EFEKTIVITAS MODEL COOPERATIVE LEARNING TIPE THINK-PAIRSHARE (TPS) BERBANTUAN MEDIA FRACTION UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS DAN EFIKASI DIRI SISWA PADA MATERI PECAHAN DI SD/MI

Vina Tamarin, NIM.: 23204082006 (2025) EFEKTIVITAS MODEL COOPERATIVE LEARNING TIPE THINK-PAIRSHARE (TPS) BERBANTUAN MEDIA FRACTION UNTUK MENINGKATKAN PEMAHAMAN KONSEP MATEMATIS DAN EFIKASI DIRI SISWA PADA MATERI PECAHAN DI SD/MI. Masters thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study was motivated by the low level of students’ mathematical concept understanding and self-efficacy in learning fractions. To address this issue, the researcher conducted a study to determine whether the cooperative learning model type Think-Pair-Share (TPS) assisted by Fraction media is effective in improving students’ mathematical concept understanding and self-efficacy. The objectives of this study were to: (1) examine the effectiveness of the Think- Pair-Share learning model assisted by Fraction media in improving students’ mathematical concept understanding of fraction material in elementary schools, and (2) examine the effectiveness of the Think-Pair-Share learning model assisted by Fraction media in improving students’ self-efficacy in learning fraction material in elementary schools. This research employed a quasi-experimental method with a non-equivalent control group design. The population of the study was all sixth-grade students at SD Negeri Jomblangan. The sample consisted of class VI A as the experimental group and class VI B as the control group, selected through purposive sampling. Data collection techniques included a mathematical concept understanding test, a self-efficacy questionnaire, and field notes. Data were analyzed using normality test, homogeneity test, independent sample t-test, and N-Gain analysis. The results of the study show that all research instruments met the criteria of validity and reliability, making them feasible for use. The t-test indicated a significant difference between the experimental and control classes in mathematical concept understanding (p = 0.000) and self-efficacy (p = 0.000). The average N-Gain score for mathematical concept understanding was in the less effective category with a value of 52,6%, while self-efficacy fell into the ineffective category with a value of 38%, indicating a relatively modest improvement in both variables. The conclusion of this study is that the Think-Pair-Share (TPS) model assisted by Fraction media is effective in improving students’ mathematical concept understanding and self-efficacy on fraction material at the elementary school level (SD/MI).

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