Analysis of the Improvement of Students' Cognitive Ability in Science Subjects Using the Think-Pair-Share Learning Model at SMP Negeri 2 Gunungsitoli
Abstract
The ability to understand science concepts is very important for everyone to have a greater opportunity to adapt in life, especially in terms of mastering reading skills to improve the development of a country. The purpose of this study was to determine the effectiveness of the think-pair-share learning model in improving students' cognitive abilities during the science learning process. This research is a quasi-experimental research with matching pretest-posttest control group design conducted at SMP Negeri 2 Gunungsitoli. The average result of cognitive ability in the experimental class was 82.20 which was in the very good category, while the average cognitive ability of students in the experimental class was 68.80 which only increased to a sufficient category. The N-gain result in the control group was 0.36 which was in the moderate category, while the N-gain in the control group was 0.79 which was in the moderate category. After the application of the think-pair-share learning model, it was concluded that the cognitive level of students increased to the C4-analyze level. This research provides an alternative science learning model that is more varied so that science teachers can apply it to the classroom.
References
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Nguyen, K. A., Borrego, M., Finelli, C. J., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. (2021). Instructor strategies to aid implementation of active learning: a systematic literature review. International Journal of STEM Education, 8(9), 1–18. https://doi.org/10.1186/s40594-021-00270-7
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Samsuriadi, S., & Imron, M. A. (2019). The Effect of Think Pair Share (TPS) Learning Model With Problem Solving Approach on the Student’s Math Communication in MA DA Jarowaru ". Malikussaleh Journal of Mathematics Learning (MJML), 2(1), 9–12. https://doi.org/10.29103/mjml.v2i1.2125
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
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Virtič, M. P. (2022). Teaching science and technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Wang, X., Zhang, B. H., & Yan, Z. (2024). A Comparative Study on the Roles of Science Teachers. Science Education International, 35(2), 173–179. https://doi.org/10.33828/sei.v35.i2.11
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. MedEdPORTAL, 15(10850), 1–7. https://doi.org/10.15766/mep_2374-8265.10850
Yin, Y., & Samat, N. A. (2023). Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills. Arab World English Journal, 14(3), 389–405. https://doi.org/10.24093/awej/vol14no3.25
Anderson, L. W., & Krathwohl, D. R. (2001). A Taxonomy for Learning, Teaching, and Assessing: A Revision of Bloom’s Taxonomy of Educational Objectives,. Longman Inc.
Arifiyyati, M. F., Rofiah, N. L., & Listyono, L. (2023). Correlation between scientific literacy with higher order thinking skills and self-efficacy in biology learning. Jurnal Biolokus, 5(2), 166. https://doi.org/10.30821/biolokus.v5i2.1633
Aswanti, N. H., & Isnaeni, W. (2023). Analysis of critical thinking skills, cognitive learning outcomes, and student activities in learning the human excretory system using an interactive flipbook. REID (Research and Evaluation in Education), 9(1), 37–48. https://doi.org/10.21831/reid.v9i1.53126
Cooper, K. M., Schinske, J. N., & Tanner, K. D. (2021). Reconsidering the Share of a Think–Pair–Share: Emerging Limitations, Alternatives, and Opportunities for Research. CBE—Life Sciences Education, 20(1), 1–10. https://doi.org/10.1187/cbe.20-08-0200
Creswell, J. W. (2017). Research Design: Qualitative, Quantitative, and Mixed Methods Approaches (5th Editio). SAGE Publications, Inc.
Dilekçi, A., & Karatay, H. (2023). The effects of the 21st century skills curriculum on the development of students’ creative thinking skills. Thinking Skills and Creativity, 47, 101229. https://doi.org/10.1016/j.tsc.2022.101229
Fortus, D., Lin, J., Neumann, K., & Sadler, T. D. (2022). The role of affect in science literacy for all. International Journal of Science Education, 44(4), 535–555. https://doi.org/10.1080/09500693.2022.2036384
Gunadi, G., Haryono, H., & Purwanti, E. (2022). The Analysis of 21st Century Learning Implementation and Competency Achievement of Junior High School Students in 3T Regions. Innovative Journal of Curriculum and Educational Technology, 11(1), 10–18. https://doi.org/10.15294/ijcet.v11i1.44847
Harefa, E. (2023). Implementation of Scientific Inquiry Approach for Enhancing Scientific Literacy among Elementary Students. IRAONO: Journal of Elementary and Childhood Education, 1(1), 32–38. https://doi.org/https://doi.org/10.56207/iraono.v1i1.13
Harefa, E., & Gulo, H. (2024). Three-Dimensional Science Animation Implementation and Spatial Ability for Science Concept Reconstruction: A Gender-Based Education Study. JPI (Jurnal Pendidikan Indonesia), 13(1), 24–34. https://doi.org/10.23887/jpiundiksha.v13i1.68005
Harefa, E., & Huang, X. (2023). Fostering scientific literacy in university students majoring in elementary education based on mental state. Buana Pendidikan Jurnal Fakultas Keguruan Dan Ilmu Pendidikan, 19(1), 106–114. https://doi.org/10.36456/bp.vol19.no1.a6803
Herlina, E., & Abidin, Z. (2024). Development of interactive e-modules to improve students’ scientific literacy abilities: A literature review. Jurnal Mangifera Edu, 8(2), 74–87. https://doi.org/10.31943/mangiferaedu.v8i2.181
Husein, R., Restu, R., Sembiring, M., Wulandari, S., Andary, S., & Rahman, M. A. (2022). Reading to Learn (R2L) Model to Activate Students on Reconstruction Short Story. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 5(1), 23–32. https://bircu-journal.com/index.php/birle/article/view/3698
Ismail, F. A., Bungsu, J., & Shahrill, M. (2022). Improving Students’ Participation and Performance in Building Quantities through Think-Pair-Share Cooperative Learning. Indonesian Journal of Educational Research and Technology, 3(3), 203–216. https://doi.org/10.17509/ijert.v3i3.50348
Kalkan, Ö. K., Altun, A., & Atar, B. (2020). Role of teacher-related factors and educational resources in science literacy: An international perspective. Studies in Educational Evaluation, 67, 100935. https://doi.org/10.1016/j.stueduc.2020.100935
Khan, Z. A., Adnan, J., & Raza, S. A. (2023). Cognitive Learning Theory and Development: Higher Education Case Study. In Education Annual (pp. 1–19). https://doi.org/10.5772/intechopen.110629
Lase, N. K., & Harefa, K. (2022). Development of Biology E-Modules using Professional PDF Flip Applications on Human Respiratory System Materials. Jurnal Scientia, 11(2), 2022.
Lase, N. K., & Lase, R. K. (2020). Pengembangan Lembar Kerja Peserta Didik Berbasis Problem-based Learning pada Materi Interaksi Makhluk Hidup dengan Lingkungan Kelas VII SMP. Jurnal Review Pendidikan Dan Pengajaran, 3(2), 450–461. https://doi.org/10.31004/jrpp.v3i2.1693
Lestari, E. P., Wasis, W., & Purnomo, T. (2022). Science Learning Materials in Integrated PBL Scientific Literacy Model to Improve Problem Solving Ability of Junior High School Students. IJORER : International Journal of Recent Educational Research, 3(4), 464–477. https://doi.org/10.46245/ijorer.v3i4.230
Li, Y., & Guo, M. (2021). Scientific Literacy in Communicating Science and Socio-Scientific Issues: Prospects and Challenges. Frontiers in Psychology, 12, 1–15. https://doi.org/10.3389/fpsyg.2021.758000
Maizeli, A., Nerita, S., & Afza, A. (2020). An analysis of cognitive assessment readability toward biology learning outcome and process evaluation course. Journal of Physics: Conference Series, 1521(4), 042014. https://doi.org/10.1088/1742-6596/1521/4/042014
Meyer, M. W., & Norman, D. (2020). Changing Design Education for the 21st Century. She Ji: The Journal of Design, Economics, and Innovation, 6(1), 13–49. https://doi.org/10.1016/j.sheji.2019.12.002
Mundelsee, L., & Jurkowski, S. (2021). Think and pair before share: Effects of collaboration on students’ in-class participation. Learning and Individual Differences, 88, 102015. https://doi.org/10.1016/j.lindif.2021.102015
Nguyen, K. A., Borrego, M., Finelli, C. J., DeMonbrun, M., Crockett, C., Tharayil, S., Shekhar, P., Waters, C., & Rosenberg, R. (2021). Instructor strategies to aid implementation of active learning: a systematic literature review. International Journal of STEM Education, 8(9), 1–18. https://doi.org/10.1186/s40594-021-00270-7
Purnawati, R. (2024). Developing Students’ Scientific Literacy By Incorporating Local Terms and Sociocultural Phenomena Into Science Teaching-Learning Process. PROJECT: Professional Journal of English Education, 7(2), 433–448. http://journal.ikipsiliwangi.ac.id/index.php/project/article/view/21813%0Ahttps://journal.ikipsiliwangi.ac.id/index.php/project/article/download/21813/6379
Putranta, H., & Supahar, S. (2019). Synthesis of the Cognitive Aspects’ Science Literacy and Higher Order Thinking Skills (HOTS) in Chapter Momentum and Impulse. Journal of Physics: Conference Series, 1397(1). https://doi.org/10.1088/1742-6596/1397/1/012014
Qodar, R., Samsiah, S., & Haryanto, Z. (2018). The Use of Affective and Cognitive Assessment on the Learning of Mirrors and Lenses through the Inquiry Laboratory Approach. Jurnal Penelitian Dan Pembelajaran IPA, 4(1), 25. https://doi.org/10.30870/jppi.v4i1.3046
Ruiz-Martín, H., & Bybee, R. W. (2022). The cognitive principles of learning underlying the 5E Model of Instruction. International Journal of STEM Education, 9(1), 21. https://doi.org/10.1186/s40594-022-00337-z
Samsuriadi, S., & Imron, M. A. (2019). The Effect of Think Pair Share (TPS) Learning Model With Problem Solving Approach on the Student’s Math Communication in MA DA Jarowaru ". Malikussaleh Journal of Mathematics Learning (MJML), 2(1), 9–12. https://doi.org/10.29103/mjml.v2i1.2125
Strat, T. T. S., Henriksen, E. K., & Jegstad, K. M. (2024). Inquiry-based science education in science teacher education: a systematic review. Studies in Science Education, 60(2), 191–249. https://doi.org/10.1080/03057267.2023.2207148
Sultan, L., & Hajerina, H. (2020). Penerapan Model Pembelajaran Quantum Learning. Guru Tua : Jurnal Pendidikan Dan Pembelajaran, 3(1), 7–20. https://doi.org/10.31970/gurutua.v3i1.40
Virtič, M. P. (2022). Teaching science and technology: components of scientific literacy and insight into the steps of research. International Journal of Science Education, 44(12), 1916–1931. https://doi.org/10.1080/09500693.2022.2105414
Wang, X., Zhang, B. H., & Yan, Z. (2024). A Comparative Study on the Roles of Science Teachers. Science Education International, 35(2), 173–179. https://doi.org/10.33828/sei.v35.i2.11
Winn, A. S., DelSignore, L., Marcus, C., Chiel, L., Freiman, E., Stafford, D., & Newman, L. (2019). Applying Cognitive Learning Strategies to Enhance Learning and Retention in Clinical Teaching Settings. MedEdPORTAL, 15(10850), 1–7. https://doi.org/10.15766/mep_2374-8265.10850
Yin, Y., & Samat, N. A. (2023). Insights into Chinese College English Undergraduates’ Higher Order Thinking Skills. Arab World English Journal, 14(3), 389–405. https://doi.org/10.24093/awej/vol14no3.25
Published
2024-10-12
How to Cite
HULU, Debi Rebeka et al.
Analysis of the Improvement of Students' Cognitive Ability in Science Subjects Using the Think-Pair-Share Learning Model at SMP Negeri 2 Gunungsitoli.
BIOEDUKASI, [S.l.], p. 398-406, oct. 2024.
ISSN 2580-0094.
Available at: <https://jurnal.unej.ac.id/index.php/BIOED/article/view/52182>. Date accessed: 21 nov. 2024.
doi: https://doi.org/10.19184/bioedu.v22i3.52182.
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https://orcid.org/0000-0003-1920-0515
