Impact of the team-assisted individualization learning model on mathematical problem-solving, communication, and self-regulated learning

Abstract

The importance of mathematics in various aspects of life cannot be ignored. Every discipline, from the natural sciences to the social sciences, has a connection with mathematics. Therefore, understanding mathematics that is relevant to its context is very important. One step in understanding mathematics’ implications is through effective learning models in elementary schools. This study aims to analyze the impact of the Cooperative Learning type and Team type-assisted individualization (TAI) learning model on three main aspects of mathematics learning at the elementary school level: mathematical problem-solving, mathematical communication, and self-regulated learning skills (SRLS). Quantitative methods were used in this study, with a quasi-experimental design involving two groups: an experimental group and a control group. A total of 64 students were involved in this study, with each group consisting of 32 evenly distributed students. The data collection instruments comprised mathematical problem-solving, communication tests, and Self-Regulated Learning Skills (SRLS) scale instrument sheets. The results of the data analysis revealed significant differences between the experimental and control groups regarding mathematical problem-solving ability, mathematical communication, and SRLS. This study shows that the Cooperative Learning type Team Assisted Individualization (TAI) learning model has positive implications for improving students' abilities in three key aspects of mathematics learning: students' ability to solve mathematical problems, their ability to communicate in a mathematical context, and their ability to learn independently.