PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE BERMEDIA POSTER TERHADAP HASIL BELAJAR SISWA PADA MATA PELAJARAN BIOLOGI DI KELAS VIII SMP NEGERI 19 PALU

This study aimed to examine the effect of a poster-assisted Think Talk Write cooperative learning model
on eighth-grade students’ learning outcomes in biology at SMP Negeri 19 Palu. A quasi-experimental method was
employed using a nonequivalent control group design. The study involved two classes selected through purposive
sampling: Class VIII A, consisting of 31 students, served as the control group, while Class VIII C, consisting of 28
students, served as the experimental group. Data were collected using a multiple-choice achievement test. The
findings showed that the poster-assisted Think Talk Write cooperative learning model had a significant effect on
students’ learning outcomes in the topic of the excretory system. The Mann–Whitney U test comparing the posttest
scores of the experimental and control groups yielded an Asymp. Sig. (two-tailed) value of 0.001, which was lower
than the significance level of 0.05. This result indicated a statistically significant difference between the two groups
after the intervention. Furthermore, the experimental group achieved a mean normalized gain of 73% (g = 0.73),
which was higher than that of the control group, which achieved 55% (g = 0.55). These findings demonstrate that
the poster-assisted Think Talk Write learning model significantly improves students’ biology learning outcomes.
Therefore, this model may be considered an effective alternative instructional strategy for enhancing student
achievement.
Keywords: Think Talk Write; posters; learning outcomes; biology education