Pengaruh Model Two Stay Two Stray Modifikasi Social Emotional Learning Terhadap Keterampilan Sosial Siswa

Nurul Hikmah Ramadanil Hamid; Otib Satibi Hidayat; Ika Lestari

doi:10.55681/jige.v6i3.4106

Authors

Nurul Hikmah Ramadanil Hamid Univeritas Negeri Jakarta, Indonesia
Otib Satibi Hidayat Univeritas Negeri Jakarta, Indonesia
Ika Lestari Univeritas Negeri Jakarta, Indonesia

DOI:

https://doi.org/10.55681/jige.v6i3.4106

Keywords:

Two Stay Two Stray, Social Emotional Learning, Social Skills, Self Confidence

Abstract

This study aims to explore the impact of implementing the Two Stay Two Stray (TSTS) model combined with Social Emotional Learning (SEL) on social skills, taking into account students' levels of self-confidence. The research employed a quantitative approach using a quasi-experimental method with a 2×2 treatment by level design. The sample consisted of 42 fourth-grade students from SD Islam Dwi Matra, South Jakarta, who were divided into two groups: an experimental group that received instruction using the SEL-based TSTS model, and a control group that was taught using the STAD approach. Data collection instruments included a performance assessment to measure social skills and a questionnaire to measure students' self-confidence. The results of the two-way ANOVA analysis indicated a significant difference in social skills between students taught using the SEL-modified TSTS model and those taught using STAD. Furthermore, there was a significant interaction between the learning model and students' self-confidence levels on their social skills. The follow-up Tukey test revealed that the SEL-modified TSTS approach was more effective for students with high self-confidence, while the STAD approach was more suitable for students with low self-confidence. These findings highlight the importance of aligning instructional models with students’ psychological characteristics to maximize the development of social skills at the elementary school level.

Downloads

Download data is not yet available.

References

Al Falah, D. M., & Rosy, B. (2021). Analisis Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) Sebagai Upaya Meningkatkan Motivasi Belajar Siswa. Jurnal Pendidikan Administrasi Perkantoran (JPAP), 9(2), 270–280. https://doi.org/10.26740/jpap.v9n2.p270-280

Alfianti, R. A., Suprapta, B., & Andayani, E. S. (2019). Model Pembelajaran Interaktif dan Keterampilan Sosial terhadap Hasil Belajar Kognitif Siswa pada Pembelajaran Sejarah di SMA. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 4(7), 938. https://doi.org/10.17977/jptpp.v4i7.12636

Astikajaya, I. M. (2023). Model Pembelajaran Kooperatif Tipe Two Stay Two Stray (TSTS) untuk Meningkatkan Hasil Belajar Agama Hindu pada Siswa Kelas VI SD. Journal of Education Action Research, 7(1), 1–7. https://doi.org/10.23887/jear.v7i1.52129

Caldarella, P., & Merrell, K. W. (1997). Common Dimensions of Social Skills of Children and Adolescents: A Taxonomy of Positive Behaviors. School Psychology Review, 26(2), 264–278. https://doi.org/10.1080/02796015.1997.12085865

Cartledge, G., & Milburn J.F. (1992). Teaching Social Skill to Children: Innovative Approach. Perganon.

CASEL. (2003). An Educational Leader’s Guide to Evidence-Based Social and Emotional Learning (SEL) Programs. Journal of Education, 79(20), 552–552.

Combs, M. L., & Slaby, D. A. (1977). Social-Skills Training with Children. In Advances in Clinical Child Psychology: Volume 1 (pp. 161–201). Springer.

Dewi, A. L. S., & Mubarokah, L. (2019). Pengaruh Penggunaan Media Video Pembelajaran terhadap Hasil Belajar IPS Materi Keragaman Kenampakan Alam dan Buatan Indonesia pada Siswa Kelas V Sekolah Dasar. ELSE (Elementary School Education Journal): Jurnal Pendidikan Dan Pembelajaran Sekolah Dasar, 3(2), 53–66.

Dewi, S. S., Acesta, A., & Purnomo, H. (2020). Pengaruh Model Pembelajaran Kooperatif Tipe Time Token Arends terhadap Keterampilan Sosial Peserta Didik di Kelas. Pedagogi: Jurnal Penelitian Pendidikan, 7(1), 43–56. https://journal.uniku.ac.id/index.php/pedagogi

Dumaini, N. K. D., Suarjana, I. M., & Dibia, I. K. (2019). Pengaruh Model Pembelajaran Two Stay Two Stray Terhadap Hasil Belajar Ipa. Journal of Education Technology, 3(2), 103. https://doi.org/10.23887/jet.v3i2.21713

Durlak, J. A., Weissberg, R. P., Dymnicki, A. B., Taylor, R. D., & Schellinger, K. B. (2011). The Impact of Enhancing Students’ Social and Emotional Learning: A Meta-Analysis of School-Based Universal Interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x

Hakim, T. (2005). Mengatasi Rasa Tidak Percaya Diri. Puspa Swara.

Hu, B. Y., Li, Y., Wang, C., Wu, H., & Vitiello, G. (2021). Preschool teachers’ self-efficacy, classroom process quality, and children’s social skills: A multilevel mediation analysis. Early Childhood Research Quarterly, 55, 242–251. https://doi.org/10.1016/j.ecresq.2020.12.001

Jarolimek, J. (1977). Social Studies Competecies and Skills : Learning to Teach As an Intern. Mcmillan Publishing.

Lauster, P. (2008). Tes Kepribadian. Bumi Aksara.

Lisdiana, A. (2019). Memantik Ketrampilan Sosial Siswa Melalui Model Pembelajaran Two Stay-Two Stray (TS-TS). Tarbawiyah: Jurnal Ilmiah Pendidikan, 03(https://e-journal.metrouniv.ac.id/index.php/tarbawiyah/issue/view/179), 145–271. https://e-journal.metrouniv.ac.id/index.php/tarbawiyah/article/view/1779

Marheni, N. K., Jampel, i N., & Suwatra, I. I. W. (2020). Model STAD Berpengaruh terhadap Sikap Sosial dan Hasil Belajar IPA. Jurnal Penelitian Dan Pengembangan Pendidikan, 4, 351–361.

Maryani, E. (2011). Pengembangan Program Pembelajaran IPS untuk Peningkatan Keterampilan Sosial. Alfabeta.

Matson, J. L. (2009). Social Behavior and Skills in Children.

Mondéjar, L. M. L., & Pastor, L. M. T. (2017). Development of Socio-emotional Skills through Cooperative Learning in a University Environment. Procedia - Social and Behavioral Sciences, 237(June 2016), 432–437. https://doi.org/10.1016/j.sbspro.2017.02.086

Mulyantini, N. L. D., Suranata, K., & Margunayasa, I. G. (2019). Pengaruh Model Pembelajaran Two Stay Two Stray terhadap Minat Belajar IPA Siswa Kelas IV SD. MIMBAR PGSD Undiksha, 7(1).

Osher, D., Sprague, J., Weissberg, R. P., Axelrod, J., Keenan, S., Kendziora, K., & Zins, J. E. (2008). A comprehensive approach to promoting social, emotional, and academic growth in contemporary schools. Best Practices in School Psychology, 4, 1263–1278.

Payton, J., Weissberg, R. P., Durlak, J. A., Dymnicki, A. B., Taylor, R. D., Schellinger, K. B., & Pacham, M. (2008). The Positive Impact of Social and Emotional Learning for Kindergarten to Eighth-Grade Students: Findings From Three Scientific Reviews. Casel. https://doi.org/10.1142/9789814289078_0016

Purnama, K. J. A., Japa, I. G. N., & Suarjana, I. M. (2020). Efektivitas Model Pembelajaran Two Stay Two Stray (TSTS) dalam Meningkatkan Hasil Belajar Matematika. Jurnal Penelitian Dan Pengembangan Pendidikan, 4(3), 343. https://doi.org/10.23887/jppp.v4i3.27413

Putri, N. P. I. A., Pujani, N. M., & Devi, N. L. P. L. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Keterampilan Sosial dan Prestasi Belajar Siswa SMP. Jurnal Pendidikan Dan Pembelajaran Sains Indonesia (JPPSI), 2(2), 92. https://doi.org/10.23887/jppsi.v2i2.19377

Rahayuningtyas, D. I. (2018). Pengaruh Model Pembelajaran Inkuiri Terbimbing Terhadap Keterampilan Sosial Dan Prestasi Belajar Siswa Kelas V SD. Jurnal PANCAR, 2(1), 32–41.

Rahmanuddin, F., Sudarmiatin, S., & Wahjoedi, W. (2021). Penerapan Model Pembelajaran Kooperatif tipeTwo Stay Two Stray dengan Outdoor Study terhadap Keterampilan Sosial dan Hasil Belajar IPA pada Kelas V. Jurnal Pendidikan: Teori, Penelitian, Dan Pengembangan, 6(8), 1269. https://doi.org/10.17977/jptpp.v6i8.14959

Rando, A. R., & Pali, A. (2021). Efektivitas Model Pembelajaran Kooperatif Tipe STAD dalam Mengembangkan Keterampilan Sosial. MIMBAR PGSD Undiksha, 9(2), 295. https://doi.org/10.23887/jjpgsd.v9i2.32983

Setiawan, I., & Pebrina, A. W. (2019). Pengaruh Model Pembelajaran Kooperatif Tipe Jigsaw terhadap Keterampilan Sosial dan Kemampuan Berpikir Kritis Siswa. Equilibrium: Jurnal Penelitian Pendidikan Dan Ekonomi, 16(01), 70–81. https://doi.org/10.25134/equi.v16i01.2019

Siregar, T. J. (2021). Peningkatan Kemampuan Pemecahan Masalah Matematis dan Keterampilan Sosial Siswa SMP Melalui Pembelajaran Kooperatif Tipe STAD. AXIOM : Jurnal Pendidikan Dan Matematika, 10(1), 97. https://doi.org/10.30821/axiom.v10i1.9265

Slavin, R. E. (2015). Cooperative Learning: Teori, Riset dan Praktik (N.Yusron (ed.)). Nusa Media.

Spence, S. H. (2003). Social Skills Training with Children and Young People: Theory, Evidence and Practice. Child and Adolescent Mental Health, 8(2), 84–96.

Sulfemi, W. B., & Mayasari, N. (2019). The Use of Audio Visual Media in Value Clarification Technique to Improve Student Learning Outcomes in Social Studies. Jurnal Pendidikan, 20(1), 53–68. https://jurnal.ut.ac.id/index.php/jp/article/view/235

Virginanti, M., Rahmawati, Y., & Kurniadewi, F. (2019). Social Emotional Learning in Chemistry Learning : Group Investigation dan Contextual Learning Integration to Develop Student’s Social Emotional Competencies. JKPK (Jurnal Kimia Dan Pendidikan Kimia), 4(1), 7. https://doi.org/10.20961/jkpk.v4i1.13142

Vygotsky, L. . (1978). Mind in Society: The Development of Higher Psychological Processes. Harvard University Press.

Wulandari, A. P., Annisa, A., Rustini, T., & Wahyuningsih, Y. (2023). Penggunaan Media Pembelajaran terhadap Keterampilan Berpikir Kritis IPS Siswa Sekolah Dasar. Journal on Education, 5(2), 2848–2856. https://doi.org/10.31004/joe.v5i2.933

Yoder, N. (2014). Teaching the whole child: Instructional practices that support social-emotional learning in three teacher evaluation frameworks. Research-to-practice brief. Center on Great Teachers and Leaders.