Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

Afthina, Himmatul; Mardiyana,; Pramudya, Ikrar

doi:10.1088/1742-6596/895/1/012025

Cited by 13 publications

(12 citation statements)

References 6 publications

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“…The use of media is closely related to the stages of thinking because through learning media abstract things can be concretized and complicated things can be simplified (Afthina & Pramudya, 2017;Wahyuni, 2018). The advantages of applying the TPS learning model assisted by interactive media in history learning include: 1) motivating and attracting students' curiosity for learning History.…”

Section: Discussionmentioning

confidence: 99%

“…The combination of both is very suitable for trigonometric learning International Journal of Instruction, October 2019 • Vol.12, No.4 because trigonometry with its visualization requires proper concentration and interactive with the media. Those characteristics make TPS applicable to mathematics learning (Afthina& Pramudya, 2017). Large groups certainly cannot achieve this condition.…”

Section: Figure 1 Screenshot Of Trigonometry M-learning Base Androidmentioning

confidence: 99%

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Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

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This research aimed to examine the effect of collaboration Think Pair Share (TPS) Leaning Model and m-Learning based on Android on the understanding of trigonometry concepts and to investigate the interaction between collaborative learning and cognitive style on the understanding of trigonometry concepts. This research involved 80 pre-service teachers of Mathematics Department at STKIP Santu Paulus Ruteng, Province of East Nusa Tenggara, Indonesia. The quasiexperimental research with control class without pre-test was done. Before the experiment, the Group Embedded Figures Test (GEFT) was used to identify students cognitive styles either Field-Dependent (FD) or Field-Independent (FI). The research data were obtained from a test consisting of five questions to measure students' understanding of trigonometry concepts. The data were then analyzed using two-way ANOVA. The results of the research show that 1) the collaboration of TPS Leaning Model and m-Learning based on Android leads to the higher achievement of the students on the understanding of trigonometry concepts if compared to students in conventional groups (expository). 2) there was no interaction effect between the collaborative learning and cognitive style of students' understanding of trigonometry concepts.

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Section: Discussionmentioning

confidence: 99%

Section: Figure 1 Screenshot Of Trigonometry M-learning Base Androidmentioning

confidence: 99%

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Jelatu¹,

Kurniawan²,

Kurnila³

et al. 2019

INT J INSTRUCTION

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“…With the increasing ability of students' mathematical connections, then automatically trust and problem solving abilities of students. Furthermore, Afthina, Mardiyana, and Pramudya also stated that the strong influence of TPS is that students can learn more actively and understand the material more deeply, and mathematics learning becomes more meaningful (Afthina et al, 2017).…”

Section: Figure 4 Research Resultsmentioning

confidence: 99%

Implementation of Think Pair Share (TPS) Cooperative Learning Model to Improve Mathematical Connection Ability

Rozak

Qohar

2021

JERE

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This article aims to describe the application of Think Pair Share (TPS) cooperative learning models to improve students 'mathematical connection abilities on derivative material. The mathematical connection indicators in this study are (1) the ability of mathematical connections between mathematical topics, (2) the ability of mathematical connections with other subjects, (3) the ability of mathematical connections with problems in daily life. This research is a class action research (CAR) conducted in class XI-G4 SMA Negeri 5 Malang in two cycles. The first cycle was carried out in five meetings, four meetings for the implementation of learning and one meeting for the final test of the first cycle. Whereas in the second cycle held in five meetings, namely four meetings for the implementation of learning and one meeting for the final test of the second cycle. The results of the research showed that an increase in students' mathematical connections from cycle I to cycle II was indicated by an increase in the grade average and the percentage of completeness in class learning. The classical average in cycle I was 82.79 and increased by 8.56 to 91.35 in cycle II, and the percentage of completeness in cycle I was 70.59% from 34 students and increased by 11.76% to 82.35% of 34 students in the second cycle.

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“…This helps learners to improve their understanding of the learnt mathematics concepts and to build on other learners' opinions to strengthen their own (Kwok & Lau, 2015;Tint & Nyunt, 2015). It also helps learners to appreciate the value and applications of mathematics in their daily lives (Afthina, Mardiyana & Pramudya, 2017).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

Kisa¹,

Ejuu²,

Asiimwe³

2020

AJEP

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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.

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Think Pair Share Using Realistic Mathematics Education Approach in Geometry Learning

Cited by 13 publications

References 6 publications

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Collaboration TPS Learning Model and m-Learning Based on Android for Understanding of Trigonometry Concepts with Different Cognitive Style

Implementation of Think Pair Share (TPS) Cooperative Learning Model to Improve Mathematical Connection Ability

Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

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