The Effect of the Talking Chips Learning Model on Students’ Learning Outcomes in Environmental Change Topics

Abstract

This study was conducted to (1) describe the learning outcomes of students taught through the Talking Chips learning model and (2) determine whether the Talking Chips learning model significantly affected students’ learning outcomes on environmental change topics at SMA Negeri 10 Makassar. The study employed a quasi-experimental design using a nonequivalent control group design. The population comprised all students of class X MIPA at SMA Negeri 10 Makassar in the 2020/2021 academic year, while the sample consisted of class X MIPA 1 as the experimental class and class X MIPA 4 as the control class, selected through purposive sampling. The instrument used was a validated 30-item multiple-choice test administered in pretest and posttest forms. Data were analyzed through descriptive statistics, normalized gain (N-Gain), normality testing, homogeneity testing, and independent sample t-testing. The findings showed that the experimental class improved from a pretest mean of 45.54 to a posttest mean of 86.26, whereas the control class improved from 41.03 to 79.20. The N-Gain mean of the experimental class was 0.74 (high category), while that of the control class was 0.65 (moderate category). The independent sample t-test on N-Gain scores yielded a significance value of 0.003 (p < 0.05), indicating a significant effect of the Talking Chips learning model on students’ learning outcomes. These results show that Talking Chips can strengthen participation, equalize speaking opportunities, and improve learning achievement in environmental change learning.