THE IMPLEMENTATION OF THINK PAIR SHARE LEARNING MODEL TO IMPROVE THE MOTIVATION AND MATHEMATICAL CONCEPT UNDERSTANDING OF GRADE XI

Abstract

Teacher-centered learning may lead to low mathematics learning interest. It can also lead to poor mathematical concept understanding. Therefore, there need to be efforts to improve student motivation and mathematical concept understanding. This research aims at improving the learning motivation and concept understanding in mathematics learning by using Think Pair Share (TPS) learning model. The research is an action research, consisting of 2 cycles. The research setting is Grade XI Fashion 2 class at State Vocational High School (SMK Negeri) 6 Yogyakarta during the even semester of the academic year of 2019/2020 with 32 students. The data collection methods used were observation, interview, questionnaire, and test. The research instruments used were an observation sheet, interview guideline, questionnaire, and test. The instrument validity was also tested in this research. The data analysis used was descriptive qualitative analysis. The research results suggest that mathematics learning through the TPS learning model can improve students' motivation and mathematical concept understanding. The finding is supported by the observation, interview, and questionnaire in every meeting. The improvement of mathematical concept understanding can also be seen from the test result in every cycle. The finding is supported by the average percentage of student learning motivation and concept understanding that show an improvement in every cycle. In cycle, I, the average percentage of student learning motivation from the observation result was 61% and was categorized as Good. In cycle 2, it increased to 78% and was categorized as Good. The average percentage of student learning motivation from the questionnaire in cycle I was 78% and was categorized as Good. In cycle 2, it increased to 83% and was categorized as Very Good. The average percentage of student learning motivation from the cycle test I was 69% and was categorized as Moderate. In cycle 2, it increased to 88% and was categorized as Very Good. Cooperative learning type TPS also got good responses from the students. The finding is supported by the interview result with Grade XI Fashion 2 students at the end of the cycle I and II. Thus, cooperative learning type TPS can improve student motivation and concept understanding.