PENGARUH PEMBELAJARAN KOOPERATIF TIPE THINK PAIR SHARE (TPS) TERHADAP MOTIVASI BELAJAR DAN KEMAMPUAN KOMUNIKASI MATEMATIS SISWA KELAS III SEKOLAH DASAR NEGERI 5 CIBADAK

Abstract

This study aims to analyze the effect of the Think Pair Share (TPS) cooperative learning model on students' learning motivation and mathematical communication skills in class III SD Negeri 5 Cibadak, Sukabumi Regency. This research is a quasi-experimental research with the subjects in this study being students of class III A as an experimental class of 26 students and students of class III B as a control class of 24 students while the object of this research is the influence of the application of the Think Pair Share (TPS) cooperative learning model on motivation to learn and mathematical communication skills. The instrument used in this study was a questionnaire to measure the level of students' learning motivation, while to measure mathematical communication skills, a description test was used in the form of a description test on integer material. The data analysis technique used is the t-test. Based on the results of the study it was concluded that (1) there was no difference in the average value of learning motivation and the average value of student learning communication between the experimental class and the control class. (2) there is a difference in the average score of students' learning motivation in the experimental class before and after being given Think Fair Share (TPS) learning, this is evidenced from the results of the paired t test, the t-count value is 27.738 greater than the t-table value of 2.059 or the value -sig of 0.000 is less than the significance level of 0.05, meaning that statistically there is a significant difference in average student learning motivation after being given the Think Fair Share (TPS) learning model compared to before being given the TPS learning model. (3) there are differences in mathematical communication skills after students are given learning with the think pair share (TPS) cooperative learning model compared to before being given learning with TPS. It can also be proven that there is a significant increase in the average value of 51.05 in mathematical communication. The same thing can be proven from the sign-value of paired t-test results of 27.38 which is less than the significance level of 0.05, which means that statistically there is a difference or influence of the TPS learning model on students' mathematical communication abilities. Thus, even though there is no difference in the average value of learning motivation and the average value of learning communication abilities between students in the experimental class and the control class, in general the think pair share (TPS) cooperative learning model influences learning motivation and students' mathematical communication abilities after given a learning model using TPS compared to before being given learning using the TPS model. Therefore it is suggested for educators to use the Think Pair Share (TPS) cooperative learning model.