Two-stay two-stray model on improving mathematical communication skill of elementary school students

Suwangsih, Erna; Budiarti, M R; Ruskandi, Kanda; Hendawati, Yuyu; Majid, Nuur Wachid Abdul

doi:10.1088/1742-6596/1318/1/012127

Cited by 5 publications

(3 citation statements)

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“…The teacher was asked to give opinions on each of the selected respondents inclusive of their attitudes, EDUCATUM JSMT Vol. 9 No.2 (2022) ISSN 2289-7070 / e-ISSN 2462-2451 (10)(11)(12)(13)(14)(15) https://ejournal.upsi.edu.my/index.php/EJSMT/index perceptions, and abilities in mathematics subject. The respondents as well were given the opportunity to write their opinions about mathematics subject and their friends in the group.…”

Section: Methodsmentioning

confidence: 99%

A study on the use of collaborative learning to enhance mathematical understanding among elementary students

Abdul Rahman,

Abdullah

2022

EJSMT

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This study investigated the use of collaborative learning to enhance mathematical understanding among elementary students. This study will give an overview on the usage of collaborative learning in mathematical teaching and learning as an interactive and interesting alternative approach that helps in enhancing mathematical understanding of learners. Mathematics may be regards as hard and difficult subject by most learners as they tend to be learning this subject in more traditional approach. This study focuses on the objective to study the interactions of the students during the collaborative learning activities, to investigate students’ perception and attitude towards collaborative learning as well as the effectiveness of collaborative learning in enhancing student’s mathematical understanding. This study employed the qualitative approach by combining the Communication Study Framework by Sfard and Kieren (2001) and The Pirie-Kieren Theory (1992,1991). The data collected from selective respondents were analysed through the recorded videos of the mathematics lessons on selected sub-topic. From the data, the respondents indicated active interactions during the tasks, and it also indicated that by having collaborative learning, respondents have positive perceptions and attitudes based on their active participations during the group discussions. From the data as well, the respondents’ portrayed appropriate level of mathematical understanding based on the selected topic.

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Section: Methodsmentioning

confidence: 99%

A study on the use of collaborative learning to enhance mathematical understanding among elementary students

Abdul Rahman,

Abdullah

2022

EJSMT

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“…Reading comprehension is the process of constructing meaning from text (Ahmadi, 2017). Some previous researches showed that implementation of two stay two stray (TSTS) technique could improve reading comprehension for students, and it is effective in teaching reading comprehension (Rasdiana et al, 2019;Saputra, 2016;Suwangsih et al, 2019;Torres & Constain, 2009;Wardana et al, 2018), and it plays the role of a stimulant in the teaching and learning process (Akhiruddin;Sujarwo, 2020). This research is supported by Hidayat & Muhson's (2018) research results that the students who were taught by TPS and TSTS methods were also proven to have better collaborative skills than students taught by conventional methods.…”

Section: Introductionmentioning

confidence: 99%

Enhancing Students' Reading Comprehension Through Two Stay Two Stray (TSTS) Technique

Asdar¹

2021

JPP

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Reading is one of the techniques in learning that is often involved in classroom practices, and Two Stay Two Stray is one of the methods introduced in the cooperative learning process. This study aims to find out how the Two Stay Two Stray technique improved students' reading comprehension. This research focused on applied classroom action research. The population of this research was the students of the English Education Department. This research was used to take one class as the research sample, which consists of 32 students. The instrument of this research was a multiple-choice test. There are two cycles in this research. The result shows that students' mean score in cycle 1 was 59,68 and in cycle 2 was 75,31. Based on the results, the Two Stay Two Stray technique was successful. Therefore, it can be inferred that the Two Stay Two Stray technique strengthened the students' reading comprehension. In addition, the students were more interested and inspired to join the class, and they were excited during the teaching-learning process, based on the results of the observation sheet.

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“…Similarly, Anwar, Ari, Sri, Widodo, & Pendahuluan (2018) found that the Number Head Together model increased students' learning achievement. Concerning studies on Two Stay Two Stray, Suwangsih, Budiarti, Ruskandi, Hendawati, & Majid (2019) argue that the model improved students' language and communication skills. Similar results were also demonstrated by Sudrajat, Iasha, & Femayati (2018) in that the Two Stay Two Stray model affected improving students' activeness and learning outcomes.…”

Section: Introductionmentioning

confidence: 99%

The Effect of Combination of Number Head Together and Two Stay Two Stray Learning Models on Mathematical Learning Outcomes and Activeness of Senior High School Students

Kaharuddin

Hajeniati

2020

IJEBP

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An engaging learning process will affect learning outcomes and student activeness during the learning process. The present study was conducted to investigate the effect of the combinatory use of Number Head Together and Two Stay Two Stray learning models on the scores of high school students’ mathematical tests and learning activeness. It was an experimental-based study with One Group Pre-test Post-test design. The population of this study was all high school students in Kendari, with Cluster Random Sampling as the method to choose the sample. Final test and observation were used as instruments to collect data. The data were analyzed using descriptive and inferential statistics with the One-Sample t-test. Results showed that (1) the combinatory use of both learning models improved learning outcome by increasing students’ average test scores from an average score of 68 (pre-test) to an average of 83 (post-test) with a gain value of 0.71; (2) the learning models had a positive influence on student activeness during the learning process, proven by a score of 3.3 (positive category). It was also evidenced by the results of the t-test showing that the t-count score was greater than the t-table. Therefore, the combinatory use of Number Head Together and Two Stay Two Stray learning models has a significant effect on increasing the learning outcome and learning activeness of high school students in the mathematic class.

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Two-stay two-stray model on improving mathematical communication skill of elementary school students

Cited by 5 publications

References 0 publications

A study on the use of collaborative learning to enhance mathematical understanding among elementary students

A study on the use of collaborative learning to enhance mathematical understanding among elementary students

Enhancing Students' Reading Comprehension Through Two Stay Two Stray (TSTS) Technique

The Effect of Combination of Number Head Together and Two Stay Two Stray Learning Models on Mathematical Learning Outcomes and Activeness of Senior High School Students

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