Perbedaan Hasil Belajar Siswa Menggunakan Pembelajaran Problem Based Learning (PBL) dengan Pembelajaran Cooperative Learning Tipe Think Pair Share (TPS) pada Siswa Kelas X Mata Pelajaran Ekonomi SMAN 1 Tanggul Kabupaten Jember

Abstract

Good learning is certainly driven by the achievement of good learning outcomes. Education has undergone significant changes, including in a wide variety of learning models, such as PBL and TPS-type cooperative learning. The purpose of this study was to determine the differences in student learning outcomes between problem-based learning models and cooperative learning type TPS in grade X of SMAN 1 Tanggul, Jember Regency, in the 2025/2026 academic year. The population of this study was grade X students at SMAN 1 Tanggul. The research method used in this study was a quasi-experimental with a quantitative approach. The sample taken in this study was grades X4 and X6, each with 36 students. The sampling technique used the purposive sampling method, which was based on the result of interviews with economics teachers who stated that economics learning outcomes were still low. The technique used to collect learning outcome data was a post-test with 10 descriptive questions. . The results of the instrument validity tests show that all questions obtained valid results, as evidenced by a significance value of <0.05. The results of the instrument reliability test show that all questions obtained reliable results, as evidenced by the magnitude obtained from the reliability test being 0.848. The results of the hypothesis testing show that the results of the normality test show that the control class obtained a significance of 0.078 and the experimental class obtained a significance value of 0.131 with the results of all data being normally distributed. The results of the homogeneity test obtained a significance value of 0.146 with these results, the data was declared homogeneous. Based on the results of the Independent sample t Test analysis, the results were 0.000 <0.05, which means there is a significant influence on the differences in learning outcomes of the Problem Based Learning (PBL) learning model and the Cooperative Learning learning model of the Think Pair Share (TPS) type.