Abstract
This study aims to determine: (1) Differences in students' mathematical problem solving abilities by applying learning Aloud Pair problem solving (TAPPS) and STAD type cooperative learning model assisted by Geogebra software and (2) the interaction between KAM and the learning model (Thinking Aloud Pair Problem Solving and cooperative learning type STAD) on mathematical problem solving abilities. This research is a quasi-experimental research. The study population was all students of class XI SMK Swasta AL-WASHLIYAH 2 PERDAGANGAN 2019/2020 academic year with a sample of class XI-TKJ who were given learning with the TAPPS model and class XI-AK who were given learning using the STAD model. Each class consists of 30 students. The research instrument used was a test of students' mathematical problem solving abilities.Data analysis was performed using two-way analysis of variance (ANOVA).The results showed that: (1)There are differences in the mathematical problem solving abilities of students who are given learning with the TAPPS model and the STAD model assisted by Geogebra software.(2) There is no interaction between the learning model and the initial mathematical ability of students' mathematical problem solving abilities. Keywords: Mathematical Problem Solving, Learning Aloud Pair Problem Solving, STAD cooperative type, Geogebra Software DOI: 10.7176/JEP/12-2-03 Publication date: January 31 st 2021
Highlights
PRELIMINARY Mathematics is a subject that plays an important role in helping develop student potential
The mathematical problem solving ability test was given after giving learning with the Thinking Aloud Pair Problem Solving (TAPPS) model in class XI-TKJ and giving learning with the STAD model in class XI-AKL
The posttest results show that the posttest minimum posttest posttest students 'mathematical problem solving abilities in the class learning with the Thinking Aloud Pair Problem Solving Learning model in the experimental class 1 are higher than the experimental class 2 for the posttest mean of students' mathematical problem solving abilities in experimental class 1 is 77.50 for the experimental class 2 of 70.70
Summary
PRELIMINARY Mathematics is a subject that plays an important role in helping develop student potential. That mathematics becomes very important in an effort to improve the quality of education and the potential of students This is in line withCoockroft (in Abdurrahman,) [3] argues that: Mathematics needs to be taught to students because (1) it is always used in all life, (2) all fields of study require appropriate metamatic skills, (3) require strong, short and clearly, (4) can be used to present information in various ways, (5) increase the ability to think logically, accuracy, and spatial awareness and (6) provide satisfaction with problem solving efforts. Indonesia's ranking and average score is not much different from the results of the previous PISA tests and surveys in 2012, which is ranked 64 out of 65 evaluated countries (OECD, 2013 ) This shows that Indonesia's mathematics achievement is still low. National Council of Teacher of Mathematics (NCTM, 2000) [4] states that in implementing mathematics learning in schools, teachers must pay attention to five mathematical abilities, namely: connections, reasoning, communication, problem solving, and representation. representations)
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