PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE TERHADAP HASIL BELAJAR SISWA

Abstract

Natural and Social Sciences (IPAS) instruction in primary schools is frequently dominated by one-way lecture methods that restrict collaborative dialogue and individual reflection time. The limited implementation of structured cooperative learning models regarding local cultural materials has resulted in students' suboptimal conceptual understanding and academic performance. This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on students' learning outcomes in the IPAS subject concerning the topic "What is My Local Culture Like?" in fifth-grade classes at UPT SD Negeri 060971 Medan Tuntungan in the 2025/2026 academic year. A quantitative approach utilizing a pre-experimental one-group pretest-posttest design was implemented. The research population comprised 78 fifth-grade students, with a sample of 24 students from class V-C selected via purposive sampling. Data were accumulated through 25-item multiple-choice achievement tests and 25-item student response questionnaires with confirmed validity and high reliability. Data were analyzed sequentially using descriptive statistics, normality tests, Pearson Product Moment correlation, and the paired sample t-test. The findings revealed that the class average score increased from 62.33 in the pretest to 83.50 in the posttest, with classical mastery escalating from 0% to 83.33%. The hypothesis testing confirmed that t_"count" =17.256, which exceeded t_"table" =2.069 at a 5% significance level (p=0.000<0.05), reinforced by an exceptionally strong correlation coefficient (r=0.965). Consequently, the Think Pair Share cooperative learning model exerts a positive and statistically significant effect on elementary school students' IPAS learning outcomes.

ABSTRAK

Pembelajaran Ilmu Pengetahuan Alam dan Sosial (IPAS) di sekolah dasar masih sering didominasi oleh metode ceramah satu arah yang membatasi ruang kolaborasi dan waktu berpikir mandiri peserta didik. Keterbatasan penggunaan model pembelajaran kooperatif terstruktur pada materi kearifan budaya daerah menyebabkan rendahnya pemahaman konsep dan hasil belajar siswa. Penelitian ini bertujuan untuk menganalisis pengaruh penerapan model pembelajaran kooperatif tipe Think Pair Share (TPS) terhadap hasil belajar peserta didik pada mata pelajaran IPAS materi "Seperti Apakah Budaya Daerahku?" di kelas V UPT SD Negeri 060971 Medan Tuntungan Tahun Ajaran 2025/2026. Penelitian ini menggunakan pendekatan kuantitatif dengan desain pra-eksperimen melalui rancangan one-group pretest-posttest design. Populasi penelitian mencakup seluruh peserta didik kelas V yang berjumlah 78 orang, dengan sampel penelitian sebanyak 24 peserta didik kelas V-C yang dipilih menggunakan teknik purposive sampling. Pengumpulan data dilakukan melalui instrumen tes pilihan berganda sebanyak 25 butir soal dan angket respons siswa sebanyak 25 butir pernyataan yang telah teruji validitas serta reliabilitasnya. Data dianalisis secara bertahap melalui statistik deskriptif, uji normalitas, analisis korelasi Product Moment, dan uji hipotesis paired sample t-test. Hasil penelitian menunjukkan adanya peningkatan nilai rata-rata hasil belajar dari 62,33 pada saat pretest menjadi 83,50 pada saat posttest, dengan ketuntasan belajar klasikal melonjak dari 0% menjadi 83,33%. Pengujian hipotesis membuktikan bahwa nilai t_"hitung" =17,256 lebih besar daripada t_"tabel" =2,069 pada taraf signifikansi 5% (p=0,000<0,05), didukung oleh derajat korelasi yang sangat kuat (r=0,965). Dengan demikian, model pembelajaran kooperatif tipe Think Pair Share berpengaruh positif dan signifikan terhadap peningkatan hasil belajar IPAS siswa sekolah dasar.