluasi pembelajaran. Remaja Rosdakarya.

Arikunto, S. (2017). Dasar-dasar evaluasi pendidikan (ed. revisi). Bumi Aksara.

Arikunto, S. (2019). Dasar-dasar evaluasi pendidikan. Bumi Aksara.

Asmani, J. M. (2019). Tips menjadi guru inspiratif, kreatif, dan inovatif. Diva Press.

Burnie, D. (2018). Ekologi (D. T. D. Wulandari, D. Nugraha, & M. H. Eddy, Penerj.). Erlangga. (Karya asli diterbitkan 2018).

Dewi, N., & Diansah, I. (2022). Pengembangan lembar kerja peserta didik (LKPD) berbasis problem based learning (PBL) pada materi klasifikasi makhluk hidup. Ikmal: Jurnal Pendidikan, 1(1), 77–91.

Dewi, N., & Purnama, I. E. (2023). Implementasi lembar kerja peserta didik (LKPD) berbasis problem based learning (PBL) untuk meningkatkan hasil belajar pada materi klasifikasi makhluk hidup. Al Ikmal: Jurnal Pendidikan, 2(2), 34–45.

Dewi, N., Ulfah, Y., & Satria, A. A. (2024). Penerapan model case based learning (CBL) terhadap hasil belajar mahasiswa pada hasil belajar keanekaragaman hewan. Al Jahiz: Journal of Biology Education Research, 5(1), 90–98.

Hamdayana, J. (2017). Model dan metode pembelajaran kreatif dan berkarakter. Ghalia Indonesia.

Herlambang, A. (2017). Pencemaran air dan strategi penanggulangannya. Jurnal Ilmiah, 2(1), 16–29.

Hermansyah, D. (2019, April 20). Sungai Cibuyut tercemar limbah, warga datangi kecamatan. Sindonews. https://daerah.sindonews.com/read/1131360/21/sungai-cibuyut-tercemar-limbah-warga-datangi-kecamatan-1471248667

Huda, M. (2017). Model-model pembelajaran. Pustaka Pelajar.

Napitupulu, A. (2019). Kebijakan pengelolaan lingkungan berkelanjutan. IPB Press.

Nazir, M. (2019). Metode penelitian. Ghalia Indonesia.

Purwanto, N. (2018). Prinsip-prinsip dan teknik evaluasi pembelajaran. Remaja Rosdakarya.

Sastrawijaya, A. T. (2019). Pencemaran lingkungan (ed. revisi). Rineka Cipta.

Sastrawijaya, T. (2019). Pencemaran lingkungan. Rineka Cipta.

Sudjana, N. (2019). Penilaian hasil proses mengajar. Remaja Rosdakarya.

Sugiyono. (2017). Metode penelitian pendidikan: Kuantitatif, kualitatif, dan R&D. Alfabeta.

Sujiono, A. (2016). Pengantar evaluasi pendidikan. Rajagrafindo Persada.

Suryasubroto, B. (2019). Proses belajar mengajar di sekolah. Rineka Cipta.

Syofyan, & Aguskamar. (2018). Peran masyarakat dalam pencegahan dan penanggulangan pencemaran sungai. Poli Rekayasa, 8(2), 20–29.

Trianto. (2019). Mendesain model pembelajaran inovatif-progresif: Konsep, landasan, dan implementasinya pada Kurikulum Tingkat Satuan Pendidikan (KTSP). Kencana Prenada Media Group.

Yuarnata, L., Waluyo, J., & Suratno. (2018). Penerapan model pembelajaran kooperatif Think Talk Write (TTW) dengan teknik talking stick dalam meningkatkan karakter dan hasil belajar IPA-Biologi. Pancaran, 3(3), 69–78.