The effect of learning Think Talk Write model with Powerpoint assistance on students' mathematics learning outcomes

Muis, Abdul; Priawasana, Endra

doi:10.33122/ijtmer.v5i3.122

Cited by 3 publications

(2 citation statements)

References 31 publications

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“…The results showed that the use of the jigsaw cooperative learning model can increase student interest and learning outcomes in the two-variable system of linear equations subject. This increase in learning interest can be seen from the average percentage of class interest, which is 37.7% before the action is carried out with the criteria for a low level of success, but after the action is carried out the percentage of interest (Muis & Priawasana, 2022;Nurhayati et al, 2018) learn experienced an increase in both cycle I and cycle II. The percentage of the results of filling out the questionnaire in the first cycle reached 64.0% with a good level of success criteria, then the percentage of completing the questionnaire in the second cycle reached 84.3% with very good success criteria.…”

Section: Resultsmentioning

confidence: 99%

Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember

Darsan

2023

jeti

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The teacher has the responsibility to determine the success of teaching and learning in schools. In addition, the learning process in the classroom requires the application of learning models so that learning becomes more interesting for students. One of them is by using a jigsaw, with the aim of increasing student interest and learning outcomes. This research is a class action research (CAR). Data collection techniques were carried out using documentation, observation, interviews, questionnaires, and test methods. The results of this study indicate the application of the jigsaw cooperative learning model in practice there are 7 steps, namely, forming heterogeneous groups consisting of ± 4 people, each member in the group is given a different subtopic, forming expert groups, expert group discussions, distributing expert groups, explaining the material to the original group, presenting the results of the discussion and finally closing. The application of this type of jigsaw cooperative learning model can increase student interest and learning outcomes. This can be seen from the percentage of interest in cycle I of 64.0% and in cycle II of 84.3%. Whereas the percentage of learning outcomes in cycle I and cycle II increased by 22.2%, namely in cycle I by 61.1%, increased in cycle II to 83.3%, the results of the data were obtained from filling out the test questions

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Section: Resultsmentioning

confidence: 99%

Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember

Darsan

2023

jeti

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“…Each type of cooperative learning model has specific stages and has a major difference, namely the existence of cooperation between group members. (Fitriah, Degeng, & Widiati, 2018;Muis & Priawasana, 2022) The Jigsaw cooperative learning model has its own advantages and characteristics so it is very affective when applied in the learning process. Jigsaw is cooperative learning which consists of 4 to 6 students with heterogeneous characteristics.…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Implementation of the Jigsaw Model on Students' Motivation and Learning Outcomes in the Subject of Entrepreneurship at Hidayatul Mubtadiin Vocational School

Zaenal,

Darsan,

Intyas

2023

jeti

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One learning strategy that pays attention to the abilities of students and is essentially oriented towards a constructive view is cooperative learning. There are several kinds of cooperative learning, one of which is the Jigsaw cooperative learning type. The aim of the research was to find out the implementation of the jigsaw model on student motivation and learning outcomes in Entrepreneurship subjects. This research is a study that observes the significance of the effect of the independent variables on the dependent variable so that the approach to this variable is causal quantitative. The population was taken by all even semester XI class students at Hidayatul Mubtadiin Vocational School in the 2021/2022 academic year. While the sample is part of the population that will be used as research objects or respondents/representative of the population. The techniques that the authors use for data collection in this study are as follows 1) Observation Techniques, 2) Documentation Techniques, 3) Tests. In this study, descriptive analysis was used to describe the data according to each variable which includes: mean, median, mode, and standard deviation. Based on the analysis of research results and discussion, the conclusions of this study are as follows 1) There is an influence of the Jigsaw Model Implementation on student learning motivation in Entrepreneurship subjects, 2) There is an influence of the Jigsaw Model Implementation on student learning outcomes in Entrepreneurship subjects, 3 ) There is an influence of the influence of the implementation of the Jigsaw Model on student motivation and learning outcomes in the subject of Entrepreneurship

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Learning model experimentation Think Talk Write with project learning against mathematics learning outcomes

Amalafitra,

Mashuri,

Sasomo

2023

Union J. Ilm. Pendidik. Mat.

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This research was conducted with the aim of seeing which model is better between the TTW learning model and Project learning, TTW, and direct learning of students' mathematics learning outcomes in the matter of comparison of values and comparisons of turning values in class VII SMPN 2 Jogorogo. With a total of 68 students for the experimental group and 34 for the control group. Quasi Experimental Design is the type of research used in this study with the sampling technique that is Cluster Random Sampling. In this study, the sample consisted of three groups with normal and homogeneous distribution. Experimental group I (VII A) was given the TTW learning model with Project learning, Experimental group II (VII B) was given the TTW learning model, while the control group (VII C) was given a direct learning model. Hypothesis testing was carried out by a one way anova test and post-anova follow-up test. The conclusions that can be drawn from this study are (1) Obtained differences in TTW mathematics learning outcomes with Project learning get an average of 78.24, TTW got an average of 71.03, and direct learning get an average of 63.24 with the conclusion Fobs (13,13) ˃ Ftable (3.09). (2) The TTW learning model with Project learning gives results that are as good as the TTW, seen from Fobs (6,06) ˂ Ftable (6,18). (3) The TTW learning model with Project learning gives better results than direct learning, seen from Fobs (26,25) ˃ Ftable (6,18). (4) The TTW learning model gives better results than direct learning, seen from Fobs (7,08) ˃ Ftable (6,18).

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The effect of learning Think Talk Write model with Powerpoint assistance on students' mathematics learning outcomes

Cited by 3 publications

References 31 publications

Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember

Improving Student Interests and Learning Outcomes With the Jigsaw Type Cooperative Learning Model Approach in Al Madinah Elementary School Students, Jember

The Effect of the Implementation of the Jigsaw Model on Students' Motivation and Learning Outcomes in the Subject of Entrepreneurship at Hidayatul Mubtadiin Vocational School

Learning model experimentation Think Talk Write with project learning against mathematics learning outcomes

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