scholarly journals The Difference of Students’ Mathematical Communication Ability Taught by Cooperative Learning Model Think Talk Write Type and Numbered Head Together Type

2018 ◽  
Vol 8 (3) ◽  
pp. 231-242 ◽  
Author(s):  
Meiva Marthaulina Lestari Siahaan ◽  
E. Elvis Napitupulu
Keyword(s):  
Data Analysis ◽  
Cooperative Learning ◽  
Class Ii ◽  
Learning Model ◽  
Posttest Score ◽  
Class I ◽  
Mathematical Communication ◽  
Significance Level ◽  
Communication Ability ◽  
The Difference

The purpose of this research was to know there was any difference in student’s mathematical communication ability in cooperative learning Think TalkWrite (TTW) type and Numbered Head Together (NHT) type. The population was all students at SMP Negeri 1 Lubuk Pakam. The sample was two classes which each consist of 36 students, VII A as experimental class I which taught by TTW and VII B as experimental class II which taught by NHT. The sample was taken by cluster random sampling. Collecting data technique of this research was mathematical comunication ability essay test that was given in the end of learning either in experimental class I or experimental class II. From the data analysis of each of experimental class were obtained that the average of posttest score in TTW classroom was higher than in NHT classroom. It was also obtained that score of mathematical communication indicators in TTW classroom was higher than in NHT classroom. From the data analysis of posttest score by using t-test with significance level α = 0.05, it was obtained that tcount = 4.687 and ttable = 1.667. It means that tcount > ttable then H0 was rejected and Ha was accepted. So, it can be concluded that there was difference of student’s mathematical communication ability who taught by cooperative learning model type TTW with NHT at SMP Negeri 1 Lubuk Pakam.

scholarly journals Comparative Study of Think Talk Write Method and Think Pair Share Method Against Mathematical Communication Ability

2020 ◽  
Vol 6 (1) ◽  
pp. 19
Author(s):  
Wike Ellissi
Keyword(s):  
Comparative Study ◽  
Quantitative Research ◽  
Sampling Technique ◽  
Class Ii ◽  
Class I ◽  
Mathematical Communication ◽  
Significance Level ◽  
Study Approach ◽  
Communication Ability ◽  
The Difference

Abstrac The purpose of this research was to know the difference between the use of cooperative learning methods consisting of the think talk write (TTW) method and the think pair share method (TPS) on mathematical communication ability in algebraic forms operating materials. The method used in this research was a quantitative research method using a comparative study approach. The sampling technique used in this study was Cluster Random Sampling. The population of this study consisted of all VII grade students of SMP Negeri 2 Ngabang in the 2019/2020 school year. The research sample was experimental class I namely class VII A using the TTW method and experimental class II namely class VII B using the TPR method. Data was collected using test and documentation. The data analysis technique used was the t-test. The results of this research showed  that the   of 2.049 was greater than the   of 1.995 at the significance level α = 0.05. This means that there were significant differences in the results of students' mathematical communication ability in the aspects of knowledge between the experimental class I compared to the experimental class II. This showed that the experimental class I who followed the learning by applying the Think Talk Write method has a different mathematical communication ability than the experimental class II who followed the learning by applying the Think Pair Share method.

scholarly journals PERBANDINGAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA YANG BELAJAR DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK TALK WRITE DAN TIPE THINK PAIR SHARE DI SMP NEGERI 3 PERCUT SEI TUAN

2017 ◽  
Vol 3 (3) ◽  
Author(s):  
Nuraini . . ◽  
Edy . Surya
Keyword(s):  
Cooperative Learning ◽  
Data Processing ◽  
Hypothesis Testing ◽  
Communication Skills ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Cluster Sampling ◽  
Mathematical Communication ◽  
Communication Ability

ABSTRACT This study aims to determine whether the mathematical communication skills of students who learn by using cooperative learning model Think Talk Write type is higher than the mathematical communication ability of students who learn by using cooperative learning model Think Pair Share type. This type of research is a quasi experiment. The population of this research is all students of class VII of SMP Negeri 3 Percut Sei Tuan. Research sampling was done by cluster sampling and many samples in this research consist of 2 classes, first class is called experimental class I and second class is called experiment class II. The instrument used in this research is a test of mathematical communication ability consisting of 4 items of description. From result of data processing obtained on result of posttest mean score of mathematical communication ability of student 13,4722 for experiment class I and 12,0556 for experiment class II. Based on hypothesis testing that is done by using t test with obtained. This shows that being out of acceptance then based on the test obtained that rejected so it can be stated that the mathematical communication skills of students who learn by using cooperative learning model Think Talk Write type higher than the mathematical communication skills of students who learn by using cooperative learning model type Think Pair Share at SMP Negeri 3 Percut Sei Tuan. Keywords: Mathematical Communication, Think Talk Write, Think Pair Share

scholarly journals PERBEDAAN KEMAMPUAN PENALARAN MATEMATIK SISWA YANG MEMPEROLEH PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAM ACHIEVEMENT DIVISION DAN TEAMS GAMES TOURNAMENT BERBANTUAN GEOGEBRA DI KELAS VII SMP MUHAMMADIYAH 3 MEDAN

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Nurhakiki . . ◽  
Katrina . Samosir
Keyword(s):  
Cooperative Learning ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Reasoning Ability ◽  
Post Test ◽  
The Difference ◽  
Essay Test ◽  
Student Team

ABSTRAK Penelitian yang dilakukan di SMP Muhammadiyah 3 Medan ini bertujuan untuk mengetahui perbedaan kemampuan penalaran matematik siswa dengan menggunakan model pembelajaran kooperatif tipe Student Team Achievement Division berbantuan GeoGebra dan model pembelajaran kooperatif tipe Teams Games Tournament berbantuan GeoGebra di kelas. Populasi dalam penelitian ini adalah seluruh siswa kelas VII SMP Muhammadiyah 3 Medan yang terdiri dari 7 kelas. Sedangkan yang menjadi sampel dalam penelitian ini ada dua kelas, yaitu kelas VII-B yang berjumlah 27 orang yang memperoleh pembelajaran koooperatif tipe STAD sebagai kelas eksperimen I dan kelas VII-A yang berjumlah 24 orang yang memperoleh pembelajaran koooperatif tipe TGT sebagai kelas eksperimen II. Penentuan sampel dilakukan secara acak. Instrumen yang digunakan dalam penelitian ini adalah tes berbentuk uraian sebanyak 5 soal yang telah dinyatakan valid. Berdasarkan hasil penelitian dan pengujian hipotesis dapat disimpulkan bahwa kemampuan penalaran matematik siswa yang memperoleh pembelajaran koooperatif tipe STAD berbantuan GeoGebra lebih tinggi daripada siswa yang memperoleh pembelajaran koooperatif tipe TGT berbantuan GeoGebra pada materi jajargenjang dan belah ketupat, dengan  dan   pada taraf nyata α = 0,05 dan dk = 49. Karena  yaitu maka dapat disimpulkan bahwa  diterima yang berarti kemampuan penalaran matematik siswa yang memperoleh pembelajaran kooperatif tipe STAD berbantuan GeoGebra  lebih tinggi daripada siswa yang memperoleh pembelajaran kooperatif tipe TGT berbantuan GeoGebra pada materi jajargenjang dan belah ketupat. Rata-rata nilai postes kelas eksperimen I lebih tinggi daripada rata-rata nilai postes kelas eksperimen II yaitu 75,67 dengan standar deviasi  dan  dengan standar deviasi . Kata Kunci : Kemampuan Penalaran Matematik, Student Team Achievement Division, Teams Games Tournament, GeoGebra ABSRACTThis study is conducted in SMP Muhammadiyah 3 Medan aims to know the difference of a mathematic reasoning ability by using cooperative learning model types Student Team Achievement Division and GeoGebra and cooperative learning model types Teams Games Tournament and GeoGebra in grade VII. The population of this study is all students grade VII SMP Muhammadiyah 3 Medan consistings of 7 classes. While the sample of this study is two classes namely grade VII-B consistings of 27 students whom got cooperative learning typed STAD as an experimental class I and grade VII-A consistings of 24 students whom got cooperative learning typed TGT as an experimental class II. The determination of the sample is randomly conducted. The instrument used in this study is essay test as many as 5 tests which are claimed valid. Based on the result of the study and testing the hypothesis can be concluded that students’ mathematic reasoning ability which get cooperative learning typed STAD and GeoGebra are higher than students who get cooperative learning typed TGT and GeoGebra at array and belah ketupat, tcount = 3,15 and ttable = 1,68 taraf nyata α = 0,05 dan dk = 49. Because  yaitu, thus can be concluded that  is accepted, means students’ mathematic reasoning ability who get cooperative learning model typed STAD and GeoGebra are higher than the students who get cooperative learning typed TGT and  GeoGebra at array and belah ketupat array. The average of experimental class I post-test is higher than the average of  experimental class II namely 75,67 and its deviation standard is   while  and its deviation standard is .      Keywords : mathematic reasoning ability, Student Team Achievement Division, Teams Games Tournament, GeoGebraa

scholarly journals PENINGKATAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE STUDENT TEAMS ACHIEVEMENT DIVISION DAN BUZZ GROUP (Studi Komparatif pada Kelas VII SMPN 3 Parongpong, Bandung Barat)

2018 ◽  
Vol 1 (2) ◽  
Author(s):  
Ellen Nadya Hutapea ◽  
Sonya Fanny Tauran
Keyword(s):  
Cooperative Learning ◽  
Learning Model ◽  
Student Response ◽  
Mathematical Communication ◽  
Significance Level ◽  
Model Type ◽  
Group Type ◽  
Student Teams ◽  
Significant Difference ◽  
Communication Ability

This study aims to improve the mathematical communication ability of junior highschool students. Research using cooperative learning model type Student Teams AchievementDivision (STAD) and Buzz Group type. This research uses two classes namely class VII-A andVII-E SMPN 3 Parongpong, West Bandung. The test instrument is a test of mathematicalcommunication ability on the subject of data presentation. Non-test instruments are aquestionnaire of student responses to know their preferences and benefits for mathematicslearning. The test used is t-test at the 0.05 significance level. The results showed that: 1)Student's mathematical communication ability before obtaining cooperative learning typeStudent Teams Achievement Division (STAD) and Buzz Group type are not different and are inlow category. After the treatment of mathematical communication experience Improvement.Increased mathematical communication ability of students who obtained cooperative learningmodel type Student Teams Achievement Division (STAD) and Buzz Group type increased inhigh category, 2) There was no significant difference in the improvement of mathematicalcommunication ability between students who obtained cooperative learning model type StudentTeams Achievement Division (STAD) and Buzz Group type, 3) Student response indicates thatstudents are very fond of cooperative learning model of Student Teams Achievement Division(STAD) type and Buzz Group type.

scholarly journals ANALYSIS OF STUDENTS’ MATHEMATICAL COMMUNICATION ABILITY BY USING COOPERATIVE LEARNING TALKING STICK TYPE

2017 ◽  
Vol 6 (2) ◽  
pp. 183 ◽  
Author(s):  
Dwi Maulida Sari
Keyword(s):  
High School ◽  
Cooperative Learning ◽  
Mathematical Models ◽  
Junior High School ◽  
Junior High ◽  
Mathematical Problem ◽  
Learning Model ◽  
Mathematical Communication ◽  
Problem Situations ◽  
Communication Ability

This research aims to describe the students’ mathematical communication ability by using cooperative learning talking stick type. This research conducted at one of junior high school in Asahan-North Sumatera- North Sumatera. This research used posttest experimental class design as the method to obtain data. The indicators used to measure mathematical communication ability in this research arranged in three, as follows: 1) the ability of explaining a mathematical problem into figure; 2) the ability to explain mathematical problem situations by own words; 3) the ability of stating a mathematical problem in writing into mathematical models and doing calculation to solve the problem. The result found from this research is there are the differences in the students’ way of answering the problem even though the learning model and the instrument used is same.

scholarly journals PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE GALLERY WALK TERHADAP KEMAMPUAN KOMUNIKASI MATEMATIS SISWA SMP NEGERI 8 PADANGSIDIMPUAN

2021 ◽  
Vol 4 (3) ◽  
pp. 1-5
Author(s):  
Adek Nilasari Harahap
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Simple Random Sampling ◽  
Learning Model ◽  
Average Score ◽  
Learning Models ◽  
Mathematical Communication ◽  
Ability Test ◽  
Student Responses ◽  
Communication Ability

This study aims to determine (1) the mathematical communication ability of students taught by the gallery walk type cooperative learning model is higher than the mathematical communication skills of students taught by conventional learning models (2) student responses through the application of the gallery walk type cooperative learning model to communication skills. mathematics students of SMP Negeri 8 Padangsidimpuan. The research method used is quasi-experimental. The population of this study were all seventh grade students of SMP Negeri 8 Padangsidimpuan. Sampling using simple random sampling. The sample is class VII-2 as the experimental class and class VII-1 as the control class. Data collection using a mathematical communication ability test sheet.The results showed (1) t_(count )= 3.56 and t_(table )= 1.67 or) t_(count ) > t_(table ) so that it can be concluded that students' mathematical communication skills are taught by cooperative learning model type gallery walk is higher than the mathematical communication ability of students who are taught by conventional learning models. (2) Based on the results of student responses, an average score of 3.55 was obtained so that it can be concluded that student responses through the application of the gallery walk type cooperative learning model to the mathematical communication skills of SMP Negeri 8 Padangsidimpuan students were very positive.

scholarly journals THE EFFECT OF USE MODEL MAKE A MATCH & PICTURE AND PICTURE AND STUDY LEARNING STYLE ON LEARNING RESULTS OF SOCIAL KNOWLEDGE CLASS II CLUSTER XI CIBINONG-BOGOR

2020 ◽  
Vol 4 (1) ◽  
pp. 38-49
Author(s):  
Ajat Sudrajat ◽  
Marfuah Darojat
Keyword(s):  
Cooperative Learning ◽  
Learning Styles ◽  
Learning Outcomes ◽  
Learning Style ◽  
Class Ii ◽  
Learning Model ◽  
Social Knowledge ◽  
Kinesthetic Learning ◽  
The Difference ◽  
Knowledge Learning

This research is a quantitative research that aims to know the difference of learning result of Social Knowledge learners using learning model make a match and picture and picture; Differences in learning outcomes of Social Knowledge learners who have a tendency of visual, auditorial, and kinesthetic learning styles; And the influence of interaction between cooperative learning model and student learning style tendency toward Social Knowledge learning result. The research was conducted in Cibinong District XI Cluster with sample of students of class II of SDN Ciriung 02 ( Public School Ciriung 2) which amounted to 78 students. Instrument used in this research is questionnaire and test result of learning. Data analysis techniques in this study using Saphiro Wilk Test to test the normality of data and Bartlett Test to test the homogeneity of data. After that, two way analysis of variance (ANOVA) Test was done to test the difference of mean value between groups followed by Tukey HSD test to see group interaction with reference to significant level α = 0,05. The results showed that there was a difference between learning outcomes of IPS learners using cooperative learning model make a match and picture and picture with significance of 0,000; There are differences in learning outcomes of Social Knowledge learners who have a tendency of visual, auditorial, and kinesthetic learning styles with significance of 0,001; And there is no direct interaction effect between the use of cooperative learning model and the learner's learning style tendency toward Social Knowledge learning result. This is indicated by a significance of 0,535.Keywords : Make a Match, Picture and Picture, learning style, Social Science learning result.

scholarly journals PERBEDAAN PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE STAD DAN TIPE JIGSAW TERHADAP HASIL BELAJAR FISIKA DITINJAU DARI MOTIVASI BELAJAR SISWA

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Aris Doyan ◽  
Wayan Gunada ◽  
Susilawati ◽  
Ida AYu Desy Adriani
Keyword(s):  
Cooperative Learning ◽  
Achievement Motivation ◽  
Class Ii ◽  
Learning Model ◽  
Class I ◽  
Analysis Technique ◽  
Two Samples ◽  
Quasi Experimental ◽  
Class Viii ◽  
Learning Analysis

The research is aimed to finding difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, difference of effect the students whose achievement motivation on result of physic learning and interaction of effect between the learning model implementation and the achievement motivation on the result of physic learning. This type of research is quasi experimental with Factorial Design of 2x2. The population in this research is all Class VIII SMPN 12 Mataram with used technique cluster random sampling. There are two samples that are class VIII C as an experiment class I and class VIII D as experiment class II. The experiment class I used the treatment STAD cooperative learning model and the experiment class II used the treatment Jigsaw cooperative learning. Analysis technique using analysis of variance (ANOVA) two way different cells. Based on by calculation hypothesis testing obtained that, FA hint (6,37) > Ftable (4,02) then Ho1 rejected, FB hint (12,37) > Ftable (4,02) then Ho2 rejected,, FAB hint (0,96) < Ftable (4,02) then Ho3accepted. With significant level 0,05 obtained that there is a difference of effect the implementation of cooperative learning model STAD and Jigsaw type on the result of physic learning, there is a difference of effect the students whose achievement is high and low motivation on the result of physic learning and there is no interaction between of cooperative learning model STAD and Jigsaw type with achievement motivation towards of physics learning.

scholarly journals APPLICATION OF COOPERATIVE LEARNING MODEL TYPE THINK PAIR SHARE (TPS) ON MATHEMATICAL COMMUNICATION ABILITY

2019 ◽  
Vol 7 (1) ◽  
pp. 59 ◽  
Author(s):  
Andi Mulawakkan Firdaus
Keyword(s):  
Cooperative Learning ◽  
Communication Skills ◽  
Learning Model ◽  
Control Group ◽  
Learning Models ◽  
Research Subjects ◽  
Mathematical Communication ◽  
Quasi Experimental ◽  
Mathematical Problems ◽  
Communication Ability

This research is a quasi-experimental study which aims to describe the effect of cooperative learning type Think Pair Share (TPS) on students' mathematical communication skills, and to find out the percentage of students' activeness in participating in learning and knowing students' positive responses to learning. The output that will be generated in this study is that students can be more active in the learning process, more active in solving mathematical problems, and can be more confident in expressing their answers in public so that after applying cooperative learning models the Think Pair Share (TPS) mathematical communication skills of students will be better. The research subjects were divided into 2 groups, namely the experimental group taught using the cooperative learning model Think Pair Share (TPS) type, and the control group taught using Conventional learning models. Each group is taught with the same frequency of meetings with the same material. The results of the study show that the application of the cooperative learning model Think Pair Share (TPS) influences students' mathematical communication skills

HASIL BELAJAR KOGNITIF SISWA MELALUI MODEL PEMBELAJARAN KOOPERATIF TIPE AIR DAN NHT

2020 ◽  
Vol 7 (3) ◽  
Author(s):  
Idham Kamil ◽  
Kashardi Kashardi
Keyword(s):  
Cooperative Learning ◽  
Learning Outcomes ◽  
Mathematics Learning ◽  
Class Ii ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Class I ◽  
Learning Models ◽  
Model Type ◽  
Class Viii

This study aims to find out the significant differences between students' mathematical understanding abilities that are taught using the Cooperative Learning Model type Auditory Intellectualy Receptition (AIR), Numbered Heads Together (NHT), and conventional learning models, and which learning model gives better results to improve students' mathematical understanding abilities. This type of research is quasi-experimental. The population in this study was class VIII 27 of Seluma State Junior High School consisting of 4 classes. The sample of this study was chosen 3 classes randomly, namely class VIII A as the experimental class I using the Cooperative learning model type Auditory Intellectualy Receptition (AIR), class VIII B as the experimental class II using the cooperative learning model type Numbered Heads Together (NHT), and Class VIII C as a control class using conventional learning models. Data collection on student mathematics learning outcomes in the form of tests consisting of pre-test and post-test. Data were analyzed using ANAVA and BNT. Based on ANAVA results, there are differences between students' mathematics learning outcomes in experimental class I, experimental class II, and control class. Based on the LSD test it was found that the treatment between the experimental class I with the experimental class II, the experimental class I with the control class, and the experimental class II with the control class there were differences. Auditory IntellectualyReceptition (AIR) cooperative learning model provides better results than the Numbered Heads Together (NHT) type of cooperative learning model and Conventional learning model.Keywords: mathematical understanding ability,  AIR,  NHT, learning model

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