IMPLEMENTATION OF MULTIMODAL LEARNING
THROUGH COOPERATIVE LEARNING OF THINK PAIR
SHARE (TPS) WEB-BASED TO IMPROVE STUDENTS’
MOTIVATION AND LEARNING ACHIEVMENT
Arif Yoga Pratama, Jaslin Ikhsan
Department of Chemistry Education, Faculty of
Mathematics and Science
Yogyakarta State University
email: jaslinikhsan@gmail.com
Abstract
The aims of this research were to determine the
differences of: 1) the students’ motivation before and after
participating the learning in the experiment class; 2) the students’
motivation before and after participating the learning in the
control class; 3) students’ motivation between the experiment and
control class; and 4) students’ learning achievment between the
experiment and control class.
The population of this research was grade eleven of
science class student of SMA Negeri 1 Mlati in 2013/2014
academic year. The sample were represent all of those population.
Samples were devided into experiment class which implement
multimodal cooperative learning of think pair and share (TPS)
web-based and control class that implement cooperative learning
of think pair share (TPS) without web. The instruments that used
in this research were Lesson Plan (RPP), post-test, and motivation
questionnaire. In this reseaech, hypothesis were tested using
paired sample t-test, independet sample t-test, and univariate
analysis of variance.
The analysis results showed there was difference in
learning students’ motivation before and after participating
learning in the experiment class, there was difference of students’
motivation before and after participating learning in the control
class, there was difference in students’ motivation between the
experiment and control class, and there was difference in
students’ learning achievment between the experiment and control
class.
Key Words : Multimodal, TPS, web, motivation and learning
achievment
1
ability work together to achieve a
INTRODUCTION
The
implementation
of
shared learning goal [4].
chemistry learning activity in school
Rapid
technological
should be an active, interactive, fun,
developments now provide a variety
and can increased student’s learning
of alternative media and learning
motivation
to
environement that can be used in the
student’s
learning process.. One of the media
achievement
that can be used to support a model
through actively. [1]. Various forms
of learning one of them is through
of learning model can be used to
the
enhance the learning experience into
Integration various teaching was a
a better direction [2]. The use of a
teaching–learning
particular teaching model allows
multimodal learning [5].
improve
which
purposed
quality
chemistry
of
learning
teachers to reach specific learning
objectives. One of the learning model
that can be used in this case is a
model of cooperative learning.
web-based
The
cooperative
internet
is
media.
known
combination
learning
model
as
of
and
internet technology as a web-based
media sharing is expected to increase
Cooperative learning is a
student achievement and motivation
strategy in which small groups of
in studying the chemistry of the
students with different levels of
material, especially on the concept of
ability engage in a variety of
constant of solubility product (Ksp).
activities
their
In the implementation of multimodal
understanding of the topic [3]. There
learning, teacher can use some
are certain types of cooperative
related media that suitable with
learning. One of them is think pair
chemistry matter or even use one of
and share type (TPS). It is a
learning management system (LMS)
collaborative learning strategy in
like edmodo.
which
to
small
improve
groups
of
pairing
learners with different levels of
This research investigates the
use of various strategies of learning
2
accomplished by the media run in the
web and control class is class that
methods of cooperative TPS and its
implement cooperative of think pair
effect on the students’ motivation.
and share (TPS) without web. The
There are 4 purposes in this research
covariable is students’ chemistry
there
prior knowledge taken from the
were
to
determine
the
differences of: 1) the students’
motivation
before
and
after
participating the learning in the
experimentsclass; 2) the students’
motivation
before
school documentation.
and
after
participating the learning in the
control class; 3) students’ motivation
between the experimental class and
the control class; and 4) students'
learning achievement between the
experimental class and the control
class.
There are three variables in
this research. They are independents
variable, controlled variable, and
dependent variable. The independent
variable is the implementation of
cooperative multimodal learning of
think pair and share (TPS) based on
web. The controlled variable is the
students’ chemistry prior knowledge
and also the cooperative learning,
and the dependent variable is the
students’ motivation on chemistry
RESEARCH METHOD
This
research
is
an
experimental research which has one
factor,
two
covariable.
samples,
The
implementation
factor
of
and
one
is
the
cooperative
multimodal learning of think pair and
share (TPS) based on web. Two
learning.
Chemistry
learning
motivation was measured by using a
questionnaire, and the collection was
done before and after the experiment.
For
the
students’
learning
achievement was measured used by
post test.
The
samples are students from class
population
of
this
The
research was grade eleven of science
experiment class was class that used
class student of SMA Negeri 1 Mlati
cooperative multimodal learning of
in
think pair and share (TPS) based on
consisting of 50 students. The sample
experiment
and
control.
2013/2014
academic
year
3
were
represent
all
of
those
population which was then divided
into class experiment and control.
The instruments of this research
consist of lesson plan, questionnaire
and post test. The lesson plan was
prepared for five meetings for each
class. The lesson plan for class
experiment is the lesson plan that
implement cooperative multimodal
learning of think pair and share
(TPS) based on web and the lesson
plan for class control is the lesson
plan that implement cooperative of
think pair and share (TPS) type
without web. The instrument should
be
valid
and
reliable.
The
questionnaire for motivation was
validated by construct validation
method.
sample t-test and the independent
sample t-test.
RESULT AND DISCUSSION
1. Design
of
the
cooperative
multimodal learning of think
pair and share (TPS) type based
on web
Cooperative
multimodal
learning of think pair and share
(TPS) based on the web was
conducted for six meetings. i.e. five
times of meetings was for teaching
learning and once for the final test.
Teaching and learning were always
delivered with a pairing group
setting. Teacher divided students into
some equal heterogen groups with
different
levels
of
students
competencies. According to Ibrahim
[2], think pair and share (TPS),
The media that used in this
learners are grouped into several
experiment class are powerpoint
groups with diverse members of
slide presetation, prezi presentation,
ability, gender, race and ethnicity.
e-book, android aplication, lectora,
The fisrt part of this learning model
video and flash animaton. This media
is thingking. in this step teacher give
has been validated by the validate
a chance for students to solve the
(chemistry teachers and peers). Data
problem of material individually.
analysis
Second part is pairing, in this step
included
normality and
homogeneity tests, before the paired
student
pairing
which
other
to
discuss about the result from the
4
previous step. The last part is
to the multimodal learning. In the
sharing, the students present their
class control there same result, the
result and get the feedback from
motivation has improve, as the p
other students and teacher. At the
value was (p) 0.001 < (α) 0.005.
end of meeting, all learners acquired
In the independent sample t-
individual quiz on teaching materials
test, the result analysis showed that
and at the time the individual should
the significant (p) value is 0.02 < (α)
not help each other.
0.05. It meant that there was a
Each
group
received
significant
difference
instruction consisting of the list of
students’
work procedures, learning materials
experiment and control class due to
in
multimedia
multimodal learning based on web.
(Powerpoint slide, Android app,
The factors that may influence the
video,
improvement were:
the
format
e-book,
of
Prezi
and
flash
animation files) in Edmodo, so the
group
can
start
to
motivation
between
in
class
a. Cooperative multimodal learning
investigate,
of think pair and share (TPS)
analyze, and synthesise the topic. In
based on web was able to increase
this experiment, there were four of
students’
learning
been
curiosity. As stated by Latifah [6]
were
that
strategies
implemented.
has
They
interest
cooperative
and
the
learning
can
experiment,
strengthen students’ motivation in
discussion, and games based on quiz.
different ways, like encouraging
2. The
demonstration,
Effect
Learning
of
Multimodal
group development, promoting
to
Students’
social and academic interaction
among students, and encouraging
Motivation
Analysis of data using paired
sample
t-test
the
b. Cooperative multimodal learning
significance (p) value was 0.000 <
of think pair and share (TPS)
(α)
based on web provided good
0.005.
It
showed
meant
that
successful group participation [7].
that
the
motivation of students improved
learning
environments.
Fathul
significantly in class experiment due
Imam [7], said that Edmodo is a
5
social networking platform that
3. The
Effect
of
Multimodal
was designed as a medium of
Learning toStudents’ Learning
interaction between teachers and
Achievement
students in the online learning
Analysis
of
data
environment that was safe to share
usingunivariate analysis of variance
data, information and educational
test using SPSS 16.0 for 0.009 < (α)
contents in the form of writings,
of 0.05 which means that H0 is
documents, video, audio, photos,
rejected and Ha accepted. From these
calendar,
be
results it can be concluded that there
distributed either by teachers and
is a significant difference on the
students as well as special content
learning achievement of students in
in the form of grades, quizzes,
implementing multimodal learning
event activities, assignments and
through cooperative learning think
polls by teachers that can be done
pair and share (TPS) with a web-
anytime and anywhere, as well as
based classes using cooperative think
parents can control the course of
pair and share (TPS) on the constant
the study.
of solubility product material, if the
links
c. Multimodal
that
can
learning
that
completed by some media can
give opportunities for students to
learners'
prior
knowledge
was
statistically controlled.
Some of the factors that cause
were
differences in learning achievement
appropriate to their interest. Casey
between the experimental class and
Heather [8] said that the use of
the control class is the higher
technology and digital modes of
intensity
of
texts offered further opportunities
teachers
and
for engagement, in part, because
experimental class because learning
students
tools
is done not only in the classroom
inviting, but also because they had
when teaching, but also done outside
more opportunities to work with
of class using Edmodo. Students can
materials that were specific to
choose their preferred media because
their individual needs.
teachers provide some instructional
choose
media
found
that
these
interaction
students
between
in
the
6
media
that
they
can
use.
Sri
Hartantiningrum [9] said that the
selection and use of instructional
media
appropriate
to
the
learning TPS on the Ksp material
class XI SMA Negeri 1 Mlati.
3. There is a significant difference to
the students’ motivation who
characteristics of the students can
apply
enhance their learning achievement.
through cooperative learning TPS
Experimental model of learning in
web-based
as
the classroom more varied such as
learners
who
the
demonstrations,
cooperative learning think pair
discussions, and games so that the
share (TPS) without web on the
learning process is not monotonous
redox material class XI SMA
and boring. Learning styles of the
Negeri 1 Mlati.
experiments,
learners, the characteristics of the
constant
of
solubility
multimodal
learning
compared
to
implement
4. There is a significant difference
product
on the learning achievements of
material, and other factors that affect
students who apply multimodal
student
learning
learning
influence
in
outcomes
students’
also
learning
through
cooperative
learning think pair share (TPS)
achievement.
web-based as compared to a
CONCLUSION
learners
The conclusion of this research are.
who
implement
cooperative learning think pair
share (TPS) without web on the
1. There are significant differences
redox material class XI SMA
of students’ motivation before and
Negeri 1 Mlati if the initial
after implementing multimodal
chemical knowledge learners were
learning
statistically controlled.
through
cooperative
learning TPS web-based in Ksp
matter in class XI SMA Negeri 1
Mlati.
1. If further research or similar
2. There is no difference in students’
motivation
implementing
Authors would like to suggest:
before
and
after
research is carried out, the media
should be validated empirically
cooperative
7
before hand to see how effective
the media when used by learners.
2. If a similar study is conducted,
should
be
determine
psychomotoric aspects
of the
student, that show how learning
process happen in the class.
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