Association between the Two Stay Two Stray Cooperative Learning Model, Learning Preferences, and Cognitive Outcomes in Pancasila Education
DOI:
https://doi.org/10.59001/pjier.v4i1.1325Keywords:
cognitive learning outcomes, cooperative learning , learning preferences, Pancasila Education, Two Stay Two StrayAbstract
This study aims to analyze the association between the implementation of the Two Stay Two Stray (TSTS) cooperative learning model, along with students' learning preferences, and cognitive learning outcomes in Pancasila Education among Grade XI students at SMAN 1 Banyuwangi. This intervention addressed low academic achievement caused by teacher-centered learning dominance. Employing a non-experimental associative quantitative design, the study involved a sample of 72 students selected via purposive sampling. Data were collected through learning preference questionnaires, structured observation sheets, and cognitive test scores. Inferential data analysis was conducted using non-parametric statistics, specifically the Pearson Chi-Square test and Contingency Coefficient. The results revealed a marked improvement in students' average scores, increasing from 76 to 90, with the minimum score baseline rising from 62 to 85. The Chi-Square test confirmed a statistically significant association between the studied variables (Chi-Square = 4.192, p = 0.041 < 0.05). A Contingency Coefficient value of 0.235 indicated a moderate strength of association. This association aligns with the preferences of the majority of students who favor group learning modes (61.1%) and practical-kinesthetic understanding (36.1%). Consequently, the TSTS syntax is shown to align well with diverse learning modalities in facilitating the mastery of cognitive learning outcomes in Pancasila Education.
Penelitian ini bertujuan untuk menganalisis keterkaitan antara penerapan model pembelajaran kooperatif tipe Two Stay Two Stray (TSTS) serta preferensi belajar peserta didik terhadap ketuntasan hasil belajar kognitif Pendidikan Pancasila kelas XI SMAN 1 Banyuwangi. Intervensi ini dilakukan untuk mengatasi rendahnya ketuntasan belajar akibat dominasi metode pembelajaran searah (teacher-centered). Penelitian ini menggunakan desain kuantitatif asosiatif non-eksperimental dengan sampel sebanyak 72 peserta didik yang dipilih melalui teknik purposive sampling. Pengumpulan data dilakukan menggunakan angket preferensi belajar, lembar observasi terstruktur, dan dokumentasi tes hasil belajar kognitif. Data dianalisis secara inferensial menggunakan statistik non-parametrik Pearson Chi-Square dan uji Koefisien Kontingensi (Contingency Coefficient). Hasil penelitian menunjukkan peningkatan nilai rata-rata peserta didik dari 76 menjadi 90, dengan batas nilai minimum melompat dari 62 menjadi 85. Pengujian Chi-Square mengonfirmasi keberadaan hubungan yang signifikan secara statistik antara variabel yang diteliti (Chi-Square = 4.192, p = 0.041 < 0.05). Nilai Koefisien Kontingensi sebesar 0,235 mengindikasikan tingkat kekuatan asosiasi berada pada kategori moderat. Keberadaan asosiasi ini sejajar dengan karakteristik mayoritas peserta didik yang menyukai moda belajar kelompok (61,1%) serta gaya pemahaman kinestetik-praktis (36,1%). Oleh karena itu, sintaks TSTS terbukti berkesesuaian dalam memfasilitasi keberagaman modalitas belajar peserta didik guna meningkatkan ketuntasan hasil belajar Pendidikan Pancasila.
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