PENGARUH MODEL PEMBELAJARAN THINK ALOUD PAIR PROBLEM SOLVING (TAPPS) TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA TERHADAP KEMAMPUAN PEMECAHAN MASALAH MATEMATIKA
DOI:
https://doi.org/10.30587/didaktika.v25i1.696Keywords:
Kecerdasan Linguistik, Kecerdasan Interpersonal, Kecerdasan Intrapersonal, Kemampuan Komunikasi MatematikaAbstract
NCTM merumuskan lima standar kemampuan matematika yang harus dimiliki
peserta didik, salah satunya yaitu kemampuan pemecahan masalah matematika. Untuk
meningkatkan kemampuan pemecahan masalah matematika peserta didik diperlukan
inovasi dalam pembelajaran terutama mengenai model pembelajaran yang dapat
mengembangkan kemampuan pemecahan masalah matematika peserta didik. Salah satu
model pembelajaran yang diharapkan dapat digunakan untuk meningkatkan kemampuan
pemecahan masalah matematika peserta didik yaitu model pembelajaran Think Aloud
Pair Problem Sloving (TAPPS). Tujuan penelitian ini yaitu untuk mengetahui apakah
model pembelajaran Think Aloud Pair Problem Solving (TAPPS) berpengaruh terhadap
kemampuan pemecahan masalah matematika peserta didik.
Penelitian ini merupakan penelitian eksperimen murni (True Experimental)
dengan desain “Posttest Only Control Design”. Sampel penelitian ini adalah peserta didik
kelas VIII-D (kelas eksperimen) dan VIII-C (kelas kontrol). Metode pengumpulan data
yang digunakan adalah metode dokumentasi dan tes dengan instrumen penelitian lembar
tes kemampuan pemecahan masalah matematika.
Dari hasil penelitian yang dilakukan, maka diperoleh nilai rata-rata kemampuan
pemecahan masalah matematika peserta didik dengan model pembelajaran TAPPS
sebesar 58 dan nilai rata-rata kemampuan pemecahan masalah matematika peserta didik
dengan model pemebelajaran kooperatif sebesar 46. Hasil uji t dua sampel independen
(Independent-Sampel t Test) juga menunjukkan bahwa nilai sig = 0,042 < 0,05, artinya
H ditolak dan H diterima. Sehingga dapat disimpulkan bahwa model pembelajaran
Think Aloud Pair Problem Solving (TAPPS) berpengaruh terhadap kemampuan
pemecahan masalah matematika peserta didik.
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