Persepsi dan Pengalaman Guru terhadap Model Pembelajaran Think-Pair-Share Pada Mata Pelajaran Geografi

Dani Muhammad Jalil

doi:10.30999/mugu.v2i1.4089

Authors

Dani Muhammad Jalil SD Negeri 227 Margahayu Utara Bandung, Indonesia

DOI:

https://doi.org/10.30999/mugu.v2i1.4089

Keywords:

Think-Pair-Share, Persepsi Guru, Pembelajaran Geografi, Model Pembelajaran, Studi Kualitatif

Abstract

Pembelajaran abad ke-21 menuntut transformasi dari teacher-centered menuju student-centered untuk mengembangkan keterampilan berpikir kritis dan komunikasi siswa. Penelitian ini bertujuan mengeksplorasi persepsi dan pengalaman guru dalam menerapkan model Think-Pair-Share (TPS) pada pembelajaran Geografi serta mengidentifikasi faktor pendukung dan penghambat implementasinya di SMAN 25 Bandung. Kebaruan penelitian terletak pada penggunaan pendekatan kualitatif eksploratif melalui analisis tematik yang menyoroti perspektif guru Geografi, sebagai pelengkap studi-studi sebelumnya yang dominan berfokus pada hasil belajar siswa. Data dikumpulkan melalui wawancara mendalam terhadap tiga guru (G1, G2, G3), observasi pembelajaran, dan dokumentasi. Hasil penelitian menunjukkan empat tema utama: (1) persepsi positif guru terhadap TPS sebagai model pembelajaran aktif, (2) kontribusi TPS terhadap keterampilan berpikir kritis dan komunikasi siswa dalam analisis geografis, (3) kendala implementasi terkait manajemen kelas dan alokasi waktu, serta (4) faktor kontekstual yang memengaruhi implementasi, yaitu dukungan sekolah dan fasilitas sebagai faktor pendukung, serta jumlah siswa besar dan siswa pasif sebagai faktor penghambat. Implikasi penelitian menegaskan perlunya pelatihan guru berkelanjutan yang menekankan keterampilan fasilitasi, manajemen kelas efektif, dan strategi diferensiasi untuk mengoptimalkan pembelajaran kooperatif dalam Geografi.

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