The Effect of Team Assisted Individualization Instructional Strategies to Enhance Problem Solving Ability, Learning Activity, and Mathematics Learning Achievement

Abstract

Abstract: The effect of team assisted individualization instructional strategies to enhance problem solving ability, learning activity, and mathematics learning achievement. Objectives: The purpose of this study is to determine the effectiveness of TAI learning medol on students' ability to solve problems. Methods: The research method uses a quantitative approach with experimental research design. The research subjects involved 83 students of grade VIII at SMP Negeri 10 Tegal. Findings: The results of the proportion test on students using the TAI instructional strategies show that z count > z table (1.833 > 1.64), while the MANOVA test results show λ count F table (8.63 > 2.76). Conclusions: The TAI instructional strategies is effective in improving problem solving skills, learning effectiveness, and mathematics learning achievement of students. Keywords: Team Assisted Individualization, Problem Solving Ability, Learning Activity, Mathematics Learning Achievement Abstrak: Dampak strategi pembelajaran team assisted individualization to meningkatkan kemampuan pemecahan masalah, aktivitas belajar, dan prestasi belajar matematika. Tujuan: Penelitian ini dimaksudkan untuk mengetahui tingkat keefektifan medol pembelajaran TAI terhadap kemampuan pemecahan mahasalah peserta didik. Metode: Penelitian ini menggunakan pendekatan kuantitatif dengan desain penelitian eksperimen. Subjek penelitian melibatkan 83 peserta didik kelas VIII SMP Negeri 10 Tegal. Temuan: Hasil uji proporsi pada peserta didik dengan menggunakan strategi pembelajaran TAI menunjukkan bahwa z hitung > z tabel (1,833 > 1,64), sedangkan hasil uji MANOVA menunjukkan hitung tabel (8,63 > 2,76). Kesimpulan: strategi TAI efektif dalam meningkatkan kemampuan pemecaha masalah, Keefektifan belajar, dan prestasi belajar matematika peserta didik. Kata kunci: Team assisted individualization, kemampuan pemecahan masalah, aktivitas belajar, prestasi belajar matematika DOI: http://dx.doi.org/10.23960/jpp.v9.i1.201904