The PPS entails the graduate teacher candidates to be placed in schools for 12 weeks in each of the two semesters within the 18-month programme. Also given are the recommendations for the effective implementation of TPS cooperative learning in VTE.Ī core component of the Master of Teaching (MTeach) programme in the graduate school of education in a university in Brunei Darussalam is a module called Professional Practice and Seminar (PPS). Its key features, such as teamwork, critical thinking, and problem-solving skills, may contribute to nurturing the soft skills needed in VTE. Although the implementation of TPS cooperative learning comes with some challenges, it can be an effective tool to improve student performance and participation in VTE. It encouraged creativity, collaboration, active learning, and motivation, which are conduits to high performance and participation. The results showed that TPS cooperative learning improved student performance and participation. Data were collected through a pre-test, a post-test, interviews, and observations and analyzed with a paired sample-test, frequency and percentage counts, and thematic analysis. Convenience sampling was used to select 24 students from one of the VTE institutions in Brunei Darussalam. It also explored the perceptions of students about TPS cooperative learning intervention. This mixed method with an action research approach investigated the effectiveness of TPS cooperative learning in improving student participation and performance in building quantities. However, research focusing on this direction in Vocational and Technical Education (VTE) is not widespread. The Think-Pair-Share (TPS) cooperative learning is associated with high student participation and performance in various subjects. In addition, in the first cycle, the score of pre test and post test of the students has increased from 68.86 to 76.71 while in the second cycle the score of pre test and post test of students has increased from 79.86 to 84.86. In addition, based on questionnaires distributed to students, it also increases the score of Accounting Learning Motivation where the score in the first cycle of 76% increases to 79%. Before the implementation of the action, the obtained score is 67% then in the first cycle increases to 72%, and in the second cycle increasws to 80%. The results showed that the application of Think Pair Share Learning (TPS) Method can improve the Learning Motivation and Achievement. The method of analysis used descriptive qualitative and quantitative analysis method. This research used Class Action Research Design which is an action implementation oriented research, with the aim of improving quality or problem solving in a group by carefully and observing the success rate due to the action. The research instruments used observation sheet, questionnaire and test question. The Method of data collection in this study used observation method, test method, and documentation method. This research aims to find out the application of Think Pair Share (TPS) learning method in improving learning motivation and learning achievement in the subject of Introduction to Accounting I of the Accounting Study Program students of Politeknik Harapan Bersama.
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