The Effect of Think Pair Share Learning Model to Improve Student’s Problem-Solving Ability

This research aims to develop Class IV Mathematics Comic Media with Fraction Material that is valid, practical and effective to improve elementary school students' problem solving abilities and interest in learning mathematics subjects. This research method is development research or Research and Development (R & D). The procedure used is to simplify the Borg & Gall development model (in Sugiyono, 2015: 298-331) which consists of 10 steps, in this research it will be limited to the seventh step. The population in this study is the population in this study are students at SD Negeri 02 Amban. The research sample chosen was class IV students for the 2023/2024 academic year. The sample in this study was divided into two, namely class IV A students as the experimental class and class IV B students as the control class. Data collection techniques used in this research include questionnaires, interviews, validator assessment sheets, and problem solving ability tests. The data analysis techniques used in this research consist of three, namely validity, practicality and effectiveness data analysis. The research instruments consisting of learning implementation plans, student worksheets, comic media, problem solving ability tests, and learning interest questionnaires that have been developed are in the very good category based on the assessments of the three validators. Practicality obtained a positive response from students of 88.6%, which is in the very practical category. Students' problem solving abilities are better than the problem solving abilities of Control class students. The average problem solving ability of Control Class students is 60.31, while the average problem solving ability of experimental class students is 72.50. There is an influence of interest in learning on students' problem solving abilities.

The background in this research is the lowerness of students’ problem solving skill. This research aim to improve students' problem solving skill by using abductive-deductive strategies. This research used the quasi-experimental method with the Control Group Pretest-Posttest design. The research population was all of VIII grade students in SMPN 4 Kerinci. We use the survey technique to determine the research sampel. The sample of this research was students of VIII A grade as the control class and the students of VIII B grade as the experimental class. The research instruments used in this research is problem solving ability test. The pretest was given before the learning begun then the posttest was given after the learning process. The results of this research indicate that students in the experiment class have better problem solving skills than the control class. The conclusion of this research was the abductive-deductive strategies can improve the students’ problem solving ability.

Learning outcomes are the results achieved by students after carrying out learning activities and appropriate learning is truly needed in order to improving student learning outcomes. However, in reality the learning process carried out in class XI MAS KUI Thawalib Putra Padang Panjang is still not yet optimal in improving students' learning outcomes. Mathematics learning in class XI MAS KUI Thawalib Putra Padang Panjang is still on the teacher centered learning. In addition, student learning activities are still passive in learning. One of the best solutions to increase learning activities and learning outcomes are applying the Think Pair Share (TPS) learning model. TPS learning model is one of the cooperative learning models. This study purpose was describing student learning activities during the application of the TPS learning model, and describing whether mathematics learning outcomes of students in the posttest group were better than the pretest group in class XI MAS KUI Thawalib Putra Padang Panjang. This type of research is quantitative including a pre-experimental method of type one group pretest-posttest (single group initial test-end test). The instruments used are learning outcomes tests and observation sheets. Proof of research hypothesis by t test. From the data analysis, it was concluded that the activities of students who studied with the TPS model tended to increase at each meeting, and the results of learning mathematics for the sample class students in class XI MAS KUI Thawalib Putra Padang Panjang who were taught by applying the Think Pair Share learning model were different from the results. learning mathematics of students who are taught by conventional learning to the level of = 0.05.Keywords -- Cooperative Learning, Learning Activities, Learning Outcomes, Think Pair Share

This study aims to (1) find out the activities of teachers and students during the implementation of mathematics learning activities by applying Think Pair Share (TPS) learning model, (2) knowing the improvement of students' mathematical communication skills on geometry. Based on the results of observations made by researchers, the cooperative learning model of the Think Pair Share (TPS) type has been going well. Teacher activities and student activities are in a good category, this can be seen from the average score of teacher activity in the first cycle reached 20.75 (good), in the second cycle to 23.25 (good). While the average observation score of students in the first cycle reached 13.75 (enough), in the second cycle it increased to 19.5 (good). The results of the communication skills test in the first cycle were in the adequate category (55.56% of 36 students) and in the next cycle increased to a good category (72.22% of 36 students). From the results of the tests in the second cycle, the study was stopped because it had reached the expected criteria, namely the number of students in good category ≥ 70% of 36 students. Thus it can be concluded that the application of the cooperative learning model of the Think Pair Share (TPS) type can improve the mathematical communication skills of students in class X MIPA 1 of SMAN 7 Bengkulu City.Keywords : Think Pair Share Learning Model, Mathematical Communication Ability

Problem solving abilities have a significant role in increasing students' cognitive capacity, however, there are still difficulties in developing these skills. This research aims to assess the influence of the Problem Based Learning Model on students' problem solving abilities. This research is a quasi-experimental quantitative type with a pretest-posttest control group design. Fourth semester students in classes C and D of the PGSD Study Program were taken as samples using the Purposive Sampling technique. Data was collected through a research instrument in the form of a problem solving ability test in the Elementary School Science Learning Materials course. The results of hypothesis analysis using the Mann-Whitney test show the Asymp value. Sig. (2-tailed) is 0.000, which is smaller than 0.005. Therefore, it can be concluded that Hypothesis is Accepted. This means that there are differences between the experimental class which uses the PBL model and the control class with conventional learning. Thus, it can be concluded that the PBL model has an influence on the problem solving abilities of PGSD students.

The low learning outcomes and problem-solving abilities of students in Palu City are the driving force for finding a student-centered learning model that can improve the problem-solving abilities of high school students in Palu City. This research method is a quasi-experimental design with an intact group comparison design consisting of two groups, namely the experimental class with the RADEC Model learning treatment with a differentiated learning strategy and the control class with direct learning models. The study population was 3656 students, while the sample was 186 students in the experimental class and 186 students in the control class. The researcher selected the sample by purposive random sampling technique. The instruments used were problem-solving ability tests and learning style questionnaires. Data were analyzed using t-test statistics and two-way ANOVA. The results showed that the RADEC learning model with a differentiated learning strategy had a greater impact when compared to the direct instruction model on the mathematical problem-solving abilities of high school students in Palu City, with a significance value of p = 0.000. The average score of problem-solving ability of students who follow the RADEC learning model is 79.63. While the average score of problem solving of students who follow the direct instruction model is 50.72 that the difference in the impact of the learning model is 28.91. The RADEC learning model does not have a different impact on the mathematical problem-solving ability of high school students in Palu city based on learning styles, so that teachers can implement it in classes that have heterogeneous students in terms of learning styles.

The problem with this research is that students do not actively participate in learning and student learning outcomes tend to be low. The research objectives are 1) To apply the Think Pair Share (TPS) learning model in economics subjects in class X-IPS2 SMA Negeri 1 Amandraya. 2) To improve student learning outcomes by implementing the Think Pair Share learning model in economics subjects in class X-IPS2 SMA Negeri 1 Amandraya. This type of research is Class Action (PTK). The subjects of this research were 25 students in class X-IPS2. The research results showed that there was an increase in student learning outcomes, and students participated more actively in learning, as evidenced by an increase in student learning outcomes from cycle I to cycle II. The think pair share type cooperative learning model involves students working together with their friends, and students working together to solve problems. So it can be concluded that the application of the think pair share type cooperative learning model can improve the learning outcomes of class X-IPS2 students at SMA Negeri 1 Amandraya. The suggestions put forward by the researcher are 1) Students should be able to follow each stage in the think pair share type cooperative learning process because this will be very beneficial for increasing students' ability to always be active in learning activities in the classroom. 2) Teachers should study the guidelines for implementing think pair share type cooperative learning and implement them in learning. 3) Schools should provide encouragement and introduce learning models that can be used to improve the quality of learning in general and the quality of students. One learning model that can be used is the think pair share cooperative learning.

This study aims to determine students' mathematical representation abilities and motivation by applying Think Pair Share (TPS) learning models with an Open-ended approach. This type of quasi-experimental research with the design of the Nonequivalent Pretest-Posttest Control Group Design. The experimental and control classes were given a pretest and a posttest to see the difference in improvement between the two. This study's population was students of class XI, and the sample was not chosen purely randomly, namely by purposive sampling, and two classes were chosen. The instrument used in this study was a test of students' mathematical representation ability and a student motivation questionnaire. Data analysis using statistical tests namely Independent T-test and descriptive analysis in the form of a percentage formula and the average score. The results of data analysis show that: (1) There is a difference in the increase in students' mathematical representation abilities, and the increase in the experimental class is higher than the control class; (2) The average student motivation in each indicator is in the very high category of 92,14%.Keyword: Think Pair Share, Open-ended Approach, Representation, Motivation

This study aims to determine the influence of the think pair share (TPS) learning model on the learning outcomes of civic education on fifth grade class student in elementary school at Jakarta Timur Cilangkap. The subject of this research is fourth-grade students with instrument pre-test and post-test of Civic Education subject. While the research method used is a quantitative research method with a Quasi-Experimental Design research design. The type of sample used was Non-Probability Sampling with a total of 60 participants divide into 2 class which is 30 at experimental class and 30 in a control class. From the results of the calculation of the t test in the study, it obtained a value of t count = 2,4704 ≥ t table 2.000 which stated that there was a significant effect of learning using the think pair learning model on civic education learning outcomes in one of the elementary schools at Jakarta Timur Colangkap. The think pair learning model applied by teaching staff to their students can increase the level of creativity and courage of a student so that students can learn effectively and have fun, especially in this study the subjects taken were civic education.

Learning in the 21st century has shifted to using technology and various approaches that facilitate students' ability to solve problems independently. One substitute method for assessing students' scientific problem-solving skills and self-efficacy was an AR-based STEM approach. This study aimed to determine the effect and correlation between self-efficacy and students' problem-solving skills in learning science using AR. A quasi-experiment with a pretest-posttest non-equal control group design model was employed. The number of samples in this study consisted of 50 students spread across the experimental (VA) and control (VB) classes. The results of the value of the problem-solving ability in the control class were 58 on the pretest and 77 on the post-test, while the experimental class yielded 61 on the pretest and 82 on the post-test. The average self-efficacy of the control class was 53 on the pretest and 60 on the post-test, while the experimental class yielded 56 on the pretest and 79 on the post-test. The study's results showed that using the AR-based STEM approach affected self-efficacy and problem-solving ability, with a percentage of 21%. The T-test score obtained by tcount>ttable (3.630 > 2.010) indicates a significant correlation between self-efficacy and students' problem-solving ability. Students with higher levels of self-efficacy were better at solving problems, as shown by the regression value for every 1% increase in the self-efficacy variable, contributing 64.13 to the problem-solving ability. Thus, there was a significant correlation between self-efficacy and problem-solving ability in science learning using the AR-based STEM approach.

Students' difficulty in understanding the learning material becomes a problem in achieving learning success. This is due to the lack of variety of learning models used by teachers, so far teachers have applied more cooperative learning models. Therefore, researchers try to apply the PBL (Problem Based Learning) learning model, which is one of the learning models that can stimulate students to think in problem-oriented situations. The purpose of this study was to determine the influence of the PBL model on students' problem-solving ability and cognitive learning outcomes. This research was conducted on grade 8th students of SMP Negeri 2 Kediri. This type of research is a pseudo-experiment (quasi-experimental). Data analysis using an independent sample t-test. The population in this study were all students from class 7th to class 9th. While the sample is students in grade 8th A as the experimental class and 8th B as the control class.The samples in this study were students of class 8th A as an experimental class and 8thB as a control class. The sampling technique uses purposive sampling technique. The results of the hypothesis test of problem-solving ability of experimental class and control class students obtained data that the sig < α was 0.009 < 0.05 at a significance rate of 5% so that H 0was rejected and H1 was accepted. In addition, on the results of the cognitive learning hypothesis test of experimental class and control class students, data were obtained that the sig < α was 0.003 < 0.05 at a significance rate of 5% so that H 0 was rejected and H1 was accepted. This shows that the PBL learning model affects students' problem-solving ability and cognitive learning outcomes.

The purpose of this study is to apply the Think Pair Share learning model as an effort to improve student learning outcomes in Indonesian language learning. This research uses a type of classroom action research, which is one of the problem-solving strategies that utilizes real action from the process of detecting problem-solving abilities. The design used in this study is the Kemmis and Mc. Taggart model. The approach used in this study is a qualitative approach, but to complete the data also used qualitative data. This research step is carried out in 2 cycles and each cycle consists of 2 meetings. Each cycle consists of stages of planning, action, observation and reflection. Data collection using observation sheets, tests and documentation. The results showed that the application of the Think Pair Share learning model using can improve activities and learning outcomes Indonesian grade II students. The average score for student graduation criteria starting from pre-cycle on was 60.7%, which then increased by 9.95% in cycle I and became 70.65%. Meanwhile, the percentage of student graduation increased in the second cycle, which was 18.77% and became 89.42%. This increase proves that the TPS (Think Pair Share) learning model in Indonesian learning can improve the learning outcomes of grade II students.

Effective mathematics learning plays an important role in improving the quality of education and human resources. However, many students have difficulty understanding mathematical concepts, especially in mathematical problem solving and learning independence. This study aims to analyze the influence of realistic mathematics learning models on the mathematical problem solving ability and learning independence of grade VIII students at MTs PAB 2 Sampali Medan. The research method used is quasi-experiment with a pretest-posttest control group design. The research sample consists of two classes, namely an experimental class that uses a realistic mathematics learning model and a control class that uses conventional methods. Data analysis using two-track ANAVA shows that the realistic mathematics learning model has a significant influence on improving students' mathematical problem solving ability (sig. = 0.034 < 0.05) and students' learning independence (sig. = 0.000 < 0.05). However, the results of the study also showed that there was no interaction between the learning model and students' initial mathematical ability on problem solving ability (sig. = 0.627 > 0.05) or on students' learning independence (sig. = 0.994 > 0.05). These findings indicate that the realistic mathematics learning model is effective in improving students' problem solving ability and learning independence without being affected by their initial ability level. By connecting mathematical concepts with real-life experiences, this model can help students better understand the material and become more independent in learning. Therefore, a realistic mathematics learning model is recommended as a strategy in improving the quality of mathematics learning in schools.

Objectives: To investigate the effect of interactive multimedia in gas ideal teaching on problem-solving ability performance of prospective teacher. Methods/Statistical Analysis: The method used is quasi experiment with pretest-posttest control design. A test of problem solving ability consisting of six essay questions. Sample were selected by random method (probability sampling). The experimental groups of 40 students was taught by interactive multimedia in gas ideal teaching while the control group of 40 students was taught by traditional method. Hypothesis testing is used by the t-tes. Finding: The finding of this study was the experimental classes that are taught with interactive multi-media in gas ideal learning get an average score of problem solving abilities is 80.50 and the control class taught with conventional learning obtains problem solving abilities with an average of 74.96. The data above showed that t count> t table (3,514> 1,667), that the problem-solving ability of students who learned physics using interactive multi-mediabased problem solving was better than of students who learned through conventional methods. In addition, in ideal gas learning based on interactive multimedia students conduct problem solving and physical symptom exercises shown by multi-media, so that they understand physics thoroughly and are skilled at performing problem-solving tasks. Multi-media helped them emphasize and engage actively in problem-solving process as it is related to real materials and real life situations which made it easier for them to remember. Application/Improvements: To improve this media, the involvement of students in problem-solving task and multi-media helps retention of students’ knowledge and motivates interest can be applied to other physical materials. Keywords: Ability, Ideal Gas, Improved, Interactive Multimedia, Problem-Solving, Teaching

The Think Pair Share (TPS) learning model aligns with the conditions of the Merdeka Curriculum. However, the application of this model is still limited and has not been widely measured through students' mathematical problem-solving ability and self-efficacy. Therefore, this study compares the effectiveness of the Think Pair Share (TPS) learning model and direct learning in improving students' mathematical problem-solving ability and self-efficacy. This study used a quantitative method with a Pre-test, Post-test Nonequivalent Control Group research design. The research subjects were taken through purposive sampling, involving two classes as samples. Class VIII D applies the Think Pair Share (TPS) learning model, and class VIII F uses direct learning. Data were obtained from pretest, posttest and questionnaire results. The collected data were then analyzed using the Independent Sample t-test and Pearson product-moment correlation test with a significance level of a = 0.05. The results of the analysis show that the significance value for mathematical problem-solving ability and student self-efficacy is below 0.05. It can be concluded that the Think Pair Share (TPS) learning model affects students' ability to understand, plan and solve a mathematical problem and can increase student self-efficacy based on this research.