^

x
^
-

Application of the Think Talk Write

Type Cooperative Model to Improve
Science Literacy and Student Learning
Outcomes

Mahdian a), Parham Saadi b), Maulinda Sulisnawati MS c), Rusmansyahd)

1
Chemistry Education Departement, Faculty of Education, Universitas Lambung Mangkurat, Banjarmasin,
Indonesia
 INTRODUCTION
^
x
^
-

The demands of the 2013

curriculum require students to be able to
compete internationally. The international
assessment program is carried out
extensively on knowledge and skills, with a
primary focus on scientific literacy. An
however, scientific literacy is
important goal in the learning process is still not applied in chemistry
the achievement of the scientific literacy learning in schools and the
needs of students. In addition, the value of learning outcomes is
demands of the 2013 curriculum are also still below the minimum
related to student learning outcomes. mastery of learning.
Students are also expected to get
learning outcomes above the minimum
learning completeness value.
^
x
^ -

In a preliminary study to determine scientific

literacy skills and student learning outcomes of class XI
MIPA 2 SMAN 10 Banjarmasin, data were obtained,
To overcome these
namely analyzing daily test questions in the form of problems, a learning
multiple choice questions as many as 20 questions for the model or method is
2021/2022 year undergraduate contract. The low ability of applied, namely the
scientific literacy can be seen from the results of the
analysis of questions given by the teacher at the end of the Think Talk Write
semester with more questions at the C1-C3 level so that Type Cooperative
the ability of students who should be at the C4-C6 level is Learning Model
less developed. Interviews with chemistry teachers at
SMAN 10 Banjarmasin also showed that the results of
colloidal material analysis almost all students did not
understand the lessons obtained from low student learning
outcomes. Only 8 students out of 35 students were
declared complete.
METHOD
^
x
^ -

The research used is SMAN 10 Bajarmasin

classroom action research XI MIPA 2

Test :
learning outcomes test (cognitive) and
scientific literacy test
Non-test :
learning outcomes observation sheet
(affective) and student response
questionnaires
METHOD
^
x
^ -

There are four stages in the Kemmis & Mc

Taggart Model: planning, action, observation, and reflection
in each cycle.
 RESULT AND DISCUSSION
^
x
^ -

Student science literacy test diagram

100 In the first cycle of learning,
90 students' scientific literacy test results are in
80 the low category, this is because there are
70 still many students who have not been able
to answer the questions given and do not
Low
60
50
Low understand the material given. Then there
40
was an increase in the results of the scientific
30
literacy test in cycle II because students were
20
used to working on questions related to
10
scientific literacy, and students were also
0
able to understand the improved learning
Siklus I Siklus II material.
^
x
^ -

Attitude aspect learning outcomes diagram

100
90
80
70
60
50
40
30
20
10
0
Siklus I Siklus II
 Student learning outcomes on the aspect of attitude (affective), seen in cycle I on the aspect of honesty
^
x
^
where there are still some students who cheat with their other friends so that there are some - students'
answers that are the same as their other friends. This is because students are less motivated to answer the
questionsStudent
given, andlearning outcomes
there is still in the aspect
a sense of expecting answersof fromattitude (affective),
other friends. Teachers shouldseen pay more
attention to students so things like that don't happen.
in the first cycle
In discipline, students seem to be isless
still in the in
disciplined low category.
entering so that
the classroom. thestudents
Many results areof
still late for
the observer's
class when learning begins because assessment
they come from in cycle IIcanteen.
the school statedInthat students'
addition, when learning begins,
there areattitudes in the
still some students wholearning
do not bringprocess
textbooks using the think
or textbooks, talklearning
so when writebegins,
learningstudents find
it difficult to find reading materials.
model had increased each cycle. The average score obtained per
The activity of students is also less than optimal because they still look afraid and stiff in answering questions
cycle
given by in theat first
the teacher cycle
the think stage.53 is in
At the the stage,
thinking sufficient
studentscategory.
only expect While in the
other friends to answer
second
questions cycle
from the there
teacher, and was
there anis noincrease,
initiative to with a score
think about of to
answers 86questions
in the given
veryby the
good category. This is due toteacher. the improvement in the teacher's
The results of the observer's assessment calculation in cycle II stated that students' attitude in the learning
process using the think talk write learning actions
model has in increased
teaching. in each cycle. The average score obtained
per cycle is in the first cycle 53 entering the sufficient category. While in the second cycle, there was an
increase, with a score of 86 entering the very good category. This is due to the improvement of the teacher's
actions in teaching.
 ^
x
^ -

Diagram of the average learning outcomes of Researchers conduct an assessment of the realm
students' knowledge
of knowledge to obtain real or quantitative data as
90
a benchmark for aspects of student knowledge. So
80 that the data obtained on average student learning
70 outcomes in the first cycle is still lacking, so these
60 results indicate that students' mastery has not
50 yet achieved success. Then in the second cycle
40 there was an increase in student knowledge
30 learning outcomes, and obtained a good category.
20 This is because students have begun to understand
10 the material that has been taught, in cycle II
0 students have started to be careful in answering
Siklus I Siklus II the questions that have been given.
^
^
CONCLUSION - x

Think talk write cooperative learning model can

improve student learning outcomes and students'
scientific literacy. and get a good response from
students.