The Influence of Team Assisted Individualization (TAI) Approach on Students’ Mathematical Problem Solving Ability

DOI

10.2991/icoie-18.2019.9How to use a DOI?

Keywords

Cooperative learning, TAI type model, Problem Solving, Learning Motivation

Abstract

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

Copyright

© 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/).

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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  - Proceedings of the 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  - 10.2991/icoie-18.2019.9
ID  - WahyuNeka2019/01
ER  -