Implementation of think-pair-share to mathematics instruction

Tanujaya, Benidiktus

doi:10.11591/edulearn.v13i4.14353

Cited by 12 publications

(9 citation statements)

References 15 publications

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“…Think Pair and Share type learning examines students to explore individual and group thoughts on the topic of classification material for organism things and guides students to think broadly in discussions to share knowledge with other students. This is in line with the results of research from [11] where discussions in an active learning process can help improve the character of students or students become more independent in finding and managing information about the material learned to learn. Activeness in student discussion can make students better at interacting between students because students can apply their knowledge to share with other students, this can help support the development of student learning outcomes…”

Section: Resultssupporting

confidence: 85%

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Barokah¹,

Raharja²

2021

Advances in Social Science, Education and Humanities Research

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The purpose of This study to create an effective learning model about organisms categorized to foster motivation and improved students' abilities in the learning process on organism things classification material through the application of the Think Pair and Share type learning model. This research was motivated by the lack of learning models used by teachers, resulting in students not understanding the learning material described and resulting in student learning outcomes are less than the specified minimum completeness criteria. This type of research is classroom action research and is carried out in two learning cycles. The subjects of this research were 32 students. Instruments which is used in this research were observation sheets and questionnaires and also tests. Observation sheets and questionnaires were used to learn the implementation of Think Pair Share learning models and tests to measure the ability of students in categorizing the organism things. Data collection techniques using test and nontest. The data analysis technique used is quantitative descriptive data analysis. The results showed an increase in the observation cycle of learning motivation of the first cycle students as a whole by 67.34% and the observation sheet of the second cycle increased to 88.69%. While the results of students' ability to categorize organism things in the first cycle were 75.26% and the second cycle increased with an average value of student learning outcomes 82.28%.

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Section: Resultssupporting

confidence: 85%

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Barokah¹,

Raharja²

2021

Advances in Social Science, Education and Humanities Research

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“…Meanwhile, observations on student performance showed that students were more actively involved with the use of the T-P-S type of cooperative learning method. These results are consistent with Tanujaya and Mumu (2019) and suggest that group members should consist of students who already know each other well, but should not have the same level of knowledge, while the number of group members should start from two students.…”

Section: Observingsupporting

confidence: 86%

Think-Pair-Share (T-P-S)

Busahdiar¹,

Rahmah²,

Rosfiani³

et al. 2022

Proceedings of the Sixth International Conference on Language, Literature, Culture, and Education (ICOLLITE 2022)

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Think-Pair-Share (T-P-S) is intended to give students time and structure to think and work on the topic to be studied, which is done in pairs with peers to discuss the topic, and finally, during the third step, students synthesize and share ideas with a group or class. The purpose of this study was to illustrate the improvement of Islamic Cultural History learning outcomes through the use of Think-Pair-Share cooperative learning methods for students. This practical action research on seventh-grade students uses Kurt Lewin's action research model. Participants in this study were seventhgrade students at one private junior high school in West Jakarta, Indonesia. Data were analyzed using descriptive statistics. The findings show that generally, student performance gets better, and students are more actively involved with the use of the Think-Pair-Share type of cooperative learning method. The research has also shown that T-P-S is empirically able to improve students' cooperation while increasing students' academic content. The findings of this study suggest that teachers consider using the Think-Pair-Share type of cooperative learning model for less challenging subjects for students.

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“…Tint and Nyunt (2015) add that the think-pair-share technique encourages learners to justify their mathematical ideas using clear examples, clarity of thought and expression and correct mathematics vocabulary. The technique gives learners time to think, respond and help each other (Lee, Li & Shahrill, 2018;Tanujaya & Mumu, 2019). This helps learners to improve their understanding of the learnt mathematics concepts and to build on other learners' opinions to strengthen their own (Kwok & Lau, 2015;Tint & Nyunt, 2015).…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

Kisa¹,

Ejuu²,

Asiimwe³

2020

AJEP

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Purpose: Mathematics is a globally compulsory school subject and plays a fundamental role in an individual’s daily life activities. Elementary school teachers’ instructional practices are key in fostering among learners the foundational competences in basic number operations. This study explored the instructional practices Primary One teachers in Busiro North and Luuka North Counties can adopt from each other in order to enhance their learners’ mathematics competence.Methodology: A qualitative approach with an observational multiple case study design was employed to obtain data from 74 purposively selected teachers. Data was collected through non-participant observation. Each teacher was observed teaching mathematics to Primary One learners and interviewed after the lesson. Data obtained was analysed descriptively.Findings: Findings indicate that teachers use songs, rhymes and games involving mathematical concepts, in both English language and the local languages to help learners attain competence. Teachers have also embraced use of locally available materials like woven plastic propylene bags (buveera) and banana fibres to make and decorate charts in the classrooms’ mathematics learning areas. Attention grabbers like “Good children, Good teacher”; “We, Work”; are common verbal interactions between teacher and learners when the class seems to lose concentration. Teachers recognise learners’ efforts when they correctly answer oral, written or practical tasks by asking the class to give a classmate “flowers” or “the pa-pa-pa clap”.Unique contribution to theory, practice and policy: For teachers to help learners’ master mathematical concepts and augment their competence, they should build on learners’ experience and prior knowledge, give learners opportunities to explain their mathematical ideas and use the think – pair – share strategy during problem solving.

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Implementation of think-pair-share to mathematics instruction

Cited by 12 publications

References 15 publications

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Improving Learning Motivation and the Ability to Organism Categorize with Think Pair Share Learning Model

Think-Pair-Share (T-P-S)

Teachers’ Instructional Practices for Promoting Primary One Learners’ Mathematics Competence: A Comparative Study of Busiro and Luuka, Uganda

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