ANALISIS RESPON SISWA TERHADAP IMPLEMENTASI MODEL KOOPERATIF TIPE THINK-TALK-WRITE DALAM PEMBELAJARAN ANTROPOLOGI DI KELAS XI SMAN 1 MALUNDA
Abstract
ABSTRACT Anthropology learning in schools needs to provide opportunities for students to actively engage in understanding social and cultural phenomena. However, teacher-centered learning that relies heavily on explanations may limit students’ opportunities to discuss, conduct field-based inquiry, and communicate their ideas. This study aimed to analyze students’ responses to the implementation of the cooperative Think-Talk-Write (TTW) learning model in Anthropology learning among Grade XI students at SMAN 1 Malunda. The study employed a qualitative approach with a descriptive research design. The participants consisted of an Anthropology teacher and Grade XI students. Data were collected through observation, interviews, and documentation and analyzed through data reduction, data presentation, and conclusion drawing and verification. The findings showed that TTW was implemented through the think, talk, and write stages, adapted to the characteristics of social and cultural inquiry. Students’ responses were generally positive, as they found the learning more engaging, participated actively in discussions, became more confident in expressing their opinions, understood the material more easily, and were motivated through group work and field activities. Challenges involving differences in students’ abilities, limited confidence among some students, and time constraints were addressed through motivation, guidance, and group-based learning. These findings indicate that TTW has potential as an active, collaborative, and contextual alternative for Anthropology learning. ABSTRAK Pembelajaran Antropologi di sekolah perlu memberikan kesempatan kepada siswa untuk terlibat secara aktif dalam memahami fenomena sosial dan budaya, tetapi pembelajaran yang masih berpusat pada penjelasan guru dapat membatasi ruang siswa untuk berdiskusi, melakukan kajian lapangan, dan menyampaikan hasil pemikirannya. Penelitian ini bertujuan untuk menganalisis respons siswa terhadap implementasi model pembelajaran kooperatif tipe Think-Talk-Write (TTW) dalam pembelajaran Antropologi di kelas XI SMAN 1 Malunda. Penelitian menggunakan pendekatan kualitatif dengan jenis penelitian deskriptif. Subjek penelitian terdiri atas G-A dan siswa kelas XI. Data dikumpulkan melalui observasi, wawancara, dan dokumentasi, kemudian dianalisis melalui reduksi data, penyajian data, serta penarikan dan verifikasi kesimpulan. Hasil penelitian menunjukkan bahwa TTW diimplementasikan melalui tahap think, talk, dan write yang disesuaikan dengan karakteristik kajian sosial dan budaya. Respons siswa cenderung positif karena siswa merasa lebih tertarik, aktif berdiskusi, lebih berani menyampaikan pendapat, lebih mudah memahami materi, serta termotivasi melalui kerja kelompok dan kegiatan lapangan. Kendala berupa perbedaan kemampuan, rendahnya kepercayaan diri sebagian siswa, dan keterbatasan waktu diatasi melalui motivasi, pendampingan, dan pembelajaran kelompok. Temuan ini menunjukkan bahwa TTW berpotensi menjadi alternatif pembelajaran Antropologi yang lebih aktif, kolaboratif, dan kontekstual.