PEMBELAJARAN BERBASIS MASALAH MELALUI THINK PAIR SHARE TERHADAP HASIL BELAJAR BIOLOGI DAN RETENSI SISWA

  • Eva Nurul Malahayati UNISBA
https://doi.org/10.35457/konstruk.v8i2.45
Abstract views: 377 , PDF downloads: 518
Keywords: problem-based instruction, think-pair-share, retention, academic potential

Abstract

This article examines the effect of problem-based instruction using Think-Pair-Share strategy towards learning achievement on biology subject and retention of students with high and low academic performance. This study used quasi experiment implementing Nonrandomized Control Group Pretest-Postest of 2x2 factorial design. Sample of this study were 70 students of 10th graders of SMAN 4 Malang representing high academic performance and 70 students of 10thgraders of SMA Maarif Singosari representing low academic performance. Data were analyzed using descriptive statistics and Anacova Test. The study revealed that problem-based instruction with TPS did not significantly improve students achievement in Bilology subject, but academic potential affects significantly on students retention.

Downloads

Download data is not yet available.

PlumX Metrics

Published
2016-07-01
How to Cite
Malahayati, E. N. (2016). PEMBELAJARAN BERBASIS MASALAH MELALUI THINK PAIR SHARE TERHADAP HASIL BELAJAR BIOLOGI DAN RETENSI SISWA. Konstruktivisme : Jurnal Pendidikan Dan Pembelajaran, 8(2), 131-148. https://doi.org/10.35457/konstruk.v8i2.45
Issue
Vol. 8 No. 2 (2016): Juli 2016
Section
Articles

Authors who publish with this journal agree to the following terms:

    1. Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
    2. Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
    3. Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See The Effect of Open Access).