The effect of think-pair-share cooperative learning on student mathematical communication skills

Abstract

This study is stimulated by the insufficient mathematical communication skills of students and the implementation of Think-Pair-Share models in schools. This study aims to investigate whether there is a disparity in mathematical communication skills between students who take Think-Pair-Share learning and the ones who take conventional learning. This research is a quasi-experimental study. Data analysis techniques used by researchers were descriptive statistics and the Mann Whitney U test. The instrument used was a descriptive test to measure students’ mathematical communication skills. The results showed that (1) there are differences in mathematical communication skills between students using the Think-Pair-Share cooperative learning model with students using conventional learning models, (2) the student communication skills of the treated group are better than that of the untreated one. Thus, in general Think-Pair-Share learning model influences students’ mathematical communication skills.