The effect of team assisted individualization in mathematics learning reviewed from interpersonal intelligence

Abstract

The purpose of this research was to investigate the effect of Team Assisted Individualization (TAI) toward geometry learning achieve-ment. This research was quasi experiment. The research sample was 113 students in junior high school in 1 Eromoko in academic years of 2016/2017 that was selected by using cluster random sampling. The participants responded to the questionnaire based on Gardner’s theory that were used to collected interpersonal intelligence data and achievement test to obtain students mathematics learning achieve-ment data. Hypothesis testing used two ways analysis of variance (ANOVA) with unbalanced cells. The result of the research showed that learning method has p value 0.001, multiple intelligence categories has p value 0.004 and interaction has p value 0.567. It can be concluded that TAI gave a different effect on mathematics learning achievement, there was a different mathematics learning achievement in each category of interpersonal intelligence and there was no interaction between interpersonal intelligent and learning models toward student’s mathematics learning achievement. TAI learning model can be used by the teachers in mathematics learning, especially in the material of geometry, which can give better mathematics achievement.