Does the peer tutoring approach affect the ability to algebraic thinking? A study of primary school teacher candidates

Abstract

This research is a quasi-experimental study with a pretest-posttest control group design. This study aims to determine the effect of peer tutoring approaches to algebraic thinking skills in primary school teacher candidates for the 2019/2020 school year at the Universitas Mataram, Indonesia. The sampling technique used in this study is cluster random sampling. This study uses a control class of 37 people where learning is carried out conventionally and an experimental class of 35 people where learning is carried out using a peer tutoring approach. The implementation of the peer tutoring approach in the experimental class uses small groups where each group has a tutor. Data analysis techniques used in this study are the analysis of covariance (ANCOVA) test, N-gain analysis, and analysis of the description of the results of the answers. The instrument used in this study is an algebraic thinking ability test in the form of essay questions. ANCOVA test results show that there is a significant effect on the algebraic thinking skills of primary school teacher candidates who are taught using the peer tutoring approach. The significance value of N-gain shows that there is an increase in the algebraic thinking skills of primary school teacher candidates who are taught using the peer tutoring approach. Other results of this study also showed that the peer tutoring approach is also able to increase social interaction and reduce students’ anxiety levels about the subject matter.