The Effect of TPS Learning Model on the Self-E fficacy and Critical Thinking Ability of Multi-Ethnic Students in Elementary Schools
DOI:
https://doi.org/10.47750/pegegog.14.04.09Keywords:
Think Pair Share, Self-Efficacy, Critical Thinking, Multi-ethnic, Elementary SchoolsAbstract
Students' self-efficacy and critical thinking skills are important elements that need to be considered by teachers in elementary schools, especially for students who are in multi-ethnic groups. The purpose of this study was to determine the influence of the Think Pair Share (TPS) learning model on self-efficacy and critical thinking skills of multi-ethnic elementary school students in Ternate City, Indonesia. This research method is a quasi-experimental design with a pre-test control group control design. This study used a sample of 2 classes totaling 42 students. Data collection techniques using observation, questionnaires, and tests. The results of this study indicate that the average self-efficacy of the experimental class is 63.05% higher than the control class which is 62.61%. Then the ability to think critically in the experimental class is 94.15% or higher than the control class which is 78.91%. Thus it can be concluded that the TPS learning model has a significant effect on the self-efficacy and critical thinking skills of multi-ethnic students in elementary schools. The implication of the results of this study is that elementary school teachers work more effectively using the TPS model as a type of cooperative learning for multi-ethnic students.
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