Effects of TASC Learning Model (Thinking Actively In A Social Context) on Ability Problem-solving in Natural Resource Management Materials
DOI:
https://doi.org/10.26740/ijss.v2n1.p11-20Keywords:
TASC learning model, problem-solving ability, students, natural resource managementAbstract
This study aims to analyze the effect of the TASC learning model on students' ability to solve problems in natural resource management material. This study uses an experimental method with the design of Non-equivalent Pretest-Postest Control Group Design. The results of this study indicate that the TASC learning model has an effect on students' problem solving abilities in natural resource management materials, where experimental class students who use the TASC learning model have better problem solving skills than the control class that uses the class discussion model. in natural resource management material. Based on the results of hypothesis testing, it was concluded that there were significant differences between students learning using the TASC learning model (Active Thinking in Social Context) with students learning to use cooperative type class discussion learning models to solve problems.References
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Ariandi, Y. (2016). Analisis Kemampuan Memecahkan Masalah. Unnes Journal, 580.
Asmara Rani & Endang Susanti & Yuni Sri Rahayu. (2015). Pengembangan Perangkat Pembelajaran Biologi Berorientasi Pendekatan TASC (Thinking Actively In A Social Context) Untuk Melatihkan Keterampilan Berpikir Kreatif Peserta didik. Pendidikan Sains Pascasarjana Universitas Negeri Surabaya Vol. 5, 885 - 891.
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Bigelow, J. D. (2004). Using Problem-Base Learning To Develop Skill In Solving Unstructured Problems. Journal of Management Education Vol 28 No. 5, 591 - 609.
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Irsad Rosidi & Muslimin Ibrahim & Tjandarkirana. (2013). eningkatan Kemmapuan Berpikir Kreatif Peserta didik Menggunakan Perangkat Pembelajaran Biologi Dengan Pendkeatan TASC (Thinking Actively In A Social Context). Pendidikan Sains Pascasarjana Universitas Negeri Surabaya Vol. 2 No. 2, 250 - 258.
Johnson and Rising. (1972). Math on Call : A mathematics Handbook. Honton: Great Source Educational Group Inc.
Kawuryan, S. P. (2008). TASC sebagai Strategi Pembelajaran Aktif di Sekolah Dasar. Jogjakarta: Universtas Negeri Yogyakarta.
Layland, P. (2009). Thinking Actively In A Social Context. Gifted Education International Vol. 25, 301 - 305.
Maltby, F. (1993). Teaching Mathematics ThroughžThinking Actively in Social Context. Gifted Educational International 1993, 45 - 47.
Masita, Putri Nuur & Susriyati Mahanal & Hadi Suwono. (2016). Peningkatan Hasil BelajarPeserta didik Melalui Strategi TASC Dipadu Imindmap. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 1 No. 8, 1540 - 1543 .
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Runco, M. (1994). Problem Findin, Problem Problem Solving, and Creativity. New Jersey: Ablex.
Suprijono, A. (2012). Cooperative Learning: Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Belajar.
Tuckman, B. (1972). Conducting Educational Research. New York: Harcourt Brace Jovanovich,Inc.
Wallace Belle & Harvey B Adams. (1991). a model for curriculumDevelopment. A Model For Curriculum Development Which Could Have Application In A Wide Variety Of Social, Economic And Political Situations. Developing The Potential Of Children In Disadvantaged Communities:The TASC Project: Thinking. Gifted Education International Vol. 7, 104 - 113.
Wallace, B. (2008). The early seedbed of the growth of TASC: Thinking actively in a social context. Gifted education international, 24(2-3), 139-155.
Ariandi, Y. (2016). Analisis Kemampuan Memecahkan Masalah. Unnes Journal, 580.
Asmara Rani & Endang Susanti & Yuni Sri Rahayu. (2015). Pengembangan Perangkat Pembelajaran Biologi Berorientasi Pendekatan TASC (Thinking Actively In A Social Context) Untuk Melatihkan Keterampilan Berpikir Kreatif Peserta didik. Pendidikan Sains Pascasarjana Universitas Negeri Surabaya Vol. 5, 885 - 891.
B. Wallace & A. Bernardelli & C. Molyneux and Farrel. (2012). TASC: Thinking Actively in a Social Context. A Universal Problem Solving Process: A Powerful Tool to Promote Differentiated Learning Experiences. Gifted Educational International Vol 28, 58 - 82.
Bell, F. (1978). Teaching and Learning Mathematics (In Secondary School). Ne York: WMC Bron Company Publishing Ton.
Belle Wallace. (2008). The early seedbed of thegrowth of TASC: thinking actively in a social context. Gifted Education International Vo. 24, 139 - 155.
Bigelow, J. D. (2004). Using Problem-Base Learning To Develop Skill In Solving Unstructured Problems. Journal of Management Education Vol 28 No. 5, 591 - 609.
Faulkner, C. (2008). Creativity and Thinking Skills inMathematics: Using The TASC Wheel as The BasisFor Talented Puupils to Create Their Own Thinking Frameworks. Gifted Education International Vol 24, 288 - 296.
Haryandi, S. (2015). Pengembangan Model Pembelajaran TASC Untuk Meningkatkan Kemampuan Mencipta Peserta Didik Dalam Fisika. Prosiding Seminar Nasional Fisika dan Pendidikan Fisika (SNFPF) Ke 6 Vol. 6 No. 1, 166 - 174.
Irsad Rosidi & Muslimin Ibrahim & Tjandarkirana. (2013). eningkatan Kemmapuan Berpikir Kreatif Peserta didik Menggunakan Perangkat Pembelajaran Biologi Dengan Pendkeatan TASC (Thinking Actively In A Social Context). Pendidikan Sains Pascasarjana Universitas Negeri Surabaya Vol. 2 No. 2, 250 - 258.
Johnson and Rising. (1972). Math on Call : A mathematics Handbook. Honton: Great Source Educational Group Inc.
Kawuryan, S. P. (2008). TASC sebagai Strategi Pembelajaran Aktif di Sekolah Dasar. Jogjakarta: Universtas Negeri Yogyakarta.
Layland, P. (2009). Thinking Actively In A Social Context. Gifted Education International Vol. 25, 301 - 305.
Maltby, F. (1993). Teaching Mathematics ThroughžThinking Actively in Social Context. Gifted Educational International 1993, 45 - 47.
Masita, Putri Nuur & Susriyati Mahanal & Hadi Suwono. (2016). Peningkatan Hasil BelajarPeserta didik Melalui Strategi TASC Dipadu Imindmap. Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol. 1 No. 8, 1540 - 1543 .
Nasution. (2015). Kajian Pembelajaran IPS Di Sekolah. Surabaya: Unesa University Press.
Nazir, M. (2009). Metode penelitian. Jakarta: Ghalia Indonesia.
Nur, M. (2010). Pengajaran Berpusat {ada SisiaDan Pendekatan Kontruktivistik Dalam Pengajaran. Pusat Studi Matematika dan IPA Sekolah. Surabaya: Universitas Negeri Surabaya.
Runco, M. (1994). Problem Findin, Problem Problem Solving, and Creativity. New Jersey: Ablex.
Suprijono, A. (2012). Cooperative Learning: Teori dan Aplikasi PAIKEM. Yogyakarta: Pustaka Belajar.
Tuckman, B. (1972). Conducting Educational Research. New York: Harcourt Brace Jovanovich,Inc.
Wallace Belle & Harvey B Adams. (1991). a model for curriculumDevelopment. A Model For Curriculum Development Which Could Have Application In A Wide Variety Of Social, Economic And Political Situations. Developing The Potential Of Children In Disadvantaged Communities:The TASC Project: Thinking. Gifted Education International Vol. 7, 104 - 113.
Wallace, B. (2008). The early seedbed of the growth of TASC: Thinking actively in a social context. Gifted education international, 24(2-3), 139-155.
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Published
2019-07-26
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Mutaqy, R. M., Nasution, N., & Purnomo, N. H. (2019). Effects of TASC Learning Model (Thinking Actively In A Social Context) on Ability Problem-solving in Natural Resource Management Materials. The Indonesian Journal of Social Studies, 2(1), 11–20. https://doi.org/10.26740/ijss.v2n1.p11-20
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