Penerapan Model PBL dan TPS dalam Meningkatkan Keterampilan Komunikasi dan Kerja Sama pada Pembelajaran Bahasa Indonesia
DOI:
https://doi.org/10.35194/alinea.v15i2.6580Keywords:
PBL, TPS, keterampilan komunikasi, keterampilan kerja samaAbstract
This article describes the implementation of Indonesian language instruction using the Problem-Based Learning (PBL) model combined with the Think-Pair-Share (TPS) strategy. The study was conducted over two cycles with 32 seventh-grade students, who worked in 16 pairs during the TPS activities. Data were collected through observation, tests, documentation, and assessment rubrics for communication and collaboration skills, and were subsequently analyzed using both quantitative and qualitative descriptive methods. The results indicate that the application of PBL combined with TPS effectively improved the learning process, as well as the students' communication and collaboration skills. Teacher activity increased from 54.17% to 95.83%, student activity from 56.25% to 95.83%, communication skills from 65.00% to 98.75%, and collaboration skills from 67.50% to 99.06%. Furthermore, the students' learning mastery rose from 31.25% to 100%. Thus, the integration of PBL and TPS is effective in enhancing the quality of learning and improving students' communication and collaboration skills
Abstrak
Artikel ini mendeskripsikan penerapan pembelajaran Bahasa Indonesia dengan model Problem Based Learning (PBL) yang dipadukan dengan strategi Think Pair Share (TPS). Penelitian dilaksanakan dalam dua siklus dengan subjek 32 murid kelas VII yang bekerja dalam 16 pasangan selama kegiatan TPS. Data dikumpulkan melalui observasi, tes, dokumentasi, serta rubrik penilaian keterampilan komunikasi dan kerja sama, kemudian dianalisis secara deskriptif kuantitatif dan kualitatif. Hasil penelitian menunjukkan bahwa penerapan PBL yang dipadukan dengan TPS mampu meningkatkan proses pembelajaran, keterampilan komunikasi, dan keterampilan kerja sama murid. Aktivitas guru meningkat dari 54,17% menjadi 95,83%, aktivitas murid dari 56,25% menjadi 95,83%, keterampilan komunikasi dari 65,00% menjadi 98,75%, dan keterampilan kerja sama dari 67,50% menjadi 99,06%. Selain itu, ketuntasan belajar murid meningkat dari 31,25% menjadi 100%. Dengan demikian, integrasi PBL dan TPS efektif dalam meningkatkan kualitas pembelajaran, keterampilan komunikasi, dan kerja sama murid
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