Analysis of TPS Learning (Think, Pair, Share) Based on Differentiation Process on Students' Numeration Abilities
Abstract
Numeracy is a skiil in applying number concepts, artihmetic operations skiils and solving mathematical problems in various contexts related to real life. So cooperative learning type TPS (Think, Pair, Share) based on process differentiation is learning that is able to adapt to the needs and level of understanding of each student and has the potential to improve students’ numeracy abilities. This research aims to find out if there is a difference in increasing the numeracy skills of the low group, the middle group and the high group before and after treatment and aims to evaluate students’ numeracy abilities in cooperative learning type TPS (Think, Pair, Share) based on process differentiation. The research method used is One Group Pretest-posttest. The subjects in this research were students in class VIII-B of SMP Plus Arroudhoh with a total of 32 students. The data collection techique uses a pretest-posttest of data content and uncertainty in the event material, involving a total of 6 descriptive questions. Based on the research results, there were differences in the increase in numeracy skills of the low group, middle group, and high group before and after treathment. This is based on the results of the One-Way Anova test analysis of the N-Gain Score of the pretest-posttest data for the three group showing that the Sig. equal to 0.004< 0.05 then H0 s rejected. As well as the average posttest score for each group, it can be seen that the indicator most mastered by students is the 1st indicator and the indicator less mastered by students is the 3rd indicator.
Full Text:
PDFReferences
Andini, D. W. (2016). “Differentiated Instruction”: Solusi Pembelajaran dalam Keberagaman Siswa di Kelas Inklusif. TRIHAYU: Jurnal Pendidikan Ke-SD-An, 2(3)
Arends, R. I. (2012). Learning to Teach (9th ed.). New York: McGraw-Hill Education.
Arikunto, S. (1999). Dasar-Dasar Evaluasi Pendidikan Edisi 2. Bumi Aksara.
Ate, D., & Lede, Y. K. (2022). Analisis Kemampuan Siswa Kelas VIII dalam menyelesaikan Soal Literasi Numerasi. Jurnal Cendikia: Jurnal Pendidikan Matematika, VI(01), 472-483.
Han, W., Susanto, D., Dewayani, S., Pandora, P., Hanifah, N., Miftahussururi., Nento, M. N., & Akbari, Q. S. (2017). Materi Pendukung Literasi Numerasi. Kementrian Pendidikan Dan Kebudayaan, Tim GLN Kemendikbud., 8(9), 1–58.
Hartatik, Nafiah. (2020). Kemampuan Numerasi Mahasiswa Pendidikan Profesi Guru Sekolah Dasar dalam Menyelesaikan Masalah Matematika. Education and Human Development Journal, 5(April), 32–42.
Lie, A. (2010). Cooperative Learning Mempraktekkan Cooperative Learning Di Ruang-Ruang Kelas. Jakarta: Grasindo.
Liliawati, W., Setiawan, A., Rahmah, S., & Dalila, A. A. (2022). Pengaruh Pendekatan Pembelajaran Diferensiasi Dalam Model Inkuiri Terhadap Kemampuan Numerasi Siswa. Jurnal Ilmiah Pendidikan dan Pembelajaran, 6(2), 393-401.
https://doi.org/10.23887/jipp.v6i2.50838
Marlina. (2020). Strategi Pembelajaran Berdiferensiasi di Sekolah Inklusif. In Padang: Afifa Utama.
Meinalufi, Y., Supandi., Harun, L. (2021). Pengaruh Model Pembelajaran Think Pair Share (TPS) Terhadap Prestasi Belajar Matematika Siswa, 3(2), 122-129. journal.upgris.ac.id/index.php/imajiner
Mumpuniarti, Mahabbati, A., & Handoyo, R. R. (2023). Diferensiasi pembelajaran.
Pengaruh Model Pembelajaran Kooperatif Think Pair Share (TPS) Pada Prestasi matematika Siswa Sekolah Menengah Pertama. Jurnal Jendela Pendidikan, 1(1), 1–6.
Pradana, O. R. Y. (2021). Pengaruh Model Pembelajaran Kooperatif Think Pair Share (TPS) Pada Prestasi matematika Siswa Sekolah Menengah Pertama. Jurnal Jendela Pendidikan, 1(1), 1–6.
Qasim, Kadir, & Awaludin. (2015). Deskripsi Kemampuan Literasi Matematika Siswa SMP Negeri di Kabupaten Buton Utara. Jurnal Penelitian Pendidikan Matematika, 3(3).
Septyana, E., Indriati, N. K., Indiati, I., Ariyanto, L. (2023). Penerapan Pembelajaran Berdiferensiasi untuk Meningkatkan Hasil Belajar Peserta Didik Kelas X Boga 1 SMK di Semarang pada Materi Program Linier,6(2), 85-94.
https://doi.org/10.24246/juses.v6i2p85-94
Shoimin, A. (2014). 68 Model Pembelajaran Inovatif dalam Kurikulum 2013. Yogyakarta: PT Rajagrafido Persada.
Tomlinson, C. A. (2001). How to Differentiate Instruction in Mixed-Ability Classrooms (2nd ed.). Alexandria, VA: ASCD.
Wigati, T., Studi, P., Dasar, P., & Semarang, U. N. (2020). MATEMATIKA SISWA SD PADA PEMBELAJARAN CONTEXTUAL TEACHING and LEARNING ( CTL ) PENDEKATAN PMRI.
Wiguna, P. Y. (2023). Implementasi Model Pembelajaran Think Pair Share Bermodul Kampus Mengajar Terhadap Kompetensi Numerasi Peserta Didik (Doctoral dissertation, Universitas Pendidikan Ganesha).
DOI: https://doi.org/10.33365/jm.v7i1.4814
Refbacks
- There are currently no refbacks.
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.
Articles in Jurnal Mathema are licensed under a Creative Commons Attribution-ShareAlike 4.0 International License