Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) berbantuan Pendekatan Investigasi terhadap Kemampuan Komunikasi Matematis

Fahrullisa, Rifa; Putra, Fredi Ganda; Supriadi, Nanang

doi:10.25217/numerical.v2i2.213

Cited by 17 publications

(20 citation statements)

References 9 publications

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“…The diagram above the researcher also focuses on the 3 lowest student responses, namely suggestive (S), Justificational (JT) and Sumarizing (CO), of the three lowest student responses illustrates that learning in the cycle students have not been able to come up with ideas or ideas as suggestions related to the topic learning so that it impacts on confirming or criticizing the opinions of other groups and summarizes some of the information conveyed. This is supported by research from (Fahrullisa et al, 2018) who got the results that the TPS learning model can foster students' mathematical communication skills. After the second cycle, the students worked on the worksheets to determine the level of completeness or the percentage of completeness.…”

Section: Analisis Respon Siswa Pembelajaran Matematika Siklus IImentioning

confidence: 77%

“…Thus, the learning process in the classroom will be more meaningful. Think Pair Share is also a very good active learning, if implemented correctly, it will save the teacher's time in explaining, help students discuss and participate more, and provide a cumulative assessment of student progress (Fahrullisa et al, 2018;Ladimiyanto, 2014;Yoserizal & Rahmi, 2019).…”

Section: Introductionmentioning

confidence: 99%

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TBLA Mastery of Mathematical Concepts Through TPS (Think Pair Share) Learning Model Aided by Conversion Tool Games

Hariyanto

Utaminingsih

Santoso

2020

IJEE

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The level of understanding of mathematical concepts is still low due to the lack of application of learning models and media that can improve students' mastery of concepts. The purpose of this study was to reveal the construction pattern of mastery of mathematical concepts through the TPS learning model assisted by conversion tool games using Transcript Based Learning Analysis (TBLA). This study involved 28 students of grade 5. In this study, it was divided into 2 cycles, namely cycle 1 focused on the unit length conversion material while the cycle concentrated on the material addition and subtraction of length unit conversion. Activities in each cycle will be recorded via video or audio, then the recording will be used as a transcript of the learning dialogue then analyzed with the type of communication reson. In addition to transcript analysis in the last activity students are given a written exam through LKS (Student Work Sheet). This study obtained the results that in the first cycle the class average value reached 75.36, the second cycle the average value reached 78.93, and the graduation percentage value reached 82%. So it can be concluded that this research is related to the mastery of the concept of addition and reduction in the conversion of units of length which is successful

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Section: Analisis Respon Siswa Pembelajaran Matematika Siklus IImentioning

confidence: 77%

Section: Introductionmentioning

confidence: 99%

TBLA Mastery of Mathematical Concepts Through TPS (Think Pair Share) Learning Model Aided by Conversion Tool Games

Hariyanto

Utaminingsih

Santoso

2020

IJEE

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“…Dan pada tahap share meminta peserta didiknya untuk menyampaikan atau mengkomunikasikan hasil dari diskusi mereka dengan peserta didik lainnya di depan kelas. (Fahrullisa, Putra, and Supriadi 2018). Model pembelajaran kooperatif tipe Think pair share (TPS) dirancang dengan tujuan agar siswa lebih terlatih untuk berkomunikasi dalam rangka mengungkapkan berbagai gagasan selama proses pembelajaran, baik kepada guru maupun sesama siswa.…”

Section: Pendahuluanunclassified

Penggunaan Model Pembelajaran Kooperatif Tipe Think Pair Share Untuk Meningkatkan Prestasi Belajar Matematika Pada Materi Program Linear

Wulandari¹

2021

ABSIS Math. Educ. J.

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The objective of this study is to improve mathematics learning achievement through Cooperative Learning Type Think Pair Share in Linear Program. The subject is student of class XI IIS1 of SMA Negeri 1 Magetan in the academic year 2019/2020. This research action is carried out in two cycles. The results of the pre-cycle research is obtained data on students who completed learning as many as 18 students with a percentage of 60% with a class average of 72.5. In the first cycle, the data is obtained from students who completed learning 20 students with a percentage of 65% with a class average of 76.25 in the second cycle 26 students have completed learning with a percentage of 85% with the class average 82. This result indicates an increase in each cycle, so it can be concluded that the use of the Think Pair Share method can improve student learning achievement in class XI IIS1 SMA Negeri 1 Magetan.

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“…Hal ini sejalan dengan pendapat Allen dan Tanner yang mengatakan TPS memungkinkan siswa memanfaatkan sebaik-baiknya waktu tunggu untuk mempertajam logika berfikir dari permasalahan atau pertanyaan yang diberikan guru. Penelitian sebelumnya menunjukkan bahwa pembelajaran kooperatif model TPS membantu siswa meningkatkan: hasil belajar dan memberikan pengaruh lebih baik dibandingan konvensional (Raditya et al, 2015;Handayani & Yanti, 2017;Muthoharoh, 2017); Memecahkah masalah (Zulfah, 2017); dan Komunikasi matematis (Abdi & Hasanuddin, 2018;Fahrullisa et al, 2018).…”

Section: Pendahuluanunclassified

Pengaruh Pembelajaran Kooperatif Model Think Pair Share (Tps) Terhadap Hasil Belajar Geografi

Mutia¹,

Agustina²,

Suroso³

et al. 2020

gdk

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Learning objectives are achieved when students actively interact with the learning components arranged by the teacher. One of the learning components that can support the achievement of learning objectives is the learning model. One learning model that can produce open interaction between students is Think Pair Share (TPS). This model gives students the opportunity to think and help with friends. The purpose of this study was to determine the effect of the TPS learning model on learning outcomes of Geography. This type of research is a quasi-experimental (Quasi Experiment), with a nonquivalent control group design. The research variables consisted of: 1) the dependent variable was student learning outcomes and 2) the independent variable was the TPS learning model. Student learning outcomes are measured using a test consisting of two, namely objective and subjective tests. The instrument used is a multiple choice test, amounting to 40 items. Data analysis used independent T test with SPSS 20.00 for Windows. The results showed that the TPS learning model had an effect on learning outcomes. TPS provides an opportunity for students to develop their analytical skills on a problem and communicate it. Keywords: cooperative learning, think pair share model, and learning outcomes

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Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) berbantuan Pendekatan Investigasi terhadap Kemampuan Komunikasi Matematis

Cited by 17 publications

References 9 publications

TBLA Mastery of Mathematical Concepts Through TPS (Think Pair Share) Learning Model Aided by Conversion Tool Games

TBLA Mastery of Mathematical Concepts Through TPS (Think Pair Share) Learning Model Aided by Conversion Tool Games

Penggunaan Model Pembelajaran Kooperatif Tipe Think Pair Share Untuk Meningkatkan Prestasi Belajar Matematika Pada Materi Program Linear

Pengaruh Pembelajaran Kooperatif Model Think Pair Share (Tps) Terhadap Hasil Belajar Geografi

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