Keefektifan Penerapan Model Pembelajaran Think Pair And Share Melalui Pendekatan Inquiry Ditinjau dari Kemandiriran Belajar Terhadap Prestasi Belajar Matematika

Abstrak Penelitian ini bertujuan : (1) Untuk mengetahui apakah ada perbedaan prestasi belajar matematika antara peserta didik yang diajar dengan menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dan model pembelajaran Ekspositori.(2) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik dari pada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi.(3) Untuk mengetahui apakah prestasi belajar matematika peserta didik yang diajar menggunakan model pembeljaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Populasi dalam penelitian ini adalah peserta didik kelas VII SMP Negeri 3 Brebes tahun pelajaran 2016/2017. Pengambilan sampel menggunakan teknik cluster random sampling. Sampel yang diambil sebanyak 2 kelas eksperimen, 2 kelas kontrol, dan 1 kelas ujicoba. Teknik pengumpulan data yang digunakan adalah tes, angket, dan dokumentasi. Teknik analisis data yang digunakan dengan menetapkan taraf signifikansi 5% adalah uji Anava dengan Rancangan Acak Kelompok, uji-t satu pihak kanan, dan uji-t satu pihak kiri, yang sebelumnya telah dilakukan uji prasyarat yaitu uji normalitas dan uji homogenitas. Dari hasil penelitian dapat disimpulkan bahwa: (1) Ada perbedaan prestasi belajar matematika antara peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry dengan model pembelajaran Ekspositori. (2) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry lebih baik daripada yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar tinggi. (3) Prestasi belajar matematika peserta didik yang diajar menggunakan model pembelajaran Think Pair and Share melalui Pendekatan Inquiry tidak lebih baik atau sama dengan yang diajar menggunakan model pembelajaran Ekspositori ditinjau dari kemandirian belajar rendah. Abstract: This study aims: (1) To find out whether there are differences in mathematics learning achievement between students taught by using Think Pair and Share learning models through the Inquiry Approach and Expository learning models. (2) To find out whether the mathematics learning achievements of students taught by the model Think Pair and Share learning through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) To find out whether the mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is not better than those taught using the Expository learning model in terms of low learning independence. The population in this study were students of class VII of SMP Negeri 3 Brebes academic year 2016/2017. Sampling uses cluster random sampling technique. Samples taken were 2 experimental classes, 2 control classes, and 1 trial class. Data collection techniques used were tests, questionnaires, and documentation. The data analysis technique used by setting the 5% significance level is the Anova test with the Randomized Group Design, the right-hand t-test, and the left-hand t-test, which has previously been carried out prerequisite tests namely normality test and homogeneity test. From the results of the study it can be concluded that: (1) There are differences in mathematics learning achievement between students who are taught using Think Pair and Share learning models through the Inquiry Approach with the Expository learning model. (2) Mathematics learning achievement of students taught using Think Pair and Share learning models through the Inquiry Approach is better than those taught using the Expository learning model in terms of high learning independence. (3) Mathematics learning achievements of students taught using Think Pair and Share learning models through the Inquiry Approach are not better or the same as those taught using the Expository learning model in terms of low learningindependence. Keywords: ThinkPairandShare, InquiryApproach, Learning Independence, Mathematics Learning Achievement.

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The Differences of Mathematics Learning Outcomes between Think Pair Share (TPS) and Number Heads Together (NHT)

Al-Jabar Jurnal Pendidikan Matematika ◽

10.24042/ajpm.v9i1.2246 ◽

2018 ◽

Vol 9 (1) ◽

pp. 19

Author(s):

Arie Purwa Kusuma ◽

Maskuroh Maskuroh

Keyword(s):

Learning Outcomes ◽

Random Sampling ◽

Hypothesis Test ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Learning Models ◽

Experimental Group

The low learning outcomes of mathematics are not appropriate thought of learning models in the classroom. Therefore, the NHT and TPS learning models can be applied to improve the learning of outcomes of the student. This study aims to determine the differences in learning outcomes using the NHT learning model with the TPS learning model. The sampling technique is used as a random sampling cluster with 2 groups of experiments for the first experimental group (classroom view of TPS model) and the second experimental group (classes of NHT modeling). The instrument of this research uses the test of mathematics learning result. The hypothesis test is used T-Test. The conclusion of research that are differences in the outcomes of the two learning models (NHT and TPS) on learning outcomes, based on the marginal mean of the TPS learning model is better learning outcomes than the NHT learning model.

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Studi perbedaan antara model pembelajaran think talk write dan example non example terhadap keterampilan menulis narasi ditinjau dari motivasi belajar pada peserta didik kelas iv sekolah dasar

Didaktika Dwija Indria ◽

10.20961/ddi.v7i8.34991 ◽

2019 ◽

Vol 7 (8) ◽

Cited By ~ 1

Author(s):

Annisa' Nur Latifah

Keyword(s):

Factorial Design ◽

Random Sampling ◽

Writing Skills ◽

Learning Model ◽

Learning Motivation ◽

Narrative Writing ◽

Learning Models ◽

High Learning ◽

Significance Level ◽

Cluster Random Sampling

The goals of this research to find out: (1) the different of narrative writing skills between students that teached using Think Talk Write learning model with Example Non Example learning model; (2) differences in narrative writing skills between students who hashigh learning motivation and low learning motivation; (3) the interaction between learning models and learning motivation trough narrative writing skills. This research is quantitative experimental with 2x2 factorial design. The technique to got sample using cluster random sampling. Two WaysAnava was used to analys the data with a significance level of 0.05.The results of thisresearch were (1) there was a different in narrative writing skills between students who teached by Think Talk Write learning model with Example Non Example learning model with FA = 6.259; (2) there was a different in narrative writing skills between the high learning motivation and low learning motivation with FB = 35,688; (3) there is no interaction between the learning model and learning motivation towards narrative writing skills as indicated by FAB = 0.628. Keyword: think talk write, example non example, narrative writing skills, elementary school

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EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PROBLEM POSING PADA POKOK BAHASAN PELUANG DITINJAU DARI ADVERSITY QUOTIENT (AQ) SISWA KELAS XI SMK DI KABUPATEN BOYOLALI TAHUN AJARAN 2013/2014

Journal of Mathematics and Mathematics Education ◽

10.20961/jmme.v4i2.9972 ◽

2014 ◽

Vol 4 (2) ◽

Author(s):

Hidayat Bahktiar ◽

Budi Usodo ◽

Riyadi Riyadi

Keyword(s):

Mathematics Achievement ◽

Experimental Research ◽

Random Sampling ◽

Group Technology ◽

Mathematics Learning ◽

Learning Model ◽

Problem Posing ◽

Learning Achievement ◽

Quasi Experimental ◽

Cluster Random Sampling

Abstract: This research aimed to find out: (1) which one gives better in mathematics learning achievement, learning model of Think Pair Share (TPS) with Problem Posing, Think Pair Share (TPS) or conventional, (2) which one have better in mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (3) in each learning model, which one have better mathematics learning achievement, students having climbers, campers or quitters of Adversity Quotient, (4) in each student’s level of Adversity Quotient which one gives better in mathematics learning achievement, learning model of TPS with Problem Posing, TPS or conventional. This research was a quasi-experimental research with 3 x 3 factorial design. The population of the research was all students class XI majors group technology, health and agriculture of SMK in Boyolali. The samples were chosen by using stratified cluster random sampling. The instruments that were used to collect the data were the documentation of mathematics achievement, questionnaire of Adversity Quotient and test of mathematics achievement. The technique of analyzing the data was two-ways ANOVA with unbalanced cells. The result of research showed as follows: (1) learning model of TPS with Problem Posing provided better learning achievement than model of TPS and conventional, learning model of TPS provided better learning achievement than conventional, (2) the students having climbers and campers had same achievement, and the students having climbers and campers had better achievement than those having quitters, (3) in each learning model, the students having climbers and campers had the same achievement, and the students having climbers and campers had better achievement than those having quitters, (4) in each Adversity Quotient, learning model of TPS with Problem Posing provided better learning achievement than TPS and conventional, learning model of TPS provided better learning achievement than conventional.Key words: Think Pair Share (TPS), Problem Posing, and Adversity Quotient (AQ)

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Eksperimentasi Model Pembelajaran Kooperatif Tipe Think Pair Share terhadap Prestasi Belajar Ditinjau dari Kecerdasan Logika Matematika

SAP (Susunan Artikel Pendidikan) ◽

10.30998/sap.v3i2.3028 ◽

2018 ◽

Vol 3 (2) ◽

Author(s):

Desi Tri Utami ◽

Nuning Melianingsih

Keyword(s):

Experimental Study ◽

Mathematics Learning ◽

Learning Model ◽

Junior High Schools ◽

Learning Models ◽

Learning Achievement ◽

Analysis Technique ◽

Quasi Experimental ◽

Good Learning ◽

Better Than

This research aims to prove the effect of the Think Pair Share (TPS) cooperative learning model on students' mathematics learning achievement in terms of logical-mathematical intelligence. The research is a quasi-experimental study. The population of the research is all seventh grade students of State Junior High Schools in Sukoharjo Regency. The data analysis technique used is a two-way analysis of variance with unequal cells. The conclusions of the research are: (1) TPS learning model produces learning achievement better than conventional learning model; (2) there is no difference in mathematics learning achievement between students with high and average logical-mathematical intelligence, and students with average and low logical-mathematical intelligence; students with high logical-mathematical intelligence have better mathematics learning achievement than those with low logical-mathematical intelligence; (3) in the group of students with high, average, and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; (4) in the group of students with high and low logical-mathematical intelligence, the use of conventional and TPS learning models produces equally good learning achievements; in the group of students with average logical-mathematical intelligence, the TPS learning model produces learning achievements better than conventional learning model

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Effect of Problem Based Learning Model on Mathematical Learning Outcomes of 6th Grade Students of Elementary School Accredited B in Kendari City

International Journal of Trends in Mathematics Education Research ◽

10.33122/ijtmer.v1i2.14 ◽

2019 ◽

Vol 1 (2) ◽

Author(s):

Andi Kaharuddin

Keyword(s):

Elementary School ◽

Learning Outcomes ◽

Hypothesis Test ◽

Mathematics Learning ◽

Problem Based Learning ◽

Learning Model ◽

Learning Models ◽

Positive Effect ◽

Cluster Random Sampling ◽

Better Than

The purpose of this study was to determine the effect of problem-based learning models towards the mathematics learning outcomes of 6th-grade students of an Elementary School accredited B in Kendari City. This study is quantitative experimental research. The population in this were all 6th-grade students of an Elementary School accredited B in Kendari City. The technique of determining the sample was done by cluster random sampling. Data analysis used is descriptive statistics and inferential statistics where the hypothesis test used is the t-test. The results showed the effect of problem-based learning models better than direct instruction and problem-based learning model positive effect on mathematics learning outcomes of 6th-grade students of an Elementary School Accredited B in Kendari City.

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The Effect of Teams Games Tournament (TGT) and Team Assisted Individualization (TAI) Learning Models on The Mains of Discussion Reviewed From Student's Learning Creativity

Journal of Mathematics and Mathematics Education ◽

10.20961/jmme.v10i1.22642 ◽

2020 ◽

Vol 10 (1) ◽

pp. 40

Author(s):

Iwan Kurnianto ◽

Budi Usodo ◽

Sri Subanti

Keyword(s):

Learning Outcomes ◽

Experimental Research ◽

Random Sampling ◽

Mathematics Learning ◽

Sampling Technique ◽

Learning Models ◽

Learning Achievement ◽

Quasi Experimental ◽

Academic Year ◽

Cluster Random Sampling

<div class="WordSection1">This study aims to determine: which ones provide better Mathematics learning outcomes; which students have better Mathematics learning achievement, students with high, medium or low creativity; for each creativity level that gives better Mathematics learning outcomes; for each mathematics learning model that has better mathematics learning achievement in students of high, medium, or low creativity on Numbers material for learning TGT, TAI. This type of research is a quasi-experimental research with a 3 x 3 factorial design. The population in this study were all students of grade VII SMP in Kudus Regency 2015/2016 academic year. The research sample was taken using stratified cluster random sampling technique. The samples of this study were students of class VII SMP Negeri 1 Mejobo, SMP Negeri 1 Bae, and SMP Negeri 3 Bae. The results obtained, TGT provides better mathematics learning achievement than TAI. students with high and moderate creativity have the same mathematics learning achievement. students with TGT have better mathematics learning achievement than TAI students. students with high and moderate creativity have the same mathematics learning achievement.</div>

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The Experimentation of Contextual and Realistic Learning Models in terms of Interpersonal Intelligence

JIPM (Jurnal Ilmiah Pendidikan Matematika) ◽

10.25273/jipm.v8i1.3952 ◽

2019 ◽

Vol 8 (1) ◽

pp. 9

Author(s):

Utin Desy Susiaty ◽

Hodiyanto Hodiyanto

Keyword(s):

Data Analysis ◽

Learning Outcomes ◽

Random Sampling ◽

Sampling Technique ◽

Learning Model ◽

Contextual Learning ◽

Learning Models ◽

Analysis Technique ◽

Cluster Random Sampling ◽

Better Than

The aims of this study is to find out: (1) a better learning model between contextual, realistic or conventional; (2) better learning outcomes between students with high, medium or low interpersonal intelligence; (3) better learning outcomes between students with high, medium or low interpersonal intelligence on each learning model; (4) a better learning model between contextual, realistic or conventional at each level of interpersonal intelligence. This research is using the experimental method. The sampling technique is cluster random sampling. Data collection tools used were questionnaires and tests. The data analysis technique used is the analysis of three-way variance with unequal cells. The results showed that: (1) contextual learning models are better than realistic but provide the same learning outcomes as conventional, while realistic and conventional learning outcomes are equally good; (2) students who have high, medium or low interpersonal intelligence have the same learning outcomes; (3) In each learning model, students with high, medium and low interpersonal intelligence have the same learning outcomes; (4) At each level of interpersonal intelligence, the contextual learning model is better than realistic and conventional.

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IMPLEMENTASI MODEL PEMBELAJARAN BERBASIS INTUISI TERHADAP KREATIFITAS SISWA

Jurnal Pendidikan Matematika (Kudus) ◽

10.21043/jpm.v2i1.6339 ◽

2019 ◽

Vol 2 (1) ◽

Author(s):

Mulyaningrum Lestari

Keyword(s):

Random Sampling ◽

Creative Thinking ◽

Learning Model ◽

Learning Models ◽

Level Of Thinking ◽

Learning Analysis ◽

Cluster Random Sampling ◽

Better Than

IMPLEMENTATION OF INTUITION BASED LEARNING MODEL ON STUDENT CREATIVITY. The purpose of this study was to determine the implementation of intuitive learning models for the creativity of class X students. The population of this study was class X students of SMAN 2 Sragen. The sample of this study was taken by cluster random sampling and selected class X. MIA 4 as an experimental class that uses expository learning, and class X.Mia 5 as a class that uses intuitive learning. Analysis of the data in this study were students in the class who used expository learning models, on average meeting the level of fluency thinking by 71.9% and still not meeting the level of other creative thinking. Then, students in the class who use the intuitive learning model obtained students who meet the level of thinking Flexibility and fluency thinking level of 82.14%. So it can be said that the creativity of students who get an intuitive-based learning model is better than students who get an expository learning model

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MODEL PEMBELAJARAN TWO-STAY TWO-STRAY BERBANTUANGEOGEBRA TERHADAP KEMAMPUAN KONEKSI MATEMATIS

JES-MAT (Jurnal Edukasi dan Sains Matematika) ◽

10.25134/jes-mat.v5i2.1860 ◽

2019 ◽

Vol 5 (2) ◽

pp. 113

Author(s):

Riska Ayu Septianingrum ◽

Eleonora Dwi Wahyuningsih ◽

Wikan Budi Utami

Keyword(s):

Random Sampling ◽

Sampling Technique ◽

Learning Model ◽

T Test ◽

Group Comparison ◽

Intact Group ◽

Comparison Research ◽

Cluster Random Sampling ◽

Mathematical Connection ◽

Better Than

The background of this research was based on students� lack of mathematical connection ability in learning. The aim of this research was to determine students� mathematical connection ability through Two-Stay Two-Stray learning model assisted by Geogebra application was better than that on cube and cuboid subject. The type of this research was Experimental and Design of Intact-Group Comparison Research. The sampling technique of this research used Cluster Random Sampling and students of grade VIII D, VIII E, VIII F in SMP Negeri 3 Slawi were chosen as the samples. The technique of collecting data used interview, documentation, and test. The result of this research showed that students� mathematical connection ability through Two-Stay Two-Stray learning model assisted by Geogebra application was better than that without Geogebra application proven by the t-test.

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PERBEDAAN PRESTASI BELAJAR MATEMATIKA SISWA DITINJAU DARI GAYA BELAJAR DAN MODEL PEMBELAJARAN

Jurnal Prima Edukasia ◽

10.21831/jpe.v4i1.7688 ◽

2016 ◽

Vol 4 (1) ◽

pp. 12 ◽

Cited By ~ 1

Author(s):

Alimah Amin ◽

Siti Partini Suardiman

Keyword(s):

Mathematics Achievement ◽

Learning Styles ◽

Learning Style ◽

Random Sampling ◽

Mathematics Learning ◽

Learning Model ◽

Learning Achievement ◽

One Way Anova ◽

Cluster Random Sampling ◽

Class E

Penelitian ini bertujuan untuk: (1) mengetahui perbedaan prestasi belajar matematika siswa antara siswa dengan gaya belajar auditorial, visual, dan kinestetik, dan siswa yang memperoleh pembelajaran TGT dan NHT, (2) mengetahui mana yang lebih baik prestasi belajar matematika siswa dengan menggunakan TGT atau NHT.Sampel dari enam Sekolah Dasar (SD) yang terdiri atas kelas IV sebanyak 92 siswa ditentukan dengan cluster random sampling. Pengumpulan dara dilakukan dengan menggunakan angket gaya belajar dan tes prestasi belajar. Teknik analisis data yang digunakan adalah statistik deskriptif, one way anova, uji independent t test.Hasil penelitian ini menunjukkan bahwa: (1) tidak terdapat perbedaan prestasi belajar matematika antara siswa dengan gaya belajar auditorial, visual, dan kinestetik pada pembelajaran TGT dan NHT, serta ada perbedaan prestasi belajar matematika siswa antara siswa yang memperoleh pembelajaran TGT dan siswa yang memperoleh pembelajaran NHT, (2) prestasi belajar matematika dengan model pembelajaran TGT lebih baik dari pada model pembelajaran NHT. Siswa SD masih senang bermain, sehingga tidak dominan dengan satu gaya belajar. Pembelajaran TGT bisa meningkatkan prestasi belajar matematika siswa karena siswa dituntut lebih aktif mulai dari diskusi sampai turnamen.Kata kunci: prestasi belajar, gaya belajar, TGT, NHT THE DIFFERENCES IN MATHEMATICS LEARNING ACHIEVEMENT SEEN FROM LEARNING STYLES AND LEARNING MODELAbstractThis study aims to: (1) know the difference between mathematics learning achievement of students with auditory, visual, and kinesthetic learning styles and receiving TGT and NHT learning (2) know which one has higher mathematics achievement between students who is TGT or NHT.92 students of grade IV from 6 elementary schools were taken as samples using cluster random sampling technique. Data collection was done by using learning style questionnaires and learning achievement tests. The data analysis technique used was statistics descriptive, one way anova, independent t test.The results of this study indicate that: (1) there is no difference in mathematics achievement between students with auditory, visual, and kinesthetic learning style, (2) the are differences in mathematics achievement between students who received TGT learning and students who received NHT, (3) students with TGT learning model have higher mathematics learning achievement than those with NHT. Elementary school students still love to play, so they are not dominant with one learning style. TGT learning can improve students’' mathematics achievement as students demanded to be active from the discussion to the tournament.Keywords: achievement, learning styles, TGT, NHT

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