The Effect of Cooperative Learning Type Think Pair Share with Autograph on The Mathematical Representation Ability Students

Abstract

This research attempts the effect of Cooperative Learning type Think Pair Share (TPS) with Autograph on the mathematical representation ability students. The purpose of this study was to investigate the effect of Cooperative Learning type TPS with Autograph to the students Mathematical Representation Ability and the interaction between learning model with the initial mathematical abilities (KAM) to the students mathematical representation ability. The research samples comprised 36 XI 5 graders (experiment I class) and 36 XI 6 graders (experiment II class) from an Senior High School (SMA) in Medan. We used the quasi experimental design with Cooperative Learning type TPS with Autograph and Cooperative Learning type TPS without Autograph as the independent variables. The dependent variables included the mathematical representation ability. The instrument used consisting of KAM test and mathematical representation ability test. The analysis is used two way ANOVA. The research findings indicate that there is a significant effect of Cooperative Learning model type TPS with Autograph to the students mathematical representation ability and there is no significant interaction between learning model and KAM to the students mathematical representation ability.