Perbedaan Hasil Belajar Kognitif Dan Motivasi Belajar Peserta Didik Menggunakan Model Pembelajaran Think Pair Share Dan Talking Stick Kelas X SMAN 7 Kota Kupang Pada Materi Usaha Dan Energi Tahun Ajaran 2018/2019

ANAPAH, Yohana S. (2019) Perbedaan Hasil Belajar Kognitif Dan Motivasi Belajar Peserta Didik Menggunakan Model Pembelajaran Think Pair Share Dan Talking Stick Kelas X SMAN 7 Kota Kupang Pada Materi Usaha Dan Energi Tahun Ajaran 2018/2019. Diploma thesis, Universitas Katolik Widya Mandira.

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Abstract

This research aims to: 1) describe the teacher's ability to manage learning in the classroom using the TPS learning model and students taught using the TS learning model; 2) describing the differences in cognitive learning outcomes between students taught using the TPS learning model compared to students taught using the TS learning model 3) describing differences in motivation between students taught using the TPS learning model compared to students taught using models TS learning. The population in this study sis class X SMAN 7 Kota Kupang which consists of 7 classes. The research sample was class X MIA 4 and class X MIA 7, samples were taken using random sampling techniques. Data collection techniques in this study were questionnaires, observations and tests. Questionnaires are used to collect data on the appropriateness of learning devices and learners' motivation. Observation is used to collect data about the teacher's ability to carry out learning. The test is used to retrieve data about the results of cognitive learning of students, the test used is an objective test. The analysis technique used is descriptive analysis technique that is used to describe the research data that includes the ability of the teacher to carry out learning, cognitive learning outcomes and learners' motivation. The results showed that: 1) the ability of teachers to manage learning in the classroom using the TPS learning model and students taught using the TS learning model included in the category where the total average TPS learning model implementation was 91.60% and the TS model was 91.20% means the teacher manages learning in accordance with the RPP that has been prepared; 2) the difference in the increase in cognitive learning outcomes in the experimental class using the higher learning type TPS cooperative model, namely the average value of increase of 0.75, while the control class using the cooperative type TS learning model obtained an average value of increase of 0.74; 3) the difference in the increase in learning motivation in the experimental class using the higher TPS cooperative learning model, namely the average value of 0.65 increase, while the control class using the TS type cooperative learning model gained an average value of 0.61 increase. Based on the analysis it can be concluded that learning using the cooperative model type TPS and TS is done well and is able to provide an increase in cognitive learning outcomes and student motivation.

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