EKSPERIMENTASI MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION
(TAI) DAN THINK
PAIR SHARE (TPS) DENGAN
PENDEKATAN SAINTIFIK PADA MATERI FUNGSI DITINJAU DARI INTERAKSI SOSIAL
Heri Cahyono1, Mardiyana2, Dewi Retno Sari Saputro3
123Prodi
Magister Pendidikan Matematika, PPs Universitas Sebelas Maret Surakarta
Abstract. The aim of the research was
to determine the
effect of learning models on mathematics achievement viewed from student’s social interaction. The learning models compared were TAI with scientific approach, TPS with
scientific approach, and classical with scientific approach. The type
of the research was a quasi experimental research with the factorial design of
3 x 3. The population were all eight grade students of Junior
High School in Ngawi regency on academic year 2014/2015. The sample consisted of students of SMPN 3
Ngrambe, SMPN 2 Paron, and SMPN 2 Widodaren, which
taken by using stratified cluster random sampling
technique. The data of the research
were collected through documentation, questionnaire, and test. The data was analyzed using unbalanced two-ways
anova at the significance level of 0,05. Based on the data analysis, it can be
concluded as follows. (1) TAI with
scientific approach gives better mathematics achievement than TPS with
scientific approach and classical with scientific approach, TPS with
scientific approach and classical with scientific approach gives same
mathematics achievement. (2) Students with high social interaction have better
mathematics achievements than students with medium social interaction and low social interaction, while students with medium social interaction have better
mathematics achievements than students with low social interaction. (3) For TAI with
scientific approach, students with high
and medium social interaction have the same mathematics achievements, and both have better mathematics
achievement than low social interaction. For TPS with scientific approach, students with high social interaction have better mathematics
achievement than students with medium and low
social interaction, and students with medium and low social interaction have the same mathematics achievement. For classical with scientific approach, students with high social interaction have better mathematics
achievement than students with medium
social interaction,
and both have the same mathematics achievement as students with low social interaction. (4)
For students with high and low social interaction,
all learning models gives the same
mathematics achievement. For students with medium
social interaction, TAI with scientific approach gives better mathematics
achievement than TPS with scientific approach and classical with scientific approach, TPS with scientific approach and classical with
scientific approach gives the same mathematics achievement.
Keywords: TAI with scientific approach,
TPS with scientific
approach, classical learning, social interaction, learning achievement.
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