The Effect of Team Assisted Individualization Instructional Strategies to Enhance Problem Solving Ability, Learning Activity, and Mathematics Learning Achievement

Qomariyah, Afifah Nur; Isnani, Isnani; Utami, Wikan Budi

doi:10.23960/jpp.v9.i1.201904

Cited by 5 publications

(5 citation statements)

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“…For example, Kusuma (2017) revealed superior performance of STAD cooperative learning TAI in mathematics instruction while Qomariyah and Isnani (2019) emphasized the increased performance in problem-solving skills, improved learner engagement, and achievement of mathematical learning outcomes. TAI was also found effective in promoting high-quality communication and reasoning (Lestari et al, 2019), and impacting students' self-confidence (Utami & Kusmayadi, 2017).…”

Section: Cooperative Learning Taimentioning

confidence: 99%

Effectiveness of Team Assisted Individualization as a Teaching Approach

Taguinod,

Ching

2023

IJEMDS

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This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

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Section: Cooperative Learning Taimentioning

confidence: 99%

Effectiveness of Team Assisted Individualization as a Teaching Approach

Taguinod,

Ching

2023

IJEMDS

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“…Empat komponen, menurut penelitian Ardilla & Hartanto (2017), berkontribusi pada hasil belajar matematika siswa yang buruk yaitu minat siswa yang kurang dalam matematika, kurangnya konsentrasi siswa selama proses pembelajaran, kurangnya pemahaman konsep, dan kurangnya kedisiplinan. Namun, menurut Qomariyah et al (2019), di antara faktor penyebabnya yaitu model pembelajaran yang digunakan guru dan tingkat partisipasi siswa yang rendah dalam pembelajaran di kelas. Sejalan dengan Qomariyah, Arviana et al, (2020) menemukan bahwa beberapa faktor berkontribusi pada hasil belajar matematika siswa yang rendah, termasuk suasana pengajaran, model penyajian materi pelajaran, keinginan siswa untuk belajar, sikap dan pribadi.…”

Section: Pendahuluanunclassified

The effectiveness of the Team Assisted Individualization model assisted by mathematics domino on mathematics learning outcomes of high school students

Ainun,

Agustyaningrum,

Amelia

2023

JCP

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This study was inspired by the class X SMA Hidayatullah Batam's poor mathematics learning outcomes, one of which was brought on by teaching strategies that discouraged student participation in the learning process. The purpose of this study was to compare the Team Assisted Individualization learning model assisted by mathematics domino (domat) visualizer with conventinal learning models in terms of the mathematics learning results for class X students at SMA Hidayatullah Batam. This kind of research utilized a posttest-only control group design and was quasi-experimental in nature. Up to 53 pupils from class X at SMA Hidayatullah made up the research population. The experimental class, X MIPA PA (15 students), and the control class, X MIPA PI (15 students), were sampled via purposive sampling. The research instrument was in the form of essay questions where all items were valid and reliable (reliability coefficient 0.927 in the high category). Using one sample t-test and independent sample t-tests the data were analyzed. The results showed: (1) The implementation of the domat-assisted TAI learning model was effective in terms of mathematics learning outcomes with a t-value (4.231) t-table (2.144); (2) the conventional model is ineffective with a t-value (-0.728) ≤ t-table (2.144); and (3) there were differences between the domat-assisted TAI learning model and the conventional model in terms of the outcomes of mathematics learning with a t-value (3.082) t-table (2.048). On the basis of the study's findings, the domat-assisted TAI learning approach is advised as an alternative to learning mathematics. It can help students take an active part in the learning process and improve their learning outcomes.

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“…Araştırma sonuçlara göre, takım destekli bireyselleştirme tekniğinin matematik başarısı ve kalıcı öğrenmeyi sağlama bakımından etkili sonuçlar ortaya koyduğu belirlenmiştir. Araştırmada elde edilen sonuçlarla, takım destekli bireyselleştirme tekniğinin matematik öğretiminde öğrencilerin akademik başarısına etkisinin incelendiği diğer araştırma sonuçları ile (Efe, 2011;Erkoç ve Artut, 2016;Gelici ve Bilgin, 2011;Gelici ve Bilgin, 2012;Koç, 2015;Purnomo, Rahayu & Sudrajat, 2019;Qomariyah, Isnani & Utami, 2019;Siregar, Budiyono ve Slamet, 2018;Syam, Akib & Syamsuddin, 2020;Tarım ve Akdeniz, 2008;Yıldırım, 2011) benzer olduğu söylenebilir. Takım destekli bireyselleştirme tekniğinin matematik öğretiminde öğrencilerin ders başarılarını artırma ve kalıcı öğrenme sağlamada öğretim programında önerilen yöntemlere göre, daha etkili bir öğretim tekniği olduğu ifade edilebilir.…”

Section: Tartışma Sonuç Ve öNerilerunclassified

“…Ayrıca söz konusu tekniğin basit, ucuz ve başka bir öğretmenin yardımını gerektirmiyor olması ve öğrencileri işbirlikçi, eşit statülü gruplarda çalıştırarak, sınıfta çeşitli özelliklere sahip farklı gereksinimli öğrenciler arasında olumlu tutumlar geliştirmelerine katkı sağlaması da diğer avantajları arasında sayılabilir (Açıkgöz, 2007;Efe, 2011;Gelici ve Bilgin, 2012). İş birliğine dayalı öğrenme yöntemlerinden takım destekli bireyselleştirme tekniğinin matematik öğretimi alanında, öğrencilerin matematik ders başarısı kazandırma açısından geleneksel öğrenme yöntemine göre daha etkili olduğu ile ilgili birçok araştırma yapılmıştır (Erkoç ve Artut, 2016;Gelici ve Bilgin, 2011;Gelici ve Bilgin, 2012;Koç, 2015;Purnomo, Rahayu & Sudrajat, 2019;Qomariyah, Isnani & Utami, 2019;Siregar, Budiyono & Slamet, 2018;Syam, Akib & Syamsuddin, 2020;Tarım ve Akdeniz, 2008;Yıldırım, 2011 ). Bununla birlikte takım destekli bireyselleştirme tekniğinin de öğrencilerde matematik dersine karşı olumlu tutum geliştirmede (Efe, 2011;Gelici ve Bilgin, 2011;2008;Yıldırım, 2011), öğretim programında önerilen yöntemlere göre daha etkili olduğu belirlenmiştir.…”

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