Pengembangan Modul Pembelajaran Matematika Model Team Assisted Individualization (TAI) untuk Meningkatkan Kemampuan Berpikir Kritis dan Kemandirian Belajar Siswa Kelas IV SD

Suprayitno Suprayitno, Yohanes Leonardus Sukestiyarno, Isfarudi Isfarudi

Abstract

Penelitian ini bertujuan untuk mengembangkan modul pembelajaran model team assisted individualization (TAI) untuk meningkatkan kemampuan berpikir kritis dan kemandirian belajar siswa kelas IV SD pada materi KPK dan FPB. Penelitian ini dilakukan dengan menggunakan pendekatan penelitian dan pengembangan (research and development) dengan langkah yang diadopsi dari Borg dan Gall yang dimodifikasi oleh peneliti. Subjek penelitian ini meliputi 21 siswa kelas IV SD Negeri Margorejo sebagai kelas eksperimen dan 25 siswa kelas IV SD Negeri 2 Korowelanganyar Korwil Cam Bidik Kec Cepiring Kendal sebagai kelas kontrol. Teknik pengumpulan data yang digunakan dalam penelitian ini meliputi teknik wawancara, teknik observasi, teknik dokumentasi, teknik kuisioner, dan teknik tes. Teknik analisis data yang digunakan dalam penelitian ini meliputi teknik analisis kualitatif dan teknik analisis kuantitatif. Teknik analisis kualitatif yang digunakan yaitu teknik analisis interaktif. Adapun teknik analisis kuantitatif yang digunakan yaitu meliputi teknik analisis deskriptif, teknik analisis independent sample t test, teknik analisis N-Gain, dan teknik analisis one paired sample t test. Hasil penelitian menunjukkan bahwa modul pembelajaran TAI untuk meningkatkan kemampuan berpikir kritis dan kemandirian kelas IV Sekolah dasar yang dikembangkan secara keseluruhan sudah dinyatakan sangat layak dengan rata-rata validitas sebesar 92%. Hasil analisis efektivitas modul juga menunjukkan bahwa modul pembelajaran TAI efektif untuk meningkatkan analisis berpikir kritis dan kemandirian pada siswa kelas IV SD. Efektifitas tercermin dari peningkatan hasil belajar siswa, nilai N-Gain, uji ketuntasan belajar siswa, uji perbedaan hasil belajar siswa, dan uji perbedaan kemampuan berpikir kritis dan kemandirian belajar siswa. Berdasarkan simpulan yang ada, maka modul pembelajaran berbasis model TAI akan sangat baik apabila digunakan oleh guru matematika di kelas IV SD untuk meningkatkan kemampuan berpikir kritis dan kemandirian siswa.

This study aims to develop learning modules based on the team assisted individualization (TAI) model to improve critical thinking skills and learning independence of fourth grade elementary school students on KPK and FPB material. This research was conducted using a research and development approach with steps adopted from Borg and Gall which were modified by researchers. The subjects of this study included 21 fourth grade students at SD Negeri Margorejo as the experimental class and 25 fourth grade students at SD Negeri 2 Korowelanganyar Korwil Cam Bidik Kec Cepiring Kendal as the control class. Data collection techniques used in this study include interview techniques, observation techniques, documentation techniques, questionnaire techniques, and test techniques. Data analysis techniques used in this study include qualitative analysis techniques and quantitative analysis techniques. The qualitative analysis technique used is interactive analysis technique. The quantitative analysis techniques used include descriptive analysis techniques, independent sample t test analysis techniques, N-Gain analysis techniques, and one paired sample t test analysis techniques. The results showed that the TAI learning module to improve critical thinking skills and self-reliance in grade IV elementary schools which had been developed as a whole had been declared very feasible with an average validity of 92%. The results of the analysis of the effectiveness of the module also show that the TAI learning module is effective for increasing critical thinking analysis and independence in fourth grade elementary school students. Effectiveness is reflected in the increase in student learning outcomes, N-Gain scores, student learning completeness tests, tests of differences in student learning outcomes, and tests of differences in students' critical thinking skills and student learning independence. Based on the existing conclusions, the TAI model-based learning module will be very good if used by mathematics teachers in grade IV SD to improve students' critical thinking skills and independence.

Keywords

Modul; Model pembelajaran TAI; berpikir kritis; kemandirian

Full Text:

PDF

References

Afandi, Sajidan, Akhyar, M., & Suryani. (2019). Development frameworks of the Indonesia partnership 21st century skills standards for prospective science teachers: A Delphi study. Jurnal Pendidikan IPA Indonesia, 8(1), 89-100.

Apino, E. & Retnawati, H. (2019). Creative problem solving for improving students’ higher order thinking skills (HOTS) and characters. Character Education for 21st Century Global Citizens, 249-256.

Bennett, N., & Lemoine, J. (2014). What VUCA really means for you. Harvard Business Review, 92(1/2).

Borg, W.R. & Gall, M.D. Gall. (1983). Educational Research: An Introduction, Fifth Edition. New York: Longman.

Chai, C. S., Deng, F., Tsai, P.-S., Koh, J. H. L., & Tsai, C.-C. (2015). Assessing multidimensional students’ perceptions of twenty-first-century learning practices. Asia-Pacific Education Review, 16(3), 389–398.

Chai, C. S. & Kong, S. (2017). Professional learning for s1st century education. Journal of Computer Education, 4(1), 1-4.

Chin, KE, & Fu, SH (2021). Exploring the implementation of an intervention for a pupil with mathematical learning difficulties: a case study. Journal on Mathematics Education, 12 (3), 531–546.

Drake, S. M., & Reid, J. L. (2018). Integrated curriculum as an Effective Way to Teach 21st Century Capabilities. Asia Pacific Journal of Educational Research, 1(1), 31-50.

Hasanah, N., Inganah, S., & mariyanto, B. P. A. (2023). Learning in 21st century education era: problems of mathematics teachers in the use of information and communication technology-based media. JEMS, 11(1), 2750285.

Howard, P., O’Brien, C., & Kay, B., & O’Rourke, K. (2019). Leading educational change in the 21st century: Creating living schools through shared vision and transformative governance. Sustainability, 11(4109), 1-13.

Howland, J. L., Jonassen, D. H., & Marra, R. M. (2012). Meaningful learning with technology. Upper Saddle River: Pearson.

Ismail, A. I. (2017). Questioning 21st century competence. Retrieved from http://mediaindonesia.com/read/detail/126180.

Munawwarah, M., Laili, N., & Tohir, M. (2020). Keterampilan berpikir kritis mahasiswa dalam memecahkan masalah matematika berdasarkan keterampilan abad 21. Alifmatika: Jurnal Pendidikan dan Pembelajaran Matematika, 2(1), 37-58.

Nurina, D. L. & Retnawati, H. (2015). Keefektifan pembelajaran menggunakan pendekatan problem posing dan pendekatan open ended ditinjau dari HOTS. Pythagoras: Jurnal Pendidikan Matematika, 10(2), 129-136.

Rahmah, K., Inganah, S., Darmayanti, R., Sugianto, R., & Ningsih, EF (2022). analysis of mathematics problem solving ability of junior high school students based on APOS Theory viewed from the type of Kolb Learning Style. INdoMATH: Indonesia Mathematics Education, 5 (2), 109–122.

Riadi, A. & Retnawati, H. (2014). Pengembangan perangkat pembelajaran untuk meningkatkan HOTS pada kompetensi bangun ruang sisi datar. PythagorasL Jurnal Pendididkan Matematika, 9(2), 126-135.

Singh, C. K. S., Ong, E. T., Mohtar, T. M. T., Singh, T. S. M., & Mostafa, N. A. (2020). Quality teachers of the 21st century: An overview of theories and practice. International Journal of Innovation, Creativity, and Change, 13(1), 1481-1494.

Stehle, S. M. & Peters-Burton, E. (2019). Developing student 21st century skills in selected exemplary inclusive STEM high schools. International Journal of STEM Education, 6(39), 1-15.

Sumardi, L., Rohman, A., & Wahyudiati, D. (2020). Does the teaching and learning process in primary schools correspond to the characteristics of the 21st century learning ? International Journal of Instruction, 13(3), 357-370.

Suparman, Juandi, D., & Tamur, M. (2021). Problem-based learning for mathematical critical thinking skills: A meta-analysis. Journal of Hunan University (Natural Science), 48(2), 133-144.

Tarim, Kamuran dan Akdeniz, Fikri. (2007). The Effects Of Cooperative Learning On Turkish Elementary Students’ Mathematics Achievement And Attitude Towards Mathematics Using TAI And STAD Method. Turki: Springer Science and Business Media B.V.

Voogt, J., & Roblin, N. P. (2012). A comparative analysis of international frameworks for 21st century competences: implications for national curriculum policies. Journal of Curriculum Studies, 44(3), 299–321.

Widjaja, W. (2011). Towards mathematical literacy in the 21st century: Perspective from Indonesia. Southeast Asian Mathematics Education Journal, 1(1), 75-84.

View Counter: Abstract - 479 and PDF - 391

Refbacks

  • There are currently no refbacks.