The Influence of Team Assisted Individualization (TAI) Approach on Students’ Mathematical Problem Solving Ability
Sri Wahyu Neka, Hendra Syariffudin, Syahniar Syahniar
Sri Wahyu Neka
Available Online January 2019.
- https://doi.org/10.2991/icoie-18.2019.9How to use a DOI?
- Cooperative learning, TAI type model, Problem Solving, Learning Motivation
- This study compared the ability in solving mathematic problem between students taught by using cooperative learning, especially TAI type, and students taught by using conventional approach, which was also seen across students’ learning motivation. This study was quasi experimental research. Furthermore, the population of this study was fifth grade students at Mungka sub-district. Samples were taken by using simple random sampling technique in which fifth grade students at SDN 03 Mungka served as control class and fifth grade students at SDN 01 Mungka served as experimental class. Moreover, data were collected through questionnaire and test. The findings of this study show that: 1) students who were taught using cooperative learning especially TAI type had better ability in solving math problem than the students who were taught using conventional approach, detached from student learning motivation, 2) there was no interaction between TAI type of cooperative learning model and students’ learning motivation in terms of problem-solving abilities. Therefore, it can be concluded that TAI type of cooperative learning model gave significant effect on enhancing students’ problem solving ability
- Open Access
- This is an open access article distributed under the CC BY-NC license.
Cite this article
TY - CONF AU - Sri Wahyu Neka AU - Hendra Syariffudin AU - Syahniar Syahniar PY - 2019/01 DA - 2019/01 TI - The Influence of Team Assisted Individualization (TAI) Approach on Students’ Mathematical Problem Solving Ability BT - 1st International Conference on Innovation in Education (ICoIE 2018) PB - Atlantis Press SP - 37 EP - 40 SN - 2352-5398 UR - https://doi.org/10.2991/icoie-18.2019.9 DO - https://doi.org/10.2991/icoie-18.2019.9 ID - WahyuNeka2019/01 ER -