EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK BERBANTUAN MISBOX TERHADAP PEMAHAMAN KONSEP IPA DAN KEMAMPUAN KOLABORASI SISWA KELAS III DI SD NEGERI JARAKAN

Zulfatul Khoiriyah, NIM.: 23204082026 (2026) EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK BERBANTUAN MISBOX TERHADAP PEMAHAMAN KONSEP IPA DAN KEMAMPUAN KOLABORASI SISWA KELAS III DI SD NEGERI JARAKAN. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

Preview	Text (EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK BERBANTUAN MISBOX TERHADAP PEMAHAMAN KONSEP IPA DAN KEMAMPUAN KOLABORASI SISWA KELAS III DI SD NEGERI JARAKAN) 23204082026_BAB-I_IV-atau-V_DAFTAR-PUSTAKA.pdf - Published Version Download (15MB) | Preview
	Text (EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE TALKING STICK BERBANTUAN MISBOX TERHADAP PEMAHAMAN KONSEP IPA DAN KEMAMPUAN KOLABORASI SISWA KELAS III DI SD NEGERI JARAKAN) 23204082026_BAB-II_sampai_SEBELUM-BAB-TERAKHIR.pdf - Published Version Restricted to Registered users only Download (10MB) | Request a copy

Abstract

This research was motivated by the low understanding of science concepts and collaboration skills of students. Based on this problem, the researcher conducted a study to determine whether the Talking Stick cooperative learning model assisted by Misbox is effective on students' understanding of science concepts and collaboration skills. This study aims to determine: (1) The effectiveness of the Talking Stick cooperative learning model assisted by Misbox media on the understanding of science concepts of third-grade students at Jarakan Public Elementary School. (2) The effectiveness of the Talking Stick cooperative learning model assisted by Misbox media on the collaboration skills of third-grade students at Jarakan Public Elementary School. The study used a quasi-experimental design with a Nonequivalent Control Group Design, involving one experimental class receiving the Talking Stick model with the assistance of Misbox and one control class using conventional learning. Data were collected through conceptual understanding tests (pretest and posttest) and collaborative ability observation sheets. Data analysis included prerequisite tests (normality and homogeneity), hypothesis testing using an Independent Sample t-test, and N-Gain analysis. The results of the normality and homogeneity tests indicated that all pretest and posttest data for both variables were normal and homogeneous, thus meeting the requirements for parametric statistical testing. The Independent Samples t-test results showed a significance value of 0.000 (p < 0.05) for conceptual understanding and collaborative ability, indicating a significant difference between the experimental and control classes. The average scores for conceptual understanding and collaborative ability of students in the experimental class were higher than those in the control class after the treatment. The N-Gain analysis for conceptual understanding showed an average of 0.8184 (high category), while collaboration ability averaged 0.8769 (high category). These findings indicate that the Misbox-assisted Talking Stick model can provide significant and effective improvements in both research variables. Therefore, it can be concluded that the Misbox-assisted Talking Stick cooperative learning model is effective in improving students' understanding of science concepts and collaboration skills.

Share this knowledge with your friends :

Actions (login required)

View Item