EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN SOMATIC, AUDITORY, VISUAL, DAN INTELLECTUAL (SAVI) TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DAN GROWTH MINDSET SISWA SMA

Nabila Fauzia, NIM.: 22104040054 (2026) EFEKTIVITAS MODEL PEMBELAJARAN THINK PAIR SHARE DENGAN PENDEKATAN SOMATIC, AUDITORY, VISUAL, DAN INTELLECTUAL (SAVI) TERHADAP KEMAMPUAN REPRESENTASI MATEMATIS DAN GROWTH MINDSET SISWA SMA. Skripsi thesis, UIN SUNAN KALIJAGA YOGYAKARTA.

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Abstract

This study aims to determine: (1) the effectiveness of the TPS learning model using the SAVI approach on students’ mathematical representation skills; (2) the effectiveness of the TPS learning model using the SAVI approach on students’ growth mindset; (3) the extent of the influence of the TPS learning model using the SAVI approach on students’ mathematical representation skills; (4) the extent of the influence of the TPS learning model using the SAVI approach on students’ growth mindset. This study is a quasi-experimental study using a nonequivalent control group design. The population for this study consists of all 10th-grade students at MAN 4 Bantul. The sampling technique used in this study was cluster random sampling, and Class X E4 was taken as the experimental class and Class X E5 as the control class. The independent variable in this study is the Think Pair Share learning model using the somatic, auditory, visual, and intellectual (SAVI) approach, while the dependent variables are students’ mathematical representation skills and growth mindset. The data collection instruments used include pretest and posttest items assessing mathematical representation skills, as well as a scale measuring students’ growth mindset. The data analysis techniques used in this study were the independent samples t-test and effect size calculations. Data analysis was conducted using SPSS version 25 and Microsoft Excel. The results of the study indicate that: (1) the TPS learning model, which incorporates SAVI approaches, is more effective than conventional learning in developing students’ mathematical representation skills; (2) the TPS learning model, which incorporates SAVI approaches, is not more effective than conventional learning in fostering students’ growth mindset;(3) the TPS learning model using the SAVI approach had a greater effect on students’ mathematical representation skills, with a coefficient of 1.126, which falls into the “large effect” category; (4) the TPS learning model using the SAVI approach had a greater effect on students’ growth mindset, with a coefficient of 0.308, which falls into the moderate effect category.

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