English (United Kingdom)

https://curated-unify.zendy.io/wp-json/zendy-region/v1/featured_content/oa?rat=en

https://curated-unify.zendy.io/wp-json/zendy-region/v1/highlighted_journal/

Global: Zendy Plus annual

Presents the access of premium content as premium feature

Premium Content

Presents the keyphrase highlighting as premium feature

Keyphrase Highlighting

Presents the summarisation as premium feature

Summarisation

Insights

Presents the pdf analysis as premium feature

PDF Analysis

Presents the zaia usage as premium feature

ZAIA

Global: Zendy Tools annual

Global: Zendy Free Plan

Global: Zendy Tools monthly

Global: Zendy Plus monthly

This research aimed to develop Think Talk Write (TTW) model learning set and describe the process of harmonious life subtheme learning set development. This is a developmental research based on Thiagarajan’s Four-D model development which consist of the following stages: (1) define, (2) design, (3) develop, and (4) disseminate. However, this research was limited to development stage only, no dissemination. The research design applied was Pretest-Posstest Control Group Design. The learning set developed covered lesson plan (RPP) Student Learning Material (BAS), Student Workseet (LKS), and critical thinking ability test which was tried out to 35 students of class VA and 35 students of class VB at SDN Wonocolo II Sidoarjo. The validation of the learning set was done by two validators experts, covering lesson plam (RPP) which gained average score 3.12, Student Learning Material (BAS) validation result was in average of 3.0, Student Workseet (LKS) validation result was 3.20 in average, and the validation result of critical thinking ability average 3.1 with valid overall category. The result of learning set based on the average score of lesson plan implementatiom which was in good category. The result f observation on students’ acitivities during the teaching learning process showed that they were active and were in good category. The students’ response towards the teaching learning process was 80% which indicated that they studied actively and gave positive response. The test on the hypothesis which was analyzed with T-test showed that students’ learning result in experimental group was higher than those of control group. It showed by the value of t count (0.52) > t table (1.667) and 65.7% for the experimental group and 60% fot the contol group. Therefore, it can be concluded that the Think Talk Write (TTW) mode learning set validation result showed valid category and effective to be used to improve the critical thinking ability of V grade students of SDN Wonocolo II Sidoarjo. Keywords: The D evelopment of L earning D evice, Think Talk Write , Critical Thinking . ABSTRAK Penelitian ini bertujuan untuk mengembangkan perangkat pembelajaran model Think Talk Write (TTW) dan mendeskripsikan proses pengembangan perangkat pembelajaran subtema hidup rukun. Penelitian ini termasuk penelitian pengembangan yang berdasarkan pada pengembangan model Four-D oleh Thiagarajan yang terdiri atas tahap: (1) pendefinisian, (2) perancangan, (3) pengembangan, dan (4) penyebaran. Akan tetapi, penelitian ini hanya sampai pada tahap pengembangan tanpa melakukan tahap penyebaran produk. Rancangan pada penelitian ini adalah Pretest-Posstest Control Group Design. Perangkat pembelajaran yang dikembangkan meliputi Rencana Pelaksanaan Pembelajaran (RPP), Bahan Ajar Siswa (BAS), Lembar Kegiatan Siswa (LKS), dan Tes Kemampuan Berpikir Kritis siswa yang diujicobakan pada kelas VA berjumlah 35 siswa dan kelas VB berjumlah 35 siswa di SDN Wonocolo II Sidoarjo. Validasi perangkat pembelajaran dilakukan oleh dua orang validator/ahli, meliputi Rencana Pelaksanaan Pembelajaran (RPP) diperoleh nilai rata-rata 3.12, hasil validasi Bahan Ajar Siswa (BAS) diperoleh nilai rata-rata 3.0, hasil validasi Lembar Kerja Siswa (LKS) diperoleh nilai rata-rata 3.20, hasil validasi Tes Hasil Kemampuan Berpikir Kritis diperoleh rata-rata 3.0 dan hasil validasi Kemampuan Berpikir Kritis diperoleh nilai rata-rata 3.1 dengan kategori keseluruhan adalah valid. Hasil nilai rata-rata keterlaksanaan RPP berkategori baik. Hasil pengamatan aktivitas siswa selama kegiatan belajar mengajar berlangsung menunjukkan bahwa siswa belajar aktif dan berkategori baik. Hasil respon siswa terhadap kegiatan pembelajaran diperoleh rata-rata > 80% yang menunjukkan bahwa siswa belajar aktif dan siswa memberi respon positif. Sedangkan untuk pengujian hipotesis yang dianalisa dengan uji t menunjukkan bahwa hasil belajar siswa pada kelas eksperimen lebih tinggi daripada kelas kontrol. Hal ini ditunjukkan dengan nilai t hitung (0.52) > t tabel (1,667) dengan presentase kelas eksperimen sebesar 65,7% dan kelas kontrol sebesar 60%. Sehingga dapat disimpulkan bahwa hasil validasi perangkat pembelajaran model Think Talk Write (TTW) menunjukkan kategori valid dan efektif digunakan untuk meningkatkan kemampuan berpikir kritis siswa kelas V SDN Wonocolo II Sidoarjo. Kata Kunci: Pengembangan Perangkat Pembelajaran, Think Talk Write, Berpikir Kritis.

jurnal review pendidikan dasar

PENGEMBANGAN PERANGKAT PEMBELAJARAN MODEL THINK TALK WRITE SUBTEMA HIDUP RUKUN UNTUK MENINGKATKAN KEMAMPUAN BERPIKIR KRITIS SISWA KELAS V SEKOLAH DASAR