Keysha Kholillah Alqindy, - and Nurdiansyah, - and Jennyta Caturiasari, - (2025) PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) BERBANTUAN MEDIA WORDWALL TERHADAP KEMAMPUAN PEMAHAMAN KONSEP PENDIDIKAN PANCASILA SISWA SEKOLAH DASAR: Penelitian Kuasi Ekperimen Pada Siswa Kelas III di SD Negeri 9 Nagrikaler di Kabupaten Purwakarta Tahun Ajaran 2024/2025. S1 thesis, Universitas Pendidikan Indonesia.
Abstract
Materi pembelajaran Pendidikan Pancasila di tingkat Sekolah Dasar fokus pada kemampuan pemahaman. Hal ini yang menyebabkan pemahaman konsep harus dimiliki oleh setiap siswa di Sekolah Dasar. Pada praktiknya masih terdapat banyak siswa yang kesulitan untuk memahami konsep dalam mata pelajaran Pendidikan Pancasila khususnya pada materi Pancasila. Terjadi karena proses pembelajaran yang kurang efektif tanpa adanya penggunaan model dan media pembelajaran yang interaktif. Untuk mengatasi masalah itu, peneliti ini menggunakan model kooperatif tipe Think Pair Share (TPS) berbantuan media Wordwall sebagai treatment. Jenis penelitian yang digunakan adalah kuasi eksperimen dengan desain penelitian Non- Equivalent Control-Group Design. Sampel penelian yang digunakan yaitu siswa kelas III SDN 9 Nagrikaler sebanyak dua kelas yaitu kelas kontrol dan kelas eksperimen yang berjumlah 25 siswa perkelas dengan total 50 siswa. Dari data hasil penelitian, diperoleh kenaikan signifikan nilai rata-rata pemahaman konsep siswa kelas eksperimen dari 48,72 menjadi 84,52 sementara kelas kontrol memiliki nilai 42,88 menjadi 65,84. Oleh karena itu dapat disimpulkan model kooperatif tipe Think Pair Share (TPS) berbantuan media Wordwall berpengaruh secara positif terhadap pemahaman konsep siswa. Pemahaman konsep siswa yang melakukan pembelajaran model kooperatif tipe Think Pair Share (TPS) berbantuan media Wordwall lebih baik dari pada siswa yang melakukan pembelajaran model kooperatif tipe Student Teams Achievement Divisions (STAD). ----- The Pancasila Education learning material at the elementary school level focuses on comprehension skills. This is why every elementary school student must have an understanding of the concepts. In practice, there are still many students who have difficulty understanding the concepts in Pancasila Education, especially in Pancasila material. This occurs because the learning process is ineffective without the use of interactive learning models and media. To address this issue, the researcher employed the Think Pair Share (TPS) cooperative learning model assisted by the Wordwall medium as the treatment. The research design used was a quasi-experimental study with a Non-Equivalent Control-Group Design. The research sample consisted of third-grade students from SDN 9 Nagrikaler, divided into two classes: a control class and an experimental class, each comprising 25 students, totaling 50 students. From the research data, there was a significant increase in the average concept understanding scores of the experimental class students from 48.72 to 84.52, while the control class had scores of 42.88 to 65.84. Therefore, it can be concluded that the Think Pair Share (TPS) cooperative model assisted by Wordwall media has a positive effect on students' concept understanding. Students who learned using the cooperative learning model of Think Pair Share (TPS) assisted by Wordwall media demonstrated better concept understanding than students who learned using the cooperative learning model of Student Teams Achievement Divisions (STAD).
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| Item Type: | Thesis (S1) |
|---|---|
| Additional Information: | https://scholar.google.com/citations?view_op=list_works&hl=en&user=y1Z8bbcAAAAJ ID SINTA Dosen Pembimbing: Nurdiansyah: 6875157 Jennyta Caturiasari: 6706344 |
| Uncontrolled Keywords: | Kooperatif tipe Think Pair Share (TPS), Wordwall, Pemahaman Konsep. Cooperative type Think Pair Share (TPS), Wordwall, Concept Understanding. |
| Subjects: | L Education > L Education (General) |
| Divisions: | UPI Kampus Purwakarta > PGSD UPI Kampus Purwakarta |
| Depositing User: | Keysha Kholillah Alqindy |
| Date Deposited: | 31 Jul 2025 07:26 |
| Last Modified: | 31 Jul 2025 07:26 |
| URI: | http://repository.upi.edu/id/eprint/134974 |
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