A Comparison of the Effectiveness of Two Stay-Two Stray and Pair Checks Cooperative Learning Models Towards Primary School Mathematics Learning Outcomes
- DOI
- 10.2991/assehr.k.210407.205How to use a DOI?
- Keywords
- Effectiveness, Cooperative Model, Mathematics, Elementary School
- Abstract
This research is an experimental study that aims to compare the effectiveness of the Two Stay-Two Stray and Pair Checks cooperative learning models on Mathematics learning outcomes. This study uses a quasi-experimental approach with a non-equivalent control group design. This design uses 3 groups, each of which is given different treatment, namely a cooperative model of the Pair Checks type, the Two Stay-Two Stray type and a conventional learning model. The determination of the treatment for each group was done with a random method. Each group’s mathematical mastery was measured twice, that is before given a pre-test and after given a post-test. The result of the effectiveness of the cooperative model of Pair Checks type and Two Stay-Two Stray was calculated by using the coefficient of effectiveness of Cohen’s D. The result of the effectiveness coefficient of the Pair Checks cooperative model is d = 0.23 and the effectiveness coefficient of the Two Stay-Two Stray cooperative model is d = 0.48 with a moderate influence category, which means the cooperative type of Two Stay-Two Stray model has better influence
- Copyright
- © 2021, 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 - I Nyoman Laba Jayanta AU - Gusti Ngurah Sastra Agustika PY - 2021 DA - 2021/04/09 TI - A Comparison of the Effectiveness of Two Stay-Two Stray and Pair Checks Cooperative Learning Models Towards Primary School Mathematics Learning Outcomes BT - Proceedings of the 2nd International Conference on Technology and Educational Science (ICTES 2020) PB - Atlantis Press SP - 1 EP - 5 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.210407.205 DO - 10.2991/assehr.k.210407.205 ID - Jayanta2021 ER -