EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE BERBANTUAN PROBLEM CARD TERHADAP KETRAMPILAN KOMUNIKASI MATEMATIS DAN PEMAHAMAN KONSEP MATEMATIKA PESERTA DIDIK KELAS V MI/SDNIM.: 24204081018Fadiah Khoirunnisa SalkeriauthorThis research is motivated by the need to strengthen students' ability to communicate mathematical ideas, explain completion steps, and understand mathematical concepts in depth through learning activities that involve thinking and discussion processes. This research aims to test the influence and effectiveness of the Think Pair Share (TPS) learning model assisted by Problem Card on mathematical communication skills and understanding of mathematical concepts of class V students in the materials of the Smallest Common Multiples (KPK) and the Largest Common Factors (FPB). This study uses a quantitative approach with a quasi-experimental type and a Non-Equivalent Control Group Design design. The research was carried out at SD Negeri Bhayangkara Yogyakarta. The research population was all students of class V which amounted to 83 students. The research sample amounted to 55 students, consisting of 28 students in the experimental class and 27 students in the control class who were selected using the purposive sampling technique. The data collection technique used a mathematical communication skills test, a mathematical concept understanding test, and documentation. The data instrument used a mathematical communication skills and understanding of mathematical concepts question sheets. Data analysis used ANCOVA, the magnitude of the effect through Partial Eta Squared, and the level of effectiveness increased through N-Gain. The results of the study showed that the research instrument met the valid and reliable criteria. The results of the ANCOVA test showed that there was a significant difference between the experimental class and the control class in mathematical communication skills with an F value of 13.437 and a significance of < 0.001. The Partial Eta Squared value of 0.205 indicates a measure of influence in the large category. Therefore, it was stated that H01 was rejected and Ha1 was accepted. In the understanding of mathematical concepts, the results of the ANCOVA test also showed a significant difference with an F value of 22.581 and a significance of < 0.001, as well as a Partial Eta Squared value of 0.303 which was included in the large category. Therefore, it was stated that H02 was rejected and Ha2 was accepted. Meanwhile, the results of the N-Gain calculation, namely in mathematical communication skills, the experimental class obtained an average score of 64.47% with the category of quite effective, while the control class obtained an average score of 47.17% with the less effective category. Meanwhile, in the understanding of mathematical concepts, the experimental class obtained an average N-Gain score of 67.91% with the category of quite effective and the control class of 44.48%, with the category of less effective. Even though they were in the same category, the average N-Gain value of the experimental class was higher than that of the control class. Therefore, it can be stated that H03 was rejected and Ha3 was accepted.371.36 Metode Pengajaran, Metode Pembelajaran2026-10-07UIN SUNAN KALIJAGA YOGYAKARTA;FAKULTAS ILMU TARBIYAH DAN KEGURUANThesis