IMPLEMENTASI MODEL TWO STAY TWO STRAY (TSTS) DALAM MENINGKATKAN KEAKTIFAN SISWA PADA PEMBELAJARAN PENDIDIKAN PANCASILA
IMPLEMENTATION OF THE TWO STAY TWO STRAY (TSTS) MODEL TO ENHANCE STUDENT ACTIVENESS IN PANCASILA EDUCATION LEARNING
DOI:
https://doi.org/10.58988/jab.v3i2.223Keywords:
The TSTS Model, Engagement, LearningAbstract
Pancasila education, as one of the core subjects at the primary and secondary education levels, plays a crucial role in shaping the character and personality of students. However, it is often observed that students are less active and enthusiastic in participating in Pancasila education. This phenomenon can be linked to the lack of attractiveness in the teaching methods, making students less interested in active participation. The predominantly used conventional teaching models tend to be monotonous and less engaging, thus failing to stimulate students' interest and activeness. This research aims to investigate the implementation of the Two Stay Two Stray (TSTS) teaching model in enhancing student activeness in Pancasila education. The TSTS teaching method emphasizes collaboration, idea exchange, and active student involvement in the learning process. The research methodology employed is a qualitative descriptive approach, focusing on a deep understanding of students' behaviors, interactions, and experiences in the learning process. Data analysis is conducted using an inductive approach to identify patterns, findings, and interpretations emerging from the collected data. The results of this research contribute to the development of a teaching model that can increase student participation and engagement in Pancasila education. The TSTS model can be considered an effective alternative to creating a dynamic learning environment that stimulates students' understanding of Pancasila values. This research provides a foundation for improving teaching strategies to advance citizenship education at the Junior High School level. It contributes to a better understanding of the reality of Pancasila education at the Junior High School level, offering a basis for improving teaching strategies and sparking discussions for the development of a more relevant curriculum. The implications of this research can also assist relevant stakeholders in enhancing the quality of citizenship education in schools.
References
Agus Simaremare, J., & Thesalonika, E. (2021). Penerapan Metode Cooperatif Learning Tipe Jigsaw Untuk Meningkatkan Motivasi Dan Hasil Belajar Mahasiswa. Jurnal Tunas Bangsa, 8(2), 113.
Ahmad, S. (2018). Konstruktivisme, Aplikasinya Bagi Perancangan Dan Pembelajaran. Jurnal Pencerahan, 12(1).
Aji, T. P., & Wulandari, S. S. (2021). Analisis Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) Terhadap Hasil Belajar Siswa. Journal of Office Administration: Education and Practice, 1(3), 340–350. https://doi.org/10.26740/joaep.v1n3.p340-350
Al Muctar, S. (2015). Dasar Penelitian Kualitatif (1st ed.). Gelar Pustaka Mandiri.
AlShorman, O. M., & Alshorman, A. M. (2020). Frontal lobe and long-term memory retrieval analysis during pre-learning stress using EEG signals. Bulletin of Electrical Engineering and Informatics, 9(1), 141–145. https://doi.org/10.11591/eei.v9i1.1335
Arianti, R., Akib, H., & Saleh, S. (2017). Penggunaan Model Pembelajaran Kooperatif TipeTwo Stay Two Stray (TSTS) pada Jurusan Administrasi Perkantoran di SMK Negeri 1 Pinrang the Use of Cooperative Learning Type Two Stay Two Stray (TSTS) in Office Administration Program at State Vocational School 1 Pinrang. In Jurnal Office (Vol. 3, Issue 2).
Darmuki, A., & Hariyadi, A. (2019). Peningkatan Keterampilan Berbicara Menggunakan Metode Kooperatif Tipe Jigsaw Pada Mahasiswa Pbsi Tingkat I-B Ikip Pgri Bojonegoro Tahun Akademik 2018/2019. Kredo: Jurnal Ilmiah Bahasa Dan Sastra, 2(2), 256–267. https://doi.org/10.24176/kredo.v2i2.3343
Diani, R., Herliantari, H., Irwandani, I., Saregar, A., & Umam, R. (2019). Search, Solve, Create, and Share (SSCS) Learning Model: The Impact on the Students’ Creative Problem-Solving Ability on the Concept of Substance Pressure. Jurnal Penelitian Fisika Dan Aplikasinya (JPFA), 9(1), 65. https://doi.org/10.26740/jpfa.v9n1.p65-77
Eysenck, M. W. (1979). Anxiety, learning, and memory: A reconceptualization. Journal of Research in Personality, 13(4), 363–385. https://doi.org/10.1016/0092-6566(79)90001-1
Fitriani, M. (2021). Penerapan Model Pembelajaran Kooperatif Tipe Stad Untuk Meningkatkan Partisipasi Dan Prestasi Belajar (Studi Pada Mata Pelajaran Pendidikan Pancasila dan Kewarganegaraan (PPKn) di Kelas VII SMP Negeri 2 Kota Pagar Alam). Diadik: Jurnal Ilmiah Teknologi Pendidikan, 11(2), 277–288. https://doi.org/10.33369/diadik.v11i2.18525
Grenier, M., Dyson, B., & Yeaton, P. (2005). Cooperative Learning that Includes Students with Disabilities. Journal of Physical Education, Recreation & Dance, 76(6), 29–35. https://doi.org/10.1080/07303084.2005.10608264
Harahap, N. (2020). Penelitian Kualitatif. (1st ed.). Wal Ashri Publishing.
Hendriarto, P., Mursidi, A., Kalbuana, N., Aini, N., & Aslan, A. (2021). Understanding the Implications of Research Skills Development Framework for Indonesian Academic Outcomes Improvement. Jurnal Iqra’ : Kajian Ilmu Pendidikan, 6(2), 51–60. https://doi.org/10.25217/ji.v6i2.1405
Huda, S., Yasin, M., Fitri, A., Syazali, M., Supriadi, N., Umam, R., & Jermsittiparsert, K. (2020). Numerical Ability Analysis: The Impact of the Two Stay-Two Stray Learning Model on the Sequence and Series Topic in Islamic Boarding School. Journal of Physics: Conference Series, 1467(1), 012002. https://doi.org/10.1088/1742-6596/1467/1/012002
Khusnah, A. S., Ghufron, S., Nafiah, N., & Hidayat, M. T. (2021). Pengaruh Penggunaan Model Two Stay Two Stray terhadap Kemampuan Menganalisis Unsur Intrinsik Cerita di Sekolah Dasar. Jurnal Basicedu, 5(5), 3179–3185. https://doi.org/10.31004/basicedu.v5i5.1318
Mabrur Haslan, M., Hadi, I., Lisa Aprilia, B., & Azizah Kasim, N. (2023). Penerapan Model Pembelajaran Kooperatif Tipe Two Stay Two Stray Berbasis Video Dalam Meningkatkan Keaktifan Belajar Siswa Pada Mata Pelajaran PPKn Kelas VII Di SMPN 10 Mataram. Jurnal Pengabdian Magister Pendidikan IPA, 6(1), 399–402. https://doi.org/10.29303/jpmpi.v6i1.3880
Mamik. (2015). Metodologi Kualitatif (1st ed.). Zifatama Publisher.
Mislawati. (2023). Peningkatan Partisipasi Aktif dan Hasil Belajar Siswa dalam Pembelajaran Pendidikan Pancasila dan Kewarganegaraan melalui Penerapan Metode Pembelajaran Kooperatif Tipe STAD di SMP Negeri I Soppeng Riaja. Jurnal Edukasi Saintifik , 3(1), 68–83.
Moleong, L. J. (2010). Metode Penelitian Kualitatif (T. Iman, Ed.; 20th ed., Vol. 1). PT Remaja Rosdakarya.
Nur, M. (2022). Pendekatan Konstruktivisme dalam Proses Pembelajaran IPS. ADIBA: Journal Of Education, 2, 636–649.
Prihatin, J., Septiwanti, N. N., & Fikri, K. (2019). The development of Organization of Living Things module through the use of mnemonic and mind mapping using a brain-based learning approach for junior high school Natural Science learning in coastal areas. Jurnal Bioedukatika, 7(2), 76. https://doi.org/10.26555/bioedukatika.v7i2.11132
Ramlah, Firmansyah, D., & Zubair, H. (2014). Pengaruh Gaya Belajar dan Keaktifan Siswa Terhadap Prestasi Belajar Matematika (Survey Pada SMP Negeri di Kecamatan Klari Kabupaten Karawang). Jurnal Ilmiah Solusi, 1(3), 68–75.
Samsudin, M. (2020). Faktor-Faktor yang Memengaruhi Belajar. Eduprof : Islamic Education Journal, 2(2), 162–186. https://doi.org/10.47453/eduprof.v2i2.38
Sawaludin, S., Muttaqin, Z., Sina, S., & Saddam, S. (2019). Penerapan Model Pembelajaran Kreatif Produktif Untuk Meningkatkan Aktifitas Belajar Mahasiswa Melalui Lesson Study Di Program Studi Pendidikan Pancasila Dan Kewarganegaraan. INOPENDAS: Jurnal Ilmiah Kependidikan, 2(1). https://doi.org/10.24176/jino.v2i1.3443
Setia siregar, U. (2023). Evaluasi Pembelajaran pada Kurikulum 2013 dengan Kurikulum Merdeka. Jurnal Al Burhan, 3(1), 21–29. https://doi.org/10.58988/jab.v3i1.100
Sudarmo, S., Arifin, A., Jacob Pattiasina, P., Wirawan, V., & Aslan, A. (2021). The Future of Instruction Media in Indonesian Education: Systematic Review. AL-ISHLAH: Jurnal Pendidikan, 13(2), 1302–1311. https://doi.org/10.35445/alishlah.v13i2.542
Sudjana. (2010). Cara Belajar Siswa Aktif Dalam Proses Belajar Mengajar. Algesindo.
Sugiyono. (2018). Metode Penelitian Kombinasi (Mixed Methods) (1st ed.). Alfabeta.
Suparno. (1197). Filsafat Konstruktivisme dalam Pendidikan (1st ed.). Raja Grafindo Persada.
Sutikno, S., & Hadisaputra, P. (2020). Penelitian Kualitatif (Nurlaeli, Ed.). Holistica.
Syahrir, S., Syazali, M., Maskur, R., Amrulloh, M. A., Sada, H. J., & Listiani, B. (2019). Calculus Module for Derivative Application Materials with an Islamic Contextual Teaching and Learning Approach. Journal of Physics: Conference Series, 1155, 012079. https://doi.org/10.1088/1742-6596/1155/1/012079
Tarmilia, T., Fadjaritha, F., Istiqomah, I. W., Purwandari, E., & Hutagalung, F. D. (2022). Learning and Memory of Early Childhood Tahfiz Quran: A Systematic Review. Jurnal Obsesi : Jurnal Pendidikan Anak Usia Dini, 6(6), 5913–5922. https://doi.org/10.31004/obsesi.v6i6.1707
Triyanto. (2007). Model-Model Pembelajaran Inovatif Berorientasi Konstruktivistik (1st ed.). Prestasi Pustaka.
Wahyuningsih, S. (2021). Pembelajaran Berbasis Konstruktivisme untuk Meningkatkan Aktivitas dan Prestasi Belajar Siswa pada Materi Pokok Himpunan. Jurnal Pendidikan Dan Pembelajaran Indonesia (JPPI), 1(1), 10–21. https://doi.org/10.53299/jppi.v1i1.19
Wibowo, N. (2016). Upaya Peningkatan Keaktifan Siswa Melalui Pembelajaran Berdasarkan Gaya Belajar Di Smk Negeri 1 Saptosari. Elinvo (Electronics, Informatics, and Vocational Education), 1(2), 128–139. https://doi.org/10.21831/elinvo.v1i2.10621
Wijayanti, T., Rachman, M., Hermawan, D., & Irawan, H. (2021). Improvement of Teacher Competence in Making Android-Based Evaluation Instruments at the AT Tohari Foundation, Semarang Regency. https://doi.org/10.2991/assehr.k.210918.064
Downloads
Published
How to Cite
Issue
Section
Citation Check
License
Copyright (c) 2023 Jurnal Al Burhan
This work is licensed under a Creative Commons Attribution 4.0 International License.
