Improving concept comprehension ability in mathematics by using mathematical model: Think-pair-share approach

Abstract

This study aims to investigate whether or not there the difference between students’ mathematics concept comprehension ability by using Think Pair Share (TPS) approach and by using direct learning reviewed based on their preliminary ability (high, medium, and low level). This research was a quasi experiment by using post-test only control group design that aimed to investigating the cause and effect by treating one of classes, and comparing the result of the class that was treated differently. Methods of data collection in this study through observation, documentation and test, involving 42 students of senior high school in Pekanbaru in the even semester of 2017. T test was used to analyse the data. The results showed that there are difference between students’ mathematics concept comprehension ability by using TPS approach and by using direct learning reviewed on their preliminary ability to learning outcomes. Classes with TPS approach give better learning outcomes than the ones in direct learning classes. Thus, in general the implementation of TPS approach influenced students’ mathematics concept comprehension ability reviewed based on their preliminary ability at Senior High School in Pekanbaru.

Eksperimentasi Model Pembelajaran Stay Two Stray (TS-TS) dan Think Pair Share (TPS) Terhadap Hasil Belajar

“…Metodologi Two Stay Two Stray membutuhkan lebih banyak waktu untuk dikuasai daripada strategi Think Pair Share (Mahyiddin, 2019;Mossayebi, 2019;Suharno et al, 2019). Metodologi Think, Pair, Share mendorong siswa untuk mengambil peran aktif dalam pendidikan mereka dan telah terbukti meningkatkan kinerja akademik (Asria, 2019;Hudha et al, 2023;Kirana, 2020). Guru dapat menggunakan informasi yang diperoleh dari dua model untuk mendorong peningkatan partisipasi dari siswa mereka dan memfasilitasi komunikasi di antara mereka.…”