The effect of think-pair-share cooperative learning on student mathematical communication skills

Irma, Andi; Juandi, Dadang; Dahlan, Jarnawi Afgani; Nirawati, Resy

doi:10.1088/1742-6596/1521/3/032033

Cited by 4 publications

(3 citation statements)

References 4 publications

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“…One alternative learning model that is used to deal with difficulties in mathematics and is able to improve mathematical problem solving skills is the cooperative learning think pair share learning model because there is an influence of the think pair share learning strategy on student retention power, and there is an interaction effect of the think learning strategy. pair share and academic ability on students' cognitive learning outcomes [10]. Think pair share (TPS) is a learning strategy that was first developed by Professor Frank Lyman at the University of Maryland in 1981 and adopted by many authors in the field of cooperative learning in the following years [11].…”

Section: Introductionmentioning

confidence: 99%

“…, so that students who are less capable in terms of academics will be able to understand the TPS type cooperative subject DOI 10.18502/kss.v9i8.15583 ICMScE matter with the Autograph software media helping students determine the image of the transformation [16]. Think pair share learning model can have a positive impact on the learning achieved by students including one of the factors that make students able to play an active role in expressing their ideas during the learning process is to use a learning approach that is in accordance with the material and characteristics of students so that learning is carried out get quality [10,17]. In addition, the use of technology is one solution to increase student activity in learning [18].…”

Section: Introductionmentioning

confidence: 99%

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Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

Nida Siregar,

Suryadi,

Prabawanto

et al. 2024

KSS

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There are many studies on technology-supported learning based on cooperative learning in the literature. However, little is known about Autograph-assisted think pair share learning in supporting students’ problem-solving abilities for learning in today’s technological era. This study aims to examine and analyze the differences in the improvement of students’ problem-solving abilities who participate in think pair share learning assisted by Autograph (Auto-TPS) and conventional learning assisted by Autograph (Auto-CL). This study uses quantitative methods with the design used in this study is a nonequivalent control group design involving two groups of students. The sample of this study was 70 students of class IX SMP Al Ulum Medan, Indonesia. Questions to test students’ mathematical problem-solving skills found five items. Data analysis includes data processing of test results, namely normality test, homogeneity test, hypothesis testing, and average difference test in the two groups using t-test. The conclusion of this study is that students who study with Auto-TPS get a higher increase in problem-solving abilities compared to students who learn with Auto-CL, with the explanation that the group of students who study Auto-TPS is very good when compared to the group student learning Auto-CL. Research findings related to the application of Auto-TPS can be an alternative learning model in the current technology-era learning situation. Keywords: autograph, mathematics, problem-solving abilities, think pair share learning

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

Nida Siregar,

Suryadi,

Prabawanto

et al. 2024

KSS

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“…TPS facilitates the students' learning process because it allows them, after spending time thinking individually about mathematical problems, to discuss and share with their peers with their individual ideas and solutions (Phungsuk et al, 2017). This strategy also depends on giving students enough time to think individually about a mathematical problem and, then, share their solutions with their partners before presenting them to the class (Irma et al, 2020).…”

Section: Introductionmentioning

confidence: 99%

The Effect of the Collaborative Discussion Strategy Think-Pair-Share on Developing Students' Skills in solving Engineering Mathematical Problems

Alsmadi¹,

Tabieh²,

Rula³

et al. 2023

EUROPEAN J ED RES

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<p style="text-align: justify;">The Think-Pair-Share (TPS) strategy makes the learning environment interactive, lively, collaborative and democratic. It allows students to interact; accept information; develop collaborative discussion skills; refine their thinking; and participate effectively in the classroom. In this study, the researchers investigated the effect of the collaborative discussion strategy (think-pair-share) on developing students' skills in solving engineering mathematical problems. Once we had confirmed the validity and reliability of the tools, we used the quasi-experimental approach. The study sample consisted of 66 students divided into two groups: Namely, an experimental group, which comprised 33 students who studied mathematics using the (think-pair-share) strategy; and a control group, which comprised 33 students who studied in the traditional way. Both groups sat for a pretest and post-test in mathematics. The test results showed that the use of the TPS strategy had a positive effect on developing problem-solving skills compared to the traditional method. In light of these results, the study recommended the use of TPS strategy to improve the skills of students in solving engineering mathematical problems.</p>

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Implementation of think pair share model in physics learning to determine cognitive, affective and psychomotor learning outcomes and student responses

Astra

Henukh

Algiranto

2021

J. Phys.: Conf. Ser.

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The purpose of this research is to describe the results of the implementation of the think pair share model on optical concepts that includes cognitive, affective, psychomotor learning outcomes and student responses. The type of this research is descriptive research. This research was conducted in class VIII THB Junior High School, Bekasi. The research design used was one group pretest-posttest design. Data collection techniques used were observation, tests, and student response questionnaires. The analysis technique of the research results used is quantitative descriptive analysis including the calculation of proportions and percentages. Based on the results of data analysis, cognitive, affective, and psychomotor learning outcomes are achieved with an average achievement of the cognitive proportion of 0.85, affective proportion through observation of 0.83, and the proportion of psychomotor through a portfolio of 0.82. Student responses to the implementation of learning by implementing a think pair share model that includes five aspects are very good, with an average percentage of the five aspects is 90.53%. Based on the data above, it can be concluded that the implementation of the think pair share model can improve students’ physics learning outcomes.

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The effect of think-pair-share cooperative learning on student mathematical communication skills

Cited by 4 publications

References 4 publications

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

Improving Mathematical Problem-Solving Abilities through Think Pair Share Learning Using Autograph

The Effect of the Collaborative Discussion Strategy Think-Pair-Share on Developing Students' Skills in solving Engineering Mathematical Problems

Implementation of think pair share model in physics learning to determine cognitive, affective and psychomotor learning outcomes and student responses

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