The effectiveness of cooperative learning model type think-pair and share assisted by learning videos on the motivation and learning outcomes of christian religious education
(1) Universitas Advent Indonesia  Indonesia
DOI : https://doi.org/10.29210/179500
Motivation in teaching and learning activities encourages students' enthusiasm and willingness to learn something and develop various activities and initiatives that can direct and maintain perseverance in the process of learning activities, and can improve learning outcomes. Cooperative learning with think-pair-and-share type is an effective strategy to increase motivation and learning outcomes. In terms of Christian religious education, students' motivation and learning outcomes can be improved through the use of video-based cooperative learning, according to this study. The method used is an experimental method in which 50 students in grades 10, 11, and 12 of the Bandung Adventist Christian High School (Naripan) and Cimindi Bandung Adventist College were involved in this study. Non-probability sampling using the saturated sample method was used in this study. Researchers used a Likert scale to determine the value in this experiment. Students' enthusiasm for learning and their performance on standardized tests increased when the Think Pair Share (TPS) cooperative learning paradigm was used. Students are better able to understand the material being taught when using the Think Pair Share (TPS) cooperative learning model.
Arwizet, K., & Saputra, P. G. (2019). Improvement of Student Learning Outcomes through the Implementation of Collaborative-Think Pair Share Project Based Learning Model on Vocational High School. In Journal of Physics: Conference Series, 1387(1).
Azwar, S. (2015). Penyusunan Skala Psikologi. Yogyakarta: Pustaka Pelajar.
Chang, S. C., & Hwang, G. J. (2018). Impacts of an augmented reality-based flipped learning guiding approach on students’ scientific project performance and perceptions. Computers & Education, 125, 226–239.
Fernandez-Rio, J., Sanz, N., Fernandez-Cando, J., & Santos, L. (2017). Impact of a sustained Cooperative Learning intervention on student motivation. Physical Education and Sport Pedagogy, 22(1), 89–105.
Ganatra, S., Doblanko, T., Rasmussen, K., Green, J., Kebbe, M., Amin, M., & Perez, A. (2021). Perceived effectiveness and applicability of Think-Pair-Share Including Storytelling (TPS-S) to enhance clinical learning. Teaching and Learning in Medicine, 33(2), 184–195.
Glomo-Narzoles, D. T. (2015). Think-pair-share: Its effect on the academic performance of ESL students. ANGLISTICUM Journal of the Association-Institute for English Language and American Studies, 1, 22–26.
Kothiyal, A., Murthy, S., & Iyer, S. (2014). Think-pair-share in a large CS1 class: does learning really happen? Proceedings of the 2014 Conference on Innovation & Technology in Computer Science Education, 51–56.
Latifah, L., & Aviya, N. (2018). Pengaruh Model Cooperative Learning Tipe Think Pair Share (TPS) Terhadap Hasil Belajar Siswa pada Pelajaran Bahasa Arab di MI. Al Ibtida: Jurnal Pendidikan Guru MI, 5(1), 83–94.
Lee, C., Li, H.-C., & Shahrill, M. (2018). Utilising the think-pair-share technique in the learning of probability. International Journal on Emerging Mathematics Education, 2(1), 49–64.
Lin, M. H., & Chen, H. G. (2017). A study of the effects of digital learning on learning motivation and learning outcome. Eurasia Journal of Mathematics, Science and Technology Education, 13(7), 3553–3564.
Liu, Q., & Wang, L. (2021). t-Test and ANOVA for data with ceiling and/or floor effects. Behavior Research Methods. https://doi.org/10.3758/s13428-020-01407-2
Lu, P.-M., Chi, P.-H., & Yang, H.-C. (2015). Conversational Repair in School-Aged Children with High-Functioning Autism. Journal of Educational Practice and Research, 28(2), 1.
Nuhamara, D. (2018). Pengutamaan Dimensi Karakter Dalam Pendidikan Agama Kristen. Jurnal Jaffray, 16(1), 93–114.
Nurmaini, N., & Sudaryati, E. (2019). Relationship between sanitation hygiene and health care with healthy family security of the family of smokers at berastagi subdistrict. Open Access Macedonian Journal of Medical Sciences. https://doi.org/10.3889/oamjms.2019.419
Prahl, K. (2017). Best practices for the think-pair-share active-learning technique. The American Biology Teacher, 79(1), 3–8.
PUJIANTO, S. (2019). PENGARUH RESPONSIVENESS, EASE OF USE, RELIABILITY, CONVENIENCE, FULFILLMENT, DAN SECURITY AND PRIVACY TERHADAP CUSTOMER SATISFACTION MANDIRI MOBILE. Jurnal Bisnis Dan Akuntansi. https://doi.org/10.34208/jba.v20i2.421
Sharma, H. L., & Saarsar, P. (2018). TPS (think-pair–share): An effective cooperative learning strategy for unleashing discussion in classroom interaction. International Journal of Research in Social Sciences, 8(5), 91–100.
Singh, C. K. S., Ramachandran, A., Singh, T. S. M., Tek, O. E., Yunus, M. M., & Mulyadi, D. (2020). The use of think pair share of cooperative learning to improve weak students’ speaking ability. International Journal of Psychosocial Rehabilitation, 24(05).
Sulaksana, I. M. H., Wibawa, I. M. C., & Arini, N. W. (2021). Perbandingan Efektivitas Model Pembelajaran Kooperatif Picture and Picture dan NHT Dalam Pembelajaran IPS Tingkat SD. MIMBAR PGSD Undiksha, 9(1), 64–73.
Susanti, L. (2020). Strategi pembelajaran berbasis motivasi. Elex Media Komputindo.
TELA, T., YULIAN, V. N., & BUDIANINGSIH, Y. (2019). PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP PENINGKATAN KEMAMPUAN PEMECAHAN MASALAH MATEMATIS SISWA. BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN. https://doi.org/10.35569/biormatika.v5i01.464
Tokan, M. K., & Imakulata, M. M. (2019). The effect of motivation and learning behaviour on student achievement. South African Journal of Education, 39(1).
Wong, D. (2021). Active learning in osteopathic education: Evaluation of think-pair-share in an undergraduate pathology unit. International Journal of Osteopathic Medicine.
Article MetricsAbstract Views : 41 times
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution 4.0 International License.