Efektivitas Model Pembelajaran Take and Give terhadap Motivasi dan Hasil Belajar Kognitif Siswa SMP dalam Pembelajaran IPA
DOI:
https://doi.org/10.36312/mj.v2i1.2736Keywords:
Model Pembelajaran, Cooperative Learning, Take and Give, Motivasi Belajar, Hasil Belajar KognitifAbstract
Penelitian ini bertujuan untuk menganalisis efektivitas model pembelajaran Take and Give terhadap motivasi dan hasil belajar kognitif siswa kelas VII dalam mata pelajaran Ilmu Pengetahuan Alam (IPA). Penelitian ini menggunakan desain kuasi-eksperimen dengan pendekatan posttest-only control group. Sampel terdiri dari dua kelas di SMPN 4 Praya Barat Daya, yaitu kelas eksperimen yang menggunakan model Take and Give dan kelas kontrol yang menggunakan metode pembelajaran konvensional. Instrumen yang digunakan meliputi angket motivasi belajar berdasarkan model ARCS dan tes hasil belajar kognitif berupa soal pilihan ganda dan esai. Hasil penelitian menunjukkan bahwa motivasi belajar siswa pada kelas eksperimen lebih tinggi (72%) dibandingkan kelas kontrol (60%), meskipun keduanya berada dalam kategori “cukup.” Namun, hasil belajar kognitif siswa kelas kontrol secara signifikan lebih tinggi dibandingkan kelas eksperimen berdasarkan uji Mann-Whitney U (sig. = 0,000). Temuan ini menunjukkan bahwa meskipun model Take and Give efektif dalam meningkatkan motivasi, efektivitasnya terhadap hasil belajar kognitif bergantung pada implementasi yang terstruktur, kesiapan guru, serta dukungan sistem pembelajaran yang memadai
The Effectiveness of the Take and Give Learning Model on Students’ Motivation and Cognitive Learning Outcomes in Junior High School Science Education
Abstract
This study aims to analyze the effectiveness of the Take and Give learning model on students' motivation and cognitive learning outcomes in seventh-grade science classes. Employing a quasi-experimental design with a posttest-only control group approach, the study was conducted in SMPN 4 Praya Barat Daya with two groups: the experimental group taught using the Take and Give model and the control group using conventional methods. Research instruments included a motivation questionnaire based on the ARCS model and a cognitive learning outcome test consisting of multiple-choice and essay items. The results showed that the experimental group demonstrated higher motivation (72%) compared to the control group (60%), though both were categorized as "moderate." However, students in the control group outperformed those in the experimental group in cognitive learning outcomes, with the difference confirmed by the Mann-Whitney U test (sig. = 0.000). These findings indicate that while the Take and Give model may enhance student motivation, its impact on cognitive achievement depends on structured implementation, teacher preparedness, and sufficient instructional support.
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