Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) berbantuan Pendekatan Investigasi terhadap Kemampuan Komunikasi Matematis

Mathematical communication ability of learners is still relatively low, this is allegedly caused by the conventional learning model that is still applied by educators. The authors in this study apply cooperative type model of TPS assisted investigative approach, because the type and approach is expected to be suitable to improve the mathematical communication ability of learners. The purpose of this research is to see the effect of Cooperative Learning Model Type Think Pair Share (TPS) assisted by an Investigation Approach to Mathematical Communication Ability. In this research including quantitative research because the data is processed in the form of numbers. Use experimental experimental quasy experiment type. To know the effect on the ability of mathematical communication owned peserta didiksetelah applied learning model is the purpose of the implementation of research. The instrument in this research is the test of mathematical communication ability on the matter of scale and comparison. Further data that have been obtained will be calculated by using Analysis of Variance (ANAVA) one unequal cell road. The result of this research is there is influence of thinking pair share learning model assisted by investigative approach to mathematical communication ability of learner, which in class which applied by model of learning pair help coupled with better investigation of mathematical communication ability compared with conventional learning model and TPS learning model.

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THE IMPROVEMENT OF STUDENT’S MATHEMATICAL COMMUNICATION ABILITY BY USING COOPERATIVE LEARNING: COURSE REVIEW HORAY

JURNAL TARBIYAH ◽

10.30829/tar.v26i1.376 ◽

2019 ◽

Vol 26 (1) ◽

Author(s):

Leni Agustina Daulay ◽

Hilda Hakim ◽

Lindi Dewi Sartikawati

Keyword(s):

Cooperative Learning ◽

Random Sampling ◽

Quantitative Research ◽

Learning Model ◽

Seventh Grade ◽

Experiment Research ◽

Mathematical Communication ◽

Communication Ability ◽

And Control

This research was conducted to look at the increase in mathematical communication towards cooperative learning type Course Review Horay assisted PowerPoint in the seventh grade of SMP Negeri 1 Takengon. This research used Experiment Research with Quantitative research. SMP Negeri 1 Takengon was the population of research. Two classes were determined by purposive random sampling for the sample of research, called experimental class and control class. The experimental class was taught by using a cooperative learning type Course Review Horay assisted PowerPoint while the control class was taught by STAD. The conclusion was that by using a learning model Course Review Horay, the students more active because it can be suggested with the peers and its language. Things can improve the ability of mathematical communication students. Along with the development of their understanding of the material has been taught students to do math activities that encourage the application of mathematical communication ability.

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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)

Jurnal Padegogik Matematika ◽

10.35974/jpd.v1i2.654 ◽

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.

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PERBEDAAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA MENGGUNAKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TPS DENGAN TIPE NHT SMP NEGERI 2 HINAI

INSPIRATIF : JURNAL PENDIDIKAN MATEMATIKA ◽

10.24114/jpmi.v3i2.8897 ◽

2017 ◽

Vol 3 (2) ◽

Author(s):

Ariati Dara Anindita ◽

Humuntal . Banjarnahor

Keyword(s):

Cooperative Learning ◽

Communication Skills ◽

Learning Model ◽

Mathematical Communication ◽

Model Type ◽

Class 1 ◽

Post Test ◽

Quasi Experimental ◽

Class Viii ◽

Communication Ability

ABSTRAKPenelitian ini bertujuan untuk mengetahui kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS dengan kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT, dan untuk mengetahui apakah kemampuan komunikasi matematis siswa dengan pembelajaran kooperatif tipe TPS lebih tinggi daripada tipe NHT SMP Negeri 2 Hinai. Penelitian ini merupakan penelitian quasi experimental dengan populasi seluruh siswa SMP Negeri 2 Hinai kelas VIII, sebagai sampel diambil dua kelas secara acak yaitu siswa kelas VIII-A yang berjumlah 34 siswa sebagai kelas eksperimen 1 dan siswa kelas VIII-D yang berjumlah 34 siswa sebagai kelas eksperimen 2. Kelas eksperimen 1 diberikan pembelajaran matematika dengan model pembelajaran kooperatif tipe TPS dan kelas eksperimen 2 dengan model pembelajaran kooperatif tipe NHT. Penelitian ini menggunakan satu jenis instrument yaitu post-test only yang telah divalidasi dalam bentuk uraian. Hasil penelitian menunjukkan bahwa rata-rata nilai kemampuan komunikasi matematis (post-test) siswa di kelas eksperimen 1 sebesar 67,01 dan nilai rata-rata tes kemampuan komunikasi matematis (post-test) siswa di kelas eksperimen 2 sebesar 60,54. Untuk uji hipotesis digunakan uji t pihak kanan , dari hasil perhitungan diperoleh thitung = 1,913 dan ttabel = 1,669, sehingga thitung > ttabel yaitu 1,913 > 1,669 maka yang berarti bahwa H0 ditolak dan Ha diterima. Berdasarkan hasil penelitian tersebut dapat disimpulkan bahwa kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe TPS lebih tinggi daripada kemampuan komunikasi matematis siswa menggunakan model pembelajaran kooperatif tipe NHT SMP Negeri 2 Hinai.Kata Kunci: eksperimen semu, Think Pair Share , Numbered Head Together ABSTRACTThis research to determine students 'mathematical communication ability using cooperative learning model of TPS type with students' mathematical communication ability using NHT type cooperative learning model, and to know whether the mathematical communication ability of students with cooperative learning type of TPS is higher than NHT type SMP Negeri 2 Hinai. This research is a quasi experimental research with population of all students of SMPN 2 Hinai Class VIII, as sample taken by two classes randomly that is student of class VIII-A which amounted to 34 students as experiment class 1 and student of class VIII-D Amounted to 34 students as experiment class 2. Experiment class 1 was given mathematics learning with cooperative type model of TPS type and experiment class 2 with cooperative learning model type NHT. This study uses one type of instrument that is post-test only that has been validated in the form of a description. The results showed that the average score of mathematical communication ability (post-test) of students in experiment class 1 was 67.01 and the mean score of students' mathematical communication ability (post-test) in experimental class 2 was 60,54. To test the hypothesis used t right side test, from the calculation result obtained tcount = 1.913 and ttable = 1.669, so tcount> ttable is 1.913> 1.669 then that means that H0 rejected and Ha accepted. Based on the results of this study can be concluded that the mathematical communication skills of students using cooperative learning model of TPS type higher than students' mathematical communication skills using cooperative learning model type NHT SMP Negeri 2 Hinai.Keywords: Quasi Experiments,Think Pair Share, Numbered Head Together

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PERBEDAAN KEMAMPUAN PENALARAN DAN KOMUNIKASI MATEMATIS SISWA YANG DIAJAR DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DAN GROUP INVESTIGATION (GI)

AXIOM : Jurnal Pendidikan dan Matematika ◽

10.30821/axiom.v9i2.8021 ◽

2020 ◽

Vol 9 (2) ◽

pp. 164

Author(s):

Fibri Rakhmawati ◽

Wisnu Syahputra

Keyword(s):

Cooperative Learning ◽

Communication Skills ◽

Random Sampling ◽

Quantitative Research ◽

Mathematical Reasoning ◽

Learning Model ◽

Mathematical Communication ◽

Model Type ◽

Reasoning Abilities ◽

Cluster Random Sampling

Abstrak:Penelitian ini bertujuan untuk mengetahui perbedaan kemampuan penalaran dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaraan kooperatif tipe Think Pair Share (TPS) dan Group Investigation (GI). Penelitian ini adalah penelitian kuantitatif, dengan jenis penelitian quasi eksperimen. Populasinya adalah seluruh siswa kelas XI MIA MAN 1 Medan tahun ajaran 2018-2019 yang berjumlah 372 siswa. Sampel yang digunakan oleh peneliti adalah kelas XI MIA 6 dan XI MIA 7 yang masing-masing berjumlah 45 siswa untuk dijadikan kelas eksperimen yang ditentukan dengan cara Cluster Random Sampling. Pengumpulan data dilakukan dengan menggunakan instrumen kemampuan penalaran dan kemampuan komunikasi matematis siswa. Analisis data dilakukan dengan analisis varian (ANAVA) dan kemudian dilanjutkan dengan Uji Tuckey. Hasil temuan ini menunjukkan: (1) Terdapat perbedaan kemampuan penalaran dan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (2) Terdapat perbedaan kemampuan penalaran matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (3) Tidak terdapat perbedaan kemampuan komunikasi matematis siswa yang diajar dengan model pembelajaran kooperatif tipe TPS dan GI Materi Pokok Integral Kelas XI MIA MAN 1 Medan; (4) Tidak terdapat interaksi yang signifikan antara model pembelajaran yang digunakan terhadap kemampuan penalaran dan kemampuan komunikasi matematis siswa. Simpulan penelitian ini menjelaskan bahwa kemampuan penalaran dan kemampuan komunikasi matematis siswa lebih baik diajarkan dengan model pembelajaran kooperatif tipe TPS daripada dengan model pembelajaran kooperatif tipe GI. Kata Kunci:Kemampuan penalaran matematis , komunikasi matematis, Think Pair Share (TPS), Group Investigation (GI) Abstract:This study aims to determine the differences in reasoning abilities and mathematical communication skills of students who are taught with the Think Pair Share (TPS) and Group Investigation (GI). This research is a quantitative research, with the type of quasi-experimental research. The population was all students of class XI MIA MAN 1 Medan for the 2018-2019 academic year, totaling 372 students. The sample used by the researcher was class XI MIA 6 and XI MIA 7, each of which totaled 45 students to be used as an experimental class which was determined by means of cluster random sampling. The data was collected using instruments of students' reasoning abilities and mathematical communication skills. Data analysis was performed with analysis of variance (ANOVA) and then continued with the Tuckey Test. The results of these findings indicate: (1) There are differences in reasoning abilities and mathematical communication skills of students taught by cooperative learning models TPS and GI type Integral Subject Class XI MIA MAN 1 Medan; (2) There are differences in students' mathematical reasoning abilities taught by the cooperative learning model type TPS and GI Integral Subject Class XI MIA MAN 1 Medan; (3) There is no difference in the mathematical communication skills of students who are taught with the cooperative learning model type TPS and GI Integral Subject Class XI MIA MAN 1 Medan; (4) There is no significant interaction between the learning model used on students' reasoning abilities and mathematical communication skills. The conclusion of this study explains that students' mathematical reasoning and communication skills are better taught with the TPS-type cooperative learning model than with the GI-type cooperative learning model. Keywords:Mathematical reasoning skills, mathematical communication, Think Pair Share (TPS), Group Investigation (GI)

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

Infinity Journal ◽

10.22460/infinity.v6i2.p183-194 ◽

2017 ◽

Vol 6 (2) ◽

pp. 183 ◽

Cited By ~ 1

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.

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

JURNAL MathEdu (Mathematic Education Journal) ◽

10.37081/mathedu.v4i3.3139 ◽

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.

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

Scholaria Jurnal Pendidikan dan Kebudayaan ◽

10.24246/j.js.2018.v8.i3.p231-242 ◽

2018 ◽

Vol 8 (3) ◽

pp. 231-242 ◽

Cited By ~ 1

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.

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STUDENTS MATHEMATICAL COMMUNICATION SKILLS ON COOPERATIVE LEARNING OF TGT TYPE TO SET MATERIAL

Mathematics Education Journal ◽

10.22219/mej.v1i2.4629 ◽

2017 ◽

Vol 1 (2) ◽

pp. 49

Author(s):

Meinar Yuari Salsabil ◽

Siti Inganah ◽

Yus Mochamad Cholily

Keyword(s):

Cooperative Learning ◽

Communication Skills ◽

Set Theory ◽

Lesson Plan ◽

Discussion Group ◽

Learning Material ◽

Mathematical Communication ◽

Model Type ◽

Qualitative Descriptive ◽

Communication Ability

This study aims to describe students' mathematical communication skillsboth oral and written. The communication ability is observed through theapplication of cooperative learning model type TGT for set theory. Theresearch design was qualitative descriptive. The subjects of the study were 17students of class VII-B. The learning material were lesson plan,discussion group, game group, worksheet, game question, and written test.The research instruments were observation sheet of teacher activity, writtenand oral mathematical communication ability. The results of the study at thefirst meeting showed that the ability of oral mathematical communication hadsufficient category and written had low category. The second meeting of oralmathematical communication skills had sufficient category and written wasbetter than before. Oral mathematical communication improved at the thirdmeeting, while written in the low category. The fourth meeting was increasedin the ability of oral and written mathematical communication, for high oralmathematical communication and written with high category as well. Thestudents' mathematical communication skills from the first to fourthmeetings had increased. The average overall ability of oral and writtenmathematical communication was sufficient

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

Jurnal Daya Matematis ◽

10.26858/jds.v7i1.8846 ◽

2019 ◽

Vol 7 (1) ◽

pp. 59 ◽

Cited By ~ 2

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

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The Influence of the Inside Outside Circle Cooperative Learning Model on Students' Mathematical Communication Ability

International Journal for Educational and Vocational Studies ◽

10.29103/ijevs.v3i3.4981 ◽

2021 ◽

Vol 3 (3) ◽

pp. 177

Author(s):

Kamai Sarah ◽

Mursalin Mursalin ◽

Muliana Muliana ◽

Nuraina Nuraina ◽

Rohantizani Rohantizani

Keyword(s):

Cooperative Learning ◽

Communication Skills ◽

Hypothesis Test ◽

Learning Model ◽

Control Group ◽

Mathematical Communication ◽

Control Group Design ◽

Ability Test ◽

Class Viii ◽

Communication Ability

Students' mathematical communication is stated to be low because students learn by listening and seeing the teacher solve mathematical problems and students have difficulty in expressing everyday events in mathematical models. This study aims to determine whether there is an influence of the Inside Outside Circle (IOC) type of cooperative learning model on students' mathematical communication skills better than using scientific learning. This study uses a quantitative approach with the type of research Quasi-Experimental Design and the design of this research The Nonequivalent Postets-Only Control Group Design. The population in this study were all students of class VIII SMP Negeri 1 Nisam, while the samples were class VIIIB as the experimental class and class VIII-A as the control class with the sampling technique of purposive sampling. The data collection technique in this study used a mathematical communication ability test. The data analysis was carried out for the mathematical communication ability test using the t-test because the data were normally distributed and homogeneous, the data were processed using SPSS 18 software and the hypothesis test results were obtained with a significant value of 0.000 less than 0.05, which means reject H0 and accept Ha. The results showed that there was an effect of the Inside-Outside Circle (IOC) type of cooperative learning model on students' mathematical communication skills.

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