scholarly journals The Influence of Think Pair Share Type of Cooperative Learning Model Toward Students Conceptual Comprehension and Mathematics Communication

Curricula ◽  
2018 ◽  
Vol 3 (3) ◽  
Author(s):  
Fahkrullah I Tama Umar
Keyword(s):  
Cooperative Learning ◽  
Prior Knowledge ◽  
Teaching Strategy ◽  
Analysis Data ◽  
Learning Model ◽  
Concept Acquisition ◽  
And Mathematics ◽  
Experimental Data Analysis ◽  
Learning Mathematic ◽  
Better Than

<p class="isi"><em>Think pair share (TPS) type of cooperative learning model is a useful teaching strategy to train students to reconstruct their knowledge they have learnt. It gives students time to think, respond and help each other. It has three important phases; think which means thinking problems individually;  pair which means discussing and drawing a hypothesis of a problem in pair; and share which means pairs of student share their ideas and the other students respond to their presentation in the class. The population of this research was all students of grade X at MAN Kota Padang. Problems which rise in grade X MAN Kota Padang are students low concept acquisition and mathematics comunication ability in learning mathematic. In order to overcome those problems, it was planned to apply think pair share. Therefore, this research was intended to know the influence of TPS toward the students’ concept acquisition and mathematics comunication ability. This research was quasy experimental. Data analysis used test of t test dan Mann Withney  U. Based on analysis data showed that : (1) The students’ concept acquisition and mathematics comunication ability who studied by using T</em><em>PS</em><em> better than those who were taught by using conventional learning.(2) The concept acquisiton and mathematics comunication of the high prior knowledge, medium prior knowledge dan the low prior knowledge of student who studied by using T</em><em>PS</em><em> better than those who were taught by using conventional learning. Based on the result of the study, the researcher suggest TPS cooperative learning model a considerable teaching model because it has effectively improved students’ concept acquisition and mathematics comunication ability.</em></p>

scholarly journals Effect Of Cooperative Learning Model Type Think Pair Share On Understanding Concept And Communication Mathematic Student Class X Man Kota Padang

2018 ◽  
Vol 2 (3) ◽  
pp. 35-42
Author(s):  
Fahkrullahi Tama Umar
Keyword(s):  
Cooperative Learning ◽  
Prior Knowledge ◽  
Teaching Strategy ◽  
Analysis Data ◽  
Learning Model ◽  
Concept Acquisition ◽  
Mathematic Student ◽  
And Mathematics ◽  
Experimental Data Analysis ◽  
Better Than

Think pair share (TPS) type of cooperative learning model is a useful teaching strategy to train students to reconstruct their knowledge they have learnt. It gives students time to think, respond and help each other. It has three important phases; think which means thinking problems individually;  pair which means discussing and drawing a hypothesis of a problem in pair; and share which means pairs of student share their ideas and the other students respond to their presentation in the class. The population of this research was all students of grade X at MAN Kota Padang. Problems which rise in grade X MAN Kota Padang are students low concept acquisition and mathematics comunication ability in learning mathematic. In order to overcome those problems, it was planned to apply think pair share. Therefore, this research was intended to know the influence of TPS toward the students’ concept acquisition and mathematics comunication ability. This research was quasy experimental. Data analysis used test of t test dan Mann Withney  U. Based on analysis data showed that : (1) The students’ concept acquisition and mathematics comunication ability who studied by using TPS better than those who were taught by using conventional learning.(2) The concept acquisiton and mathematics comunication of the high prior knowledge, medium prior knowledge dan the low prior knowledge of student who studied by using TPS better than those who were taught by using conventional learning. Based on the result of the study, the researcher suggest TPS cooperative learning model a considerable teaching model because it has effectively improved students’ concept acquisition and mathematics comunication ability.  

EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2017 ◽  
Vol 15 (1) ◽  
pp. 100
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both onstudents who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills. Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing,baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

scholarly journals EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISIONS MODIFIKASI PENEMUAN TERBIMBING TERHADAP PRESTASI BELAJAR MATEMATIKA DITINJAU DARI KEMAMPUAN VERBAL

2015 ◽  
Vol 16 (1) ◽  
pp. 1-14
Author(s):  
Herlina Herlina
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Verbal Ability ◽  
Learning Model ◽  
Learning Achievement ◽  
Guided Discovery ◽  
Verbal Skills ◽  
Student Teams ◽  
And Mathematics ◽  
Better Than

The purpose of this study was to compare the learning achievement using cooperative learning model Student Teams Achievement Divisions with cooperative learning model Student Teams Achievement Divisions modification of guided discovery in terms of verbal abality. Based on the results of the study concluded that (1) based on a model of learning, the mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions as good with mathematics achievement of students who use cooperative learning model Student Teams Achievement Divisions modifications guided discovery, both on students who have the high verbal skills, medium and low, (2) base on terms of verbal skills, mathematics achievement of students who have high verbal ability is better than mathematics achievement of students who have medium and low verbal ability, and mathematics achievement of students have medium verbal skillsbetter than mathematics achievement of students have the ability low verbal skills.   Tujuan penelitian ini adalah untuk mengetahui perbandingan prestasi belajar yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions dengan model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing ditinjau dari kemamuan verbal. Berdasarkan hasil penelitian disimpulkan bahwa (1) berdasarkan model pembelajaran, prestasi belajar matematika peserta didik yang menggunakan model pembelajaran kooperatif tipe Student Teams Achievement Divisions sama baiknya dengan prestasi belajar matematika peserta didik yang dikenai model pembelajaran kooperatif tipe Student Teams Achievement Divisions modifikasi penemuan terbimbing, baik pada peserta didik yang memiliki kemampuan verbal tinggi, sedang dan rendah, (2) ditinjau dari kemampuan verbal, peserta didik yang memiliki kemampuan verbal tinggi lebih baik daripada peserta didik yang memiliki kemampuan verbal sedang dan rendah, dan peserta didik yang memiliki kemampuan verbal sedang lebih baik daripada peserta didik yang memiliki kemampuan verbal rendah.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DENGAN PENDEKATAN RME UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA SISWA KELAS IX SMP MUHAMMADIYAH PADANG LUAS KECAMATAN TAMBANG KABUPATEN KAMPAR

2018 ◽  
Vol 2 (5) ◽  
pp. 744
Author(s):  
Zainur Zainur
Keyword(s):  
Action Research ◽  
Cooperative Learning ◽  
Student Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Student Learning Outcomes ◽  
Learning Model ◽  
Research Instrument ◽  
The Difference ◽  
Better Than

This research was motivated by the low learning outcomes of grade IX SMP Muhammadiyah Padang LuasKecamatan Tambang Kabupaten Kampar. This study aims to improve learning outcomes in mathematicslearning through STAD type cooperative learning with the RME approach in class IX SMP MuhammadiyahPadang Luas Kecamatan Tambang Kabupaten Kampar. The subjects of this study were all classes IX in SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar totaling 26 people. The form ofresearch is classroom action research. This research instrument consists of performance instruments and datacollection instruments in the form of teacher activity observation sheets and activities. The results of the studystated that there were significant differences between students' mathematics learning outcomes before applyingthe STAD type cooperative learning model with the RME approach with after applying the STAD typecooperative learning model with the RME approach. The difference shows student learning outcomes after theaction is better than before the action with completeness reaching 80.77% or 21 completed. Based on the resultsof the study and discussion it can be concluded that the application of STAD type learning model with RealisticMathematic Education (RME) approach can improve the learning outcomes of grade IX students of SMPMuhammadiyah Padang Luas Kecamatan Tambang Kabupaten Kampar on statistical material.

THE EFFECT OF COOPERATIVE LEARNING MODEL TYPE CIRC ON SHORT STORY WRITING ABILITY CLASS X STUDENTS OF SMANEGERI SUNGAI PENUH PROVINSI JAMBI

2018 ◽  
Vol 2 (2) ◽  
pp. 175
Author(s):  
Sinta Wahyuni
Keyword(s):  
Cooperative Learning ◽  
Short Story ◽  
Research Finding ◽  
Learning Model ◽  
Writing Ability ◽  
Model Type ◽  
Writing Skill ◽  
Quasi Experimental ◽  
Story Writing ◽  
Better Than

This Study aimed at investigating the effect of cooperative learning model type CIRC on short story writing ability class x student of SMA Negeri 2 Sungai Penuh. In addition to that, aquantitative method with a quasi experimental design. Based on research finding conclusions short story writing skill of student with cooperative learning model type CIRC is better than studentthat being taught by conventional method at X class SMAN 2 Sungai Penuh.

scholarly journals PERBEDAAN PEMAHAMAN KONSEP MATEMATIKA ANTARA SISWA YANG BELAJAR DENGAN MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE JIGSAW DAN KONVENSIONAL

Aksioma ◽  
2019 ◽  
Vol 8 (2) ◽  
pp. 171-178
Author(s):  
Siti Hadijah ◽  
Sutji Rochaminah ◽  
Maxinus Jaeng
Keyword(s):  
Standard Deviation ◽  
Cooperative Learning ◽  
Random Sampling ◽  
Hypothesis Test ◽  
Control Design ◽  
Learning Model ◽  
Average Score ◽  
Concept Understanding ◽  
Cluster Random Sampling ◽  
Better Than

Abstrak: Penelitian ini bertujuan untuk mengetahui apakah pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran konvensional di Kelas IX MTs Negeri 1 Kota Palu. Hipotesis penelitian ini adalah pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan pembelajaran konvensional. Jenis penelitian ini adalah eksperimen semu. Desain penelitian ini adalah pre-post test control design. Populasi penelitian ini adalah seluruh siswa kelas IX MTs Negeri 1 Kota Palu dengan teknik pengambilan sampel cluster random sampling. Nilai rata-rata siswa kelas eksperimen 47 dan standar deviasi 17,04 sedangkan nilai rata-rata siswa kelas kontrol 40 dan standar deviasi 13,40. Data yang diperoleh berdistribusi normal dan homogen, maka pengujian hipotesis menggunakan teknis statistik parametris yaitu uji t. Hasil pengujian hipotesis diperoleh bahwa nilai ????tabel = 1,67 dan ????hitung = 2,96 sehingga H1 diterima dan H0 ditolak. Hal ini menunjukkan bahwa pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran kooperatif tipe jigsaw lebih baik daripada pemahaman konsep matematika siswa yang belajar dengan menggunakan model pembelajaran konvensional di kelas IX MTsN 1 Kota Palu. Kata Kunci:   Model Pembelajaran Kooperatif Tipe Jigsaw, Model Pembelajaran Konvensional,  dan Pemahaman Konsep   Abstract: This research purposed to determine is mathematics concept understanding students who learn by using jigsaw cooperative learning model better than students who learn by using conventional learning model in class IX MTs Negeri 1 Kota Palu. The hypothesis is that mathematics concept understanding students who learn by using jigsaw cooperative learning model better than students who learn by using conventional learning model. The type of research is a quasi experiment. Design of research is pre-post control design. The population of this research is all students of class IX  MTs Negeri 1 Kota Palu with samples taken by cluster random sampling technique. The average score of the experiment class students is 47 and standard deviation is 17.04 and the average score of the control class students is 40 and standard deviation is 13.40. The data is normal distribution and homogen, hypothesis test using t test. Results of hypothesis test obtained value ????table = 1.67 and ????count = 2.96 it means H1 is accepted and H0 is rejected. This indicated that mathematics concept understanding students who learn by using jigsaw cooperative learning model have better than mathematics concept understanding students who learn by using conventional learning model in class IX MTsN 1 Kota Palu. Keywords:  Jigsaw Cooperative Learning Model, Conventional Learning Model, and Concept Understanding

scholarly journals Eksperimentasi Model Pembelajaran Kooperatif Tipe Student Team Achievement Divisions (STAD) dan Think Pair Share (TPS) Terhadap Prestasi Belajar Matematika Ditinjau Dari Motivasi Berprestasi

2017 ◽  
Vol 8 (1) ◽  
pp. 35
Author(s):  
Erny Untari
Keyword(s):  
Mathematics Achievement ◽  
Cooperative Learning ◽  
Achievement Motivation ◽  
Learning Model ◽  
Difficulty Level ◽  
Low Achievement ◽  
Discrimination Power ◽  
Quasi Experimental ◽  
And Mathematics

The purposes of this study are to determine: (1) which one have a better mathematics achievement, students who taught by cooperative learning model STAD or TPS type. (2) which one have a better mathematics achievement, students who have high, middle, or low achievement motivation. (3) is there any interaction between learning model and achievement motivation towards mathematics achievement. This study is a quasi experimental research with 2x3 factorial design. The population of this study is all students XI Grade SMA N 1 Kwadungan in academic year 2016/2017. Sampling was done by random technique. The total of sample is 28 students, with details of 14 students for class experiment one and 14 students for class experiment two. The instruments used to collect data are test of prior knowledge in mathematics, achievement motivation questionnaire and mathematics achievement test. The trial of test instrument includes content validity, difficulty level, discrimination power, and reliability. The testing of hypothesis uses two-way analysis of variance with unequal cell. The testing of hypothesis concludes that (1) Students who taught by cooperative learning model of TPS type have better mathematics achievement than students who taught by cooperative learning model of STAD type. (2) Students who have high achievement motivation have better mathematics achievement than students who have middle and low achievement motivation, also students who have middle achievement motivation have better mathematics achievement than students who have low achievement motivation. (3) There isn’t interaction between learning model and achievement motivation towards mathematics achievement.

scholarly journals Penerapan Model Pembelajaran Kooperatif Tipe Make a Match untuk Meningkatkan Hasil Belajar Siswa pada Materi Larutan Elektrolit dan Non Elekrolit di Kelas X Madrasah Aliya DDI Lonja

2018 ◽  
Vol 7 (1) ◽  
pp. 23
Author(s):  
Muslimah Muslimah ◽  
Kasmudin Mustapa ◽  
Ratman Ratman
Keyword(s):  
Standard Deviation ◽  
Cooperative Learning ◽  
Learning Model ◽  
Control Group ◽  
Control Group Design ◽  
Group Design ◽  
Quasi Experimental ◽  
Experimental Group ◽  
Better Than

This research describes the differences of student’s learning with the application of cooperative learning type make a match in the electrolyte and non-electrolyte at the X grade student’s of the Madrasah Aliya DDI Lonja. This research used quasi experimental with non randomized pretest-posttest control group design. This research was conducted with two groups: XA as the experimental (n=21) XB as the control group (n=18). The data findings means score of experimental group (X1) is 70,5 with the standard deviation 9,6 and the control group (X2) is 62.0 with the standard deviation is 6. Based on the results, the researcher concludes cooperative learning type make a match has better than control class that used conventional learning model.

scholarly journals The Impact of the Implementation Three-Step Interview Cooperative Learning Model in Mathematics Learning Toward the Learners’ Activities And Outcomes

2020 ◽  
Vol 3 (1) ◽  
pp. 8
Author(s):  
Usmadi Usmadi ◽  
Hayatul Hasanah ◽  
Ergusni Ergusni
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Mathematics Learning ◽  
Learning Model ◽  
Learning Activities ◽  
Learning Mathematics ◽  
The Impact ◽  
Step Type ◽  
Better Than

This study is motivated by the issues found in observations at school, where the daily teaching activities carried out by teachers show that; teaching and learning activities are classical, the teacher only stands or sits in front of the class, the direct relationship between the teacher and students is rare, and students tend to behave passively, such as coming, listening, reading and writing. To overcome this issues, the researchers conducted a research by applying a three-step type of cooperative learning model interview in learning mathematics in the class. The purpose of this study is to reveal the activities and learning outcomes of students after applying the three-step interview type cooperative learning model. From the results of the study it was found that the learning activities of students during the application of the three step interview cooperative learning model increased at each meeting. Thus it can be concluded that the mathematics learning outcomes of students with learning by applying a three-step interview type cooperative learning model is better than those who do not apply the techniques.

scholarly journals EFL CRITICAL READING SYLLABUS AND MATERIALS FOR STUDENTS OF THE ENGLISH DEPARTMENT

2019 ◽  
Vol 4 (5) ◽  
Author(s):  
Fathurrahman Imran ◽  
Heri Hidayatullah
Keyword(s):  
Qualitative Research ◽  
Cooperative Learning ◽  
Prior Knowledge ◽  
Learning Style ◽  
Social Life ◽  
Reading Skills ◽  
Learning Model ◽  
English Department ◽  
Critical Reading ◽  
Topic Interest

The demand of a new model of syllabus and materials were implicitly required through the launching of KKNI-based Curriculum in Indonesia. Due to, finding the students’ needs and learning characteristic as the main consideration in developing them became the purpose of this current research. A qualitative research had been conducted to get the data needed by which two kinds of questionnaires were administered then analyzed qualitatively (Likert scale). the respondents involved were 132 students and the results dealt with the learning characteristics showed that the audio was 19.69%, the visual was 50.75%, and khinesthetics was 29.54%. In relation to the students’ needs (four aspects), 1) necessities on topic interest like education (72%), culture (63%), and social life (45%); 2) background knowledge was categorized into good (57.25%), very good (28%),  and not good (14.75%); 3) critical reading goals for both core and sub-skills very agree (42.71%), agree (30.14%), and not agree (27.14%); and 4) learning model tended the cooperative (27.25 very agree), (35.5 agree), (37.25 not agree). Thus, it could be concluded that the students’ learning style dominantly in visual way with cooperative learning model. In addition, the students were eager to have critical reading skills with sufficient prior knowledge but the topic is mostly in the area of education. It is recommended that in developing the syllabus and materials, the lecturers should consider both students’ characteristics and needs.

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