Team Assisted Individualization Model Assisted by Effective Ludo Media Improving Student Learning Outcomes

Abstract

The low competence of mathematical knowledge caused by the lack optimal use of the learning model makes it difficult for students to understand the learning material. The purpose of this study was to analyze the effectiveness of the Team Assisted Individualization model assisted by Ludo media on learning outcomes in terms of the problem-solving ability of fraction material. This type of research was a quantitative study using pre-experimental design in the form of a one-group pretest-posttest design. The number of samples in this study was all students of class IV, amounting to 26 students using saturated sampling type sampling. Data collection in this study was obtained through interviews, tests and documentation. The results of data analysis obtained tcount 9.698 and ttable 1.706 with a significant level of 5%. Because t_count> ttable is 9.698> 1.706, so H_0 is rejected, which means that there are differences in pretest and posttest learning outcomes. Then the two-party t-test of problem-solving abilities shows that tcount> ttable is 8,000> 1,671 then H_0 is rejected, so there is a significant difference in learning outcomes seen from the problem-solving ability using the Team Assisted Individualization model with groups that are taught with conventional models in grade IV SD. The Team Assisted Individualization model assisted by Ludo media is effectively applied in the learning process to improve student learning outcomes for fractions.

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

“…Similar conclusions were also found by Arrahim, et al [21], who highlighted the improvement of students' conceptual understanding at the elementary school level through the application of the TAI model. Furthermore, Wilujeng, et al [43], in their research, reported that the TAI model equipped with Ludo media was effective in improving learning outcomes in fraction materials. The results of Putri and Fitria [22] also showed a positive impact on student learning outcomes through the TAI learning model.…”

Pengaruh Model Problem Based Learning (PBL) berbantuan Video Pembelajaran terhadap Kemampuan Pemecahan Masalah Matematis

“…Pel laksanaan pel mbel lajaran matel matika dilakukan sel cara ol nlinel del ngan mel nel rapkan tel knol lol gi digital. Integrasi teknologi, seperti konferensi video, video animasi, kegiatan laboratorium, dan media interaktif, ke dalam model PBL telah terbukti berdampak positif pada kemampuan pemecahan masalah matematika siswa (Marhami et al, 2020;Daulay et al, 2019;Diana et al, 2022;Wilujeng et al, 2020).Sebagai contoh, penggunaan konferensi video selama pandemi Covid-19 ditemukan memiliki efek positif pada kemampuan pemecahan masalah matematika siswa (Marhami et al, 2020). Pel rkel mbangan ini diharapkan dapat tel rus mel ndol rol ng tel rsel lel nggaranya pel mbel lajaran yang baik sel rta tel rcapainya tujuan pel mbel lajaran sel suai del ngan NCTM.…”

Media Digital Padlet dan Socrative Sebagai Alternatif Pengembangan Pembelajaran Geometri

“…Kurangnya kemampuan siswa dalam mengerjakan soal matematika bisa disebabkan karena tidak menyimak dengan baik pembelajaran yang sedang berlangsung. Rendahnya kemampuan matematis siswa yang disebabkan oleh belum optimalnya penggunaan model pembelajaran membuat siswa kesulitan dalam memahami materi pembelajaran [9]. Hal ini disinyalir karena sulitnya pengembangan profesional terutama kompetensi pedagogis guru yang disebabkan oleh kurangnya dukungan dan inspirasi berkelanjutan dalam jangka panjang [10].…”