Model Pembelajaran Tallasa Untuk Pembelajaran Biologi Yang Aktif, Kolaboratif, dan Reflektif

Nur Fajri; Muhiddin Palennari

doi:10.31004/riggs.v4i4.3774

Authors

Nur Fajri Universitas Negeri Makassar
Muhiddin Palennari Universitas Negeri Makassar

DOI:

https://doi.org/10.31004/riggs.v4i4.3774

Keywords:

Kajian Konseptual, Model Pembelajaran TALLASA, Pembelajaran Biologi, Pembelajaran Digital, Keterampilan Abad ke-21

Abstract

Penelitian ini bertujuan mengembangkan dan mendeskripsikan Model Pembelajaran TALLASA sebagai kerangka konseptual pembelajaran Biologi yang mengintegrasikan prinsip pembelajaran aktif, kolaboratif, dan reflektif. Model ini dikembangkan melalui kajian konseptual (conceptual study) yang menelaah teori konstruktivisme, behavioristik, dan kognitif-sosial, serta temuan empiris terkait pembelajaran sains abad ke-21. Hasil kajian menunjukkan bahwa TALLASA terdiri atas tujuh tahapan pembelajaran, yaitu Trigger Curiosity, Analyze Scientifically, Learn Conceptually, Link Knowledge, Apply Reasoning, Share Understanding, dan Assess Transformation. Setiap tahap dirancang untuk menumbuhkan rasa ingin tahu, meningkatkan keterampilan berpikir kritis, memperkuat kolaborasi, dan mendorong refleksi mendalam terhadap proses belajar siswa. Integrasi pendekatan psikologi pembelajaran tersebut memungkinkan proses pembelajaran Biologi berlangsung lebih aktif, bermakna, dan kontekstual. Melalui aktivitas pemecahan masalah, eksplorasi fenomena, diskusi kelompok, serta integrasi konsep secara bertahap, TALLASA memberikan pengalaman belajar yang menekankan konstruksi pengetahuan secara mandiri maupun sosial. Selain itu, model ini juga mendukung pengembangan keterampilan abad ke-21 seperti komunikasi efektif, kolaborasi, kreativitas, literasi digital, dan kemampuan berpikir tingkat tinggi. Relevansi TALLASA semakin kuat di era transformasi digital. Setiap tahap pembelajaran dapat dipadukan dengan media digital, simulasi virtual laboratorium, multimedia interaktif, sistem manajemen pembelajaran, serta platform kolaboratif daring. Hal ini membuka peluang penerapan TALLASA dalam pembelajaran digital, hybrid, maupun pembelajaran berbasis kecerdasan buatan. Dengan demikian, TALLASA dapat menjadi model pembelajaran yang adaptif dan kompatibel dengan kebutuhan pendidikan modern. Penelitian lanjutan disarankan untuk menguji efektivitas TALLASA secara empiris serta mengembangkannya sebagai perangkat pembelajaran digital maupun program pelatihan guru.

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