PEMBELAJARAN THINK-TALK-WRITE DALAM MENINGKATKAN KEMAMPUAN PEMECAHAN SOAL GEOMETRI

Anton Prayitno

Abstract


Buruknya kemampuan siswa dalam menyelesaikan soal-soal geometri merupakan salah satu permasalahan krusial di bidang pendidikan matematika. Pada penelitian metode campuran ini, strategi pembelajaran ko-operatif Think-Talk-Write digunakan untuk meningkatkan kemampuan siswa kelas VII dalam menyelesaikan soal-soal geometri. Sampel adalah 35 siswa kelas tujuh di salah satu sekolah menengah pertama di Jawa Timur. Instrumen penelitian adalah lembar kerja siswa (LKS), tes tertulis, maupun lembar observasi. Pem-belajaran Think-Talk-Write dilaksanakan dalam dua sesi pembelajaran. Hasil menunjukkan bahwa pembel-ajaran Think-Talk-Write mampu meningkatkan kemampuan siswa dalam menyelesaikan soal-soal geometri, baik soal-soal yang diberikan pada LKS maupun saat tes tertulis. Tahapan-tahapan pada strategi pembelajaran Think-Talk-Write membantu siswa untuk merefleksikan, mengorganisasikan, dan memperbaiki pemahaman-nya sehingga mampu menjawab soal-soal geometri yang diberikan dengan lebih baik. Selain kontribusi dari tahapan-tahapan pembelajaran Think-Talk-Write itu sendiri, guru juga berkontribusi terhadap peningkatan kemampuan menyelesaikan soal-soal geometri khususnya dalam hal mendeteksi dan membimbing siswa untuk mengatasi kesulitan-kesulitan yang mereka alami dalam menyelesaikan soal-soal geometri.

ABSTRACT

 

Students’ poor ability in completing geometry questions is one of the crucial problems in mathematics edu-cation. In this mixed method research, Think-Talk-Write cooperative learning was used to enhance seventh-grade students’ ability in completing geometry questions. Samples were 35 seventh grade students in one of junior high school in East Java. Instruments were students’ worksheets (LKS), written test, as well as obser-vation sheets. Think-Talk-Write learning was conducted in two learning sessions. Results showed that Think-Talk-Write learning increased students’ ability in completing geometry questions, both in completing ques-tions in the LKS and in the written test. Steps in Think-Talk-Write learning help the students to reflect, orga-nize, and improve their understanding so that they are able to answer the given geometry questions better. In addition to the contribution of each step in Think-Talk-Write learning itself, teacher also contributed to stu-dents’ improved ability in completing geometry questions, especially in terms of detecting and guiding the students’ to overcome difficulties in completing geometry questions.

How to cite: Prayitno, A. (2016). Pembelajaran Think-Talk-Write dalam Meningkatkan Kemampuan Pemeca-han Soal Geometri, Jurnal Pengajaran MIPA, 21(2), 135-141.


Keywords


pembelajaran kooperatif; strategi think talk write; geometri; peran guru dalam pembelajaran; cooperative learning; think talk write strategy; geometry; teacher’s role in learning

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References


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DOI: https://doi.org/10.18269/jpmipa.v21i2.44267

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