Komparasi Penerapan Strategi Konflik Kognitif Dan Strategi Peta Konsep Dalam Pembelajaran Team Games Tournament Terhadap Pemahaman Konsep IPA Siswa Sekolah Dasar Di Kabupaten Pinrang

Supardi Supardi; Muhammad Yunus; Sundari Hamid

doi:10.35965/bje.v4i1.3849

Authors

Supardi Supardi Dinas Pendidikan Kota Makassar
Muhammad Yunus Program Studi Pendidikan Dasar, Program Pascasarjana, Universitas Bosowa
Sundari Hamid Program Studi Pendidikan Dasar, Program Pascasarjana, Universitas Bosowa

DOI:

https://doi.org/10.35965/bje.v4i1.3849

Keywords:

Pemahaman konsep IPA, Strategi Konflik Kognitif, Strategi Peta Konsep, Teams Games Tournament

Abstract

Tujuan penelitian ini adalah untuk menggambarkan pemahaman konsep IPA dengan menggunakan strategi konflik kognitif dalam pembelajaran kooperatif tipe Team Games Tournament pada siswa kelas V Sekolah Dasar, pemahaman konsep IPA dengan menggunakan strategi peta konsep dalam pembelajaran kooperatif tipe Team Games Tournament pada siswa kelas V Sekolah Dasar dan perbedaan pemahaman konsep IPA yang menggunakan strategi konflik kognitif dengan strategi peta konsep pada pembelajaran kooperatif tipe Team Games Tournament pada siswa kelas V Sekolah Dasar. Jenis penelitian ini menggunakan metode kuantitatif komparatif dengan desain pretest-posttest control group. Subjek penelitian ini adalah kelas V Sekolah Dasar, kelas eksperimen I di UPT SD Negeri 102 Pinrang dengan jumlah sebanyak 27 siswa menggunakan pembelajaran kooperatif Team Games Tournament dengan strategi konflik kognitif dan kelas eksperimen II di UPT SD Negeri 100 Pinrang sebanyak 25 siswa menggunakan pembelajaran kooperatif Team Games Tournament dengan strategi peta konsep. Metode pengumpulan data yang digunakan yaitu tes dan observasi, sedangkan teknik analisis data yang digunakan yaitu analisis deskriptif dan analisis statistik inferensial. Hasil belajar kelas eksperimen I lebih tinggi daripada kelas eksperimen II dan setelah dilakukan uji T diperoleh nilai sig (2-tailed) sebesar 0,000 < 0,05. Maka dapat disimpulkan menolak H0 dan menerima H1 yang menyatakan bahwa terdapat perbedaan hasil pemahaman konsep IPA antara siswa yang menggunakan strategi konflik kognitif dengan strategi peta konsep dalam model pembelajaran kooperatif Team Games Tournament. Hal ini menunjukkan bahwa penggunaan strategi konflik kognitif memberikan pengaruh yang lebih besar dibandingkan dengan strategi peta konsep terhadap pemahaman konsep IPA siswa berdasarkan peningkatan skor nilai rata-rata siswa.

The purpose of this research is to describe: (1) understanding of science concepts using cognitive conflict strategies in Team Games Tournament type cooperative learning for fifth grade elementary school students, (2) understanding of science concepts using concept map strategies in Team Games Tournament type cooperative learning in fifth grade elementary school students, (3) differences in understanding of science concepts using cognitive conflict strategies and concept map strategies in Team Games Tournament type cooperative learning in fifth grade elementary school students. The type of research used a comparative quantitative method with a pretest-posttest control group design. The subjects of this research were class V of Elementary School, experimental class I at UPT SD Negeri 102 Pinrang with a total of 27 students using Team Games Tournament cooperative learning with cognitive conflict strategies and experimental class II at UPT SD Negeri 100 Pinrang with 25 students using cooperative learning Team Games Tournament with concept map strategy. The data collection methods used are tests and observations, while the data analysis techniques used are descriptive analysis and inferential statistical analysis. The learning outcomes of experimental class II were higher than experimental class I and after carrying out the T test, the sig (2-tailed) value was obtained which was smaller than the predetermined significance level. So it can be concluded that we reject H0 and accept H1 which states that there is a difference in the results of students' understanding of science concepts between students who were taught using the cooperative learning model Team Games Tournament cognitive conflict strategy and the cooperative Team Games Tournament concept map strategy. This shows that the use of the Team Games Tournament cooperative learning model, cognitive conflict strategy, has a greater influence than the use of the Team Games Tournament cooperative learning model, concept map strategy on students' understanding of science concepts.

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