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EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN WORDWALL TERHADAP PENINGKATAN HASIL BELAJAR MATEMATIKA DAN PARTISIPASI AKTIF SISWA KELAS IV SEKOLAH DASAR
This study aims to examine differences in mathematics learning outcomes and students’ active participation, as well as to analyze the effectiveness of the Think Pair Share (TPS) learning model assisted by Wordwall compared to the Think Pair Share model without Wordwall among fourth-grade elementary school students. This study employed a quantitative approach involving two learning groups, namely an experimental class and a control class. The research subjects consisted of two fourth-grade classes at SD Muhammadiyah Demangan Yogyakarta. Data were collected through mathematics learning outcome tests in the form of pretests and posttests, as well as structured observations to measure students’ active participation during the learning process. Data on learning outcomes were analyzed using the Wilcoxon Signed Rank Test, the Mann Whitney U Test, and N-Gain analysis, while data on students’ active participation were analyzed using the Independent Samples t-Test. The results showed that the implementation of the Think Pair Share model assisted by Wordwall led to a statistically significant improvement in mathematics learning outcomes within the experimental class (p < 0.05), with N-Gain values in the high category. However, the difference in mathematics learning outcomes between the experimental and control classes was not statistically significant (p > 0.05). In terms of active participation, the results indicated a statistically significant difference between the experimental and control classes (p < 0.05), where the average level of active participation in the experimental class reached 94.72%, while the control class reached 75.28%. Based on these findings, it can be concluded that the Think Pair Share learning model assisted by Wordwall is practically effective in improving students’ mathematics learning outcomes and active participation. The novelty of this study lies in emphasizing learning effectiveness as a process, reflected through indicators of students’ initial cognitive readiness, the quality of paired interactions, and the equitable distribution of student participation at each stage of the learning process. These findings indicate that integrating Wordwall into the Think Pair Share model contributes meaningfully to improving the quality of mathematics learning in elementary schools.
FAKULTAS ILMU TARBIYAH DAN KEGURUAN, UIN SUNAN KALIJAGA YOGYAKARTA
EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN WORDWALL TERHADAP PENINGKATAN HASIL BELAJAR MATEMATIKA DAN PARTISIPASI AKTIF SISWA KELAS IV SEKOLAH DASAR (Text)
EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE (TPS) BERBANTUAN WORDWALL TERHADAP PENINGKATAN HASIL BELAJAR MATEMATIKA DAN PARTISIPASI AKTIF SISWA KELAS IV SEKOLAH DASAR (Other)
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