The Trial of the Cooperative Learning Models of Two Stay-Two Stray and Talking Stick on Students’ Mathematical Communication
- 10.2991/aes-18.2019.74How to use a DOI?
- learning models; two stay-two stray; talking stick; mathematical communication, mathematics
One of the causes of low learning achievement in mathematics is that it has not used various learning models in improving their mathematical communication skills maximally. The purpose of this study is to determine the effect of the use of Two Stay-Two Stray and Talking Stick in mathematical communication skills and to see the differences of influence between the two. This study used an experimental method for eight-grade students of SMP (equals to Junior High School) level. The population of this were 280 eight graders; and two groups were taken randomly as the sample, namely Class VIII A as Experiment I and VIII C class as Experiment II. The results show that Two Stay-Two Stray and Talking Stick give significant effects on students’ mathematical communication and there were differences of influence between the two learning models. Therefore, the teacher is expected to provide an evaluation in the form of questions that are routinely conducted at the end of discussion independently. The students shall be given the opportunity to explain the results of the discussion in front of the class to see and to measure the level of understanding. It is also to evaluate the suitability of the discussion results during the presentation.
- © 2019, the Authors. Published by Atlantis Press.
- Open Access
- This is an open access article distributed under the CC BY-NC license (http://creativecommons.org/licenses/by-nc/4.0/).
Cite this article
TY - CONF AU - Heny Hendrayati AU - Rohawani Egryas AU - Mochamad Achyarsyah PY - 2019/04 DA - 2019/04 TI - The Trial of the Cooperative Learning Models of Two Stay-Two Stray and Talking Stick on Students’ Mathematical Communication BT - Proceedings of the 3rd Asian Education Symposium (AES 2018) PB - Atlantis Press SP - 317 EP - 321 SN - 2352-5398 UR - https://doi.org/10.2991/aes-18.2019.74 DO - 10.2991/aes-18.2019.74 ID - Hendrayati2019/04 ER -