EKSPERIMENTASI MODEL PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) DENGAN PENDEKATAN OPEN-ENDED PADA MATERI BANGUN RUANG SISI DATAR DITINJAU DARI DISPOSISI MATEMATIS SISWA KELAS VIII SMP NEGERI DI KABUPATEN PURWOREJO
Abstract: The study aimed to
know: 1) which one of the learning models gave a better achievement between
Think Pair Share (TPS) cooperative learning model with Open-Ended Approach,
TPS, or direct learning model, 2) which one of the students with mathematical
disposition category had a better achievement between students with high,
moderate or low mathematical disposition, 3) in each student’s mathematical
disposition category, which learning model gave a better student’s achievement
in mathematics, 4) in each learning models, which one of the students with
mathematical disposition category had a better student’s achievement in
mathematics. This was quasi-experimental study with 3x3 factorial design. The
study population was all eighth grade students of state junior high school in
Purworejo District. Instruments used to collect data were mathematics
achievement test and the student’s mathematical disposition questionnaire. The
data were analyzed using unbalanced two ways ANOVA. Based on the data analysis,
it was concluded that: 1) TPS with Open-Ended Approach gave better achievement
than TPS and direct learning model while TPS and direct learning model gave
same achievement, 2) the students with high mathematical disposition had better
achievement than the students with moderate and low mathematical disposition,
and the students with moderate mathematical disposition had better achievement
than the students with low mathematical disposition, 3) at all categories of
students’ mathematical disposition, TPS with Open-Ended Approach, TPS, and
direct learning model gave the same achievement, 4) in the TPS with Open-Ended
Approach and TPS, the students with high mathematical disposition had better
achievement than the students with moderate and low mathematical disposition,
and the students with moderate mathematical disposition had better achievement
than the students with low mathematical disposition. In the direct learning
model, the students with high mathematical disposition had better achievement
than the students with moderate and low mathematical disposition, while the
students with moderate and low mathematical disposition had the same
achievement.
Keywords: Think Pair Share
(TPS), Open-Ended Approach, Direct Instruction, Mathematical Disposition,
Learning Achievement in Mathematics
Penulis: Zainnur Wijayaanto, Budiyono,
Imam Sujadi
Kode Jurnal: jpmatematikadd140209
