Cooperative Learning Model Type Teams Research Articles

Penerapan Model Pembelajaran TGT Untuk Meningkatkan Prestasi Belajar dan Perilaku Toleransi Siswa Kelas IV SD

This study aims to improve student achievement and tolerance behavior in Thematic learning class IV SDN 17 Bengkulu City by applying the Cooperative learning model type Teams Games Tournament (TGT). The observation data analysis technique uses the formula of the average score, the highest score, the lowest score, the difference in score and the range of values ​​for each criterion. Test data were analyzed using the formula of the average grade and the percentage of classical learning. The average results of the application of the type 1 cooperative learning model Teams Games Tournament obtained 2.44 and cycle II increased 3.68. The average results of the tolerance behavior of students in the first cycle were 7.92 with sufficient categories and the second cycle obtained 13.58 with very good categories. Learning achievements of the first cycle in social studies subjects average grade of 62.4, in the second cycle the average value of the class was 82. Indonesian subjects in the first cycle average grade of 67.2, in the second cycle the average value average class of 80.4. PPKn subjects in the first cycle the average value of the class is 69.2, in the second cycle the average value of the class is 78.88. Thus the application of cooperative learning model type Teams Games Tournament (TGT) can improve student achievement and tolerance behavior in Thematic learning in class IV SDN 17 Bengkulu City.

Direct Instruction-Based Cooperative Learning Model Type Team Games Tournaments to Increase Learning Motivation and Social Attitudes

This study is a quasi-experimental study using a non-equivalent post-test-only control group design as the study design, Middle school students were divided into two groups, the experimental group and the control group. Data were collected using observation sheets and questionnaires. The observation sheet was used to collect data about the application form of the direct instruction-based cooperative learning model type team games tournaments with the instilment of the local culture of Maja Labo Dahu. Moreover, questionnaires were used to collect data on learning motivation and social attitudes. The results showed that the direct instruction-based cooperative learning model type team games tournaments with the local culture of Maja Labo Dahu were significantly different from the conventional learning model in terms of learning motivation and social attitudes in students' Social Studies learning. Based on these findings, learning using the direct instruction-based cooperative learning model type team games tournaments with the local culture of Maja Labo Dahu has a better effect on increasing learning motivation and social attitudes than the conventional learning model. About the application form.

The Effect of Cooperative Learning Model Type of Team Assisted Indivisualization Assisted LKPD on Mathematics Learning Outcomes

The purpose of the study was to determine the students' mathematics learning outcomes by using a cooperative learning model of team assisted individualization type assisted by hots-based worksheets; and the effect of cooperative learning model type team assisted individualization assisted LKPD based hots on students' mathematics learning outcomes. The method used is an experiment with sampling determined by taking the available classes without doing random sampling. The experimental class and control class were determined by lottery, the results of the draw determined that class V SD Mallengkeri I was the control class and class V was SD Mallengkeri II as the experimental class, namely the class that was given treatment. The data analysis technique in this study used descriptive statistical analysis. As a requirement, test requirements were carried out, namely normality test and homogeneity test using Kolmogorov-Smirnov and Levene's test. After that, the hypothesis is tested using the Paired sample test. The results showed that the mean of the experimental class was 81, 88 while the mean of the control class was 68, 88. Based on data analysis with the Paired sample test. which was carried out at the 95% confidence level, the results were 0.000 <0.05, which means H0 is rejected. To find out the difference in student learning outcomes and understanding between the experimental class and the control class, the N-gain test was carried out using the N-Gain formula. Based on the calculation results obtained, for the experimental class of 0.58 which shows an increase in understanding in the medium category. Based on these data, it can be concluded that the use of the Team Assisted Individualization learning model has an effect on the learning outcomes of fifth graders at SD Cluster III Tamalate Makassar

The Effect of TGT Cooperative Learning Model Assisted by Multimedia Learning on Cooperation and Learning Outcomes of Class V Elementary School Students for Social Sciences

The purpose of this study was to determine the effect of the Cooperative Learning Model Type Team Games Tournament (TGT) Assisted by Multimedia Learning on Cooperation and Learning Outcomes of Fifth Grade Elementary School Students in Social Sciences. The design in this study is a quasi-experimental with one group pre-test post-test. The purpose of using this design is to determine whether or not there is an increase in the application of the cooperative learning model of the type of TGT assisted by multimedia learning on the cooperation and learning outcomes of fifth grade elementary school students in social studies subjects. The subjects in this study were the fifth grade elementary school students totaling 30 students. The research instrument consisted of observation sheets and questionnaires to measure cooperation and student learning outcomes. Based on the research that has been done, it is found that cooperative learning of the type of TGT assisted multimedia learning has an influence on cooperation. It was also found that cooperative learning of the type of TGT assisted by multimedia learning had an influence on student learning outcomes. So it is necessary to increase cooperative learning type TGT to improve cooperation and student learning outcomes.

PENERAPAN MODEL PEMBELAJARAN COOPERATIVE TIPE TEAM ACCELERATED INTRUCTION (TAI) UNTUK MENINGKATKAN TANGGUNG JAWAB DAN PRESTASI BELAJAR

This study aims to describe the application of the Cooperative Learning Model Type Team Accelerated Intruction (TAI) learning model and to describe the effectiveness of the Cooperative Learning Model Type Team Accelerated Intruction (TAI) to increase the responsibility and learning achievement of students in class XI SMA Negeri 1 Kikim Timur Lahat. The research method used was Classroom Action Research (PTK) and quasi-experimental. The research subjects were students of class XI IPS 1 semester one academic year 2020/2021 SMA Negeri 1 Kikim Timur Lahat. The quasi-experimental sample is class XI IPS 3 and class XI IPS 2. The number of students for the CAR class is 31 students, for the Experiment class there are 30 students, and for the control class there are 30 students. The data collection method in this study used an observation sheet for the implementation of the Cooperative Learning Model Type Team Accelerated Intruction (TAI), an observation sheet for Increasing Responsibility, and a learning outcome test. The data analysis used tests which consisted of different tests between cycles and different tests of two unrelated samples. The results showed that the application of the Cooperative Learning Model Type Team Accelerated Intruction (Tai) can increase the responsibility and learning achievement of students in class XI SMA Negeri 1 Kikim Timur Lahat and effectively improve student learning outcomes in Economics subjects

College Student Motivation Uses The Cooperative Learning Model In Terms Of Gender And Motivational Autonomy That Affect

Motivation has a very important role for the achievement of college students in participating in the lecture process. Motivation has been found to have a positive influence on cooperative learning. Thus, it is important to see the motivation of college students after attending lectures using the cooperative learning model. The purpose of this study was to examine the effect of the cooperative learning model type Team Games Tournament (TGT) on the motivation of college students, in terms of gender and the autonomy of the motivation that influences it. The research method uses an experimental method with a one group pretest-posttest design. The participants in this study were 13 college students in the seventh semester at a university in the eastern part of the province of West Java. The research instrument used the Learning Self-Regulation Questionnaire. The data analysis technique used descriptive statistics and paired samples t test. The results of the study concluded that there was an effect of the TGT learning model on the motivation of college students. There were no differences in motivation between men and women and it was more influenced by intrinsic autonomy in achieving college student motivation. In order to conduct further research related to the findings obtained with more participants. Thus, the findings can be more generalizable.

Efektivitas Model Pembelajaran Kooperatif Tipe Teams Games Tournaments (TGT) Terhadap Hasil Belajar Matematika Siswa Kelas VII SMP Negeri 3 Kempo

This research aims to determine the effectiveness of the Teams Games Tournaments (TGT) cooperative learning model on the learning outcomes of VII grade students SMPN 3 Kempo academic year 2020/2021 on the material algebraic form. The type of research is pre-experimental research with one shot case study design. The research was conducted in 4 meeting for using the TGT cooperative learning and 1 meeting for the implementation of the posttest. The sample is done by purposive sampling technique, the sample was class VII-A as the experimental class which is using the TGT cooperative learning. Data collection using observation and test techniques. Instruments include: observation sheets and learning outcomes tests. The learning outcome data is used to determine how far the students understand the material being taught and the observation data is used to determine the quality of the teaching and learning process which is analyzed descriptively. The research indicator is model TGT cooperative learning, effective if the students’ learning with a classical learning completeness percentage ≥ 85%. Based on the results obtained 16 students who had completed their studies or equal to 88.89% and 2 students who did not complete their studies or 11.11%. The results of observations teacher activities obtained 85% with good criteria, and observations students activities obtained 80% with active criteria. Based on the research results, the cooperative learning model type Teams Games Tournaments (TGT) is effective on the learning students outcomes.

Peningkatan Hasil Belajar Matematika melalui Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI)

Tujuan penelitian ini untuk meningkatkan hasil belajar matematika melalui model pembelajaran kooperatif Tipe Team Assisted Individualization (TAI), dengan materi barisan dan deret bilangan. Metode penelitian yang digunakan adalah Penelitian Tindakan Kelas (PTK), dengan subjek penelitian siswa kelas X Teknik Kendaraan Ringan 2 SMKN 2 Gedangsari tahun pelajaran 2019/2020 sebanyak 35 siswa. Data dikumpulkan dengan teknik tes tertulis dan pengamatan. Sebagai data primer adalah hasil tes tertulis. Sebagai data sekunder adalah hasil pengamatan. Data dianalisis dengan teknik kuantitatif dan kualitatif. Hasil tes tertulis dianalisis menggunakan teknik kuantitatif, sedangkan data hasil pengamatan dianalisis menggunakan teknik kualitatif. Penelitian dilakukan sebanyak dua siklus. Hasil dari penelitian menunjukkan bahwa dengan menerapkan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dapat meningkatkan hasil belajar matematika. Peningkatan hasil belajar matematika ditunjukkan dengan kenaikan persentase jumlah siswa yang nilainya mencapai KKM dari pra siklus, siklus I, dan siklus II. Pada tahap pra siklus, siswa yang nilainya mencapai KKM ada 5 (lima) siswa atau 14%. Pada siklus I, siswa yang nilanya mencapai KKM sebanyak 18 siswa atau 51%. Pada siklus II, siswa yang nilanya mencapai KKM sebanyak 25 siswa atau 76%. Dengan demikian dapat ditarik kesimpulan bahwa, dengan menerapkan model pembelajaran kooperatif tipe Team Assisted Individualization (TAI) dapat meningkatkan hasil belajar matematika.

The Effect of Teams Games Tournament (TGT) Method on Outcomes Learning and Conceptual Knowledge in Physics Science

This study aims to determine the effect of the TGT (Teams Games Tournaments) cooperative learning model on students’ conceptual knowledge on momentum and impulse material in grade X 7th state Senior High School (SMA) in Medan City. The research type is a quasi-experiment with a two-group pretest-posttest design. The instrument used in this study was a test of students’ conceptual knowledge in the form of multiple choices and an assessment sheet to measure student skills and student activities. After the learning was given, the two classes carried out a post-test. The experimental class obtained an average value of 83.19 and for the control class, an average value of 64.58 was obtained. And student learning activities in the cooperative learning process type TGT (Teams Games Tournaments) in three meetings experienced an increase with an average value of 72.4 (active) meeting I, 77.22 (active) meeting II, 82, 4 (active). Based on the test results, it was found that the cooperative learning model type teams games tournament had a significant effect on students’ conceptual knowledge on momentum and impulse material in grade X 7th state SMA in Medan City.

The Analysis of the Effectiveness of Team Type Cooperative Learning Model Tournament (TGT) Based on the Snake and Ladder Game Media in Indonesian Literature Online Material during the Covid-19 Pandemic

This study aims to determine (1) the validity of the development of the cooperative learning model type team games tournament (TGT) based on snake and ladder game media which is carried out online on Indonesian Literature material for students of the Indonesian Language Education study program, FKIP UMSU ?, and (2) the effectiveness of model development. Cooperative learning type team games tournament (TGT) based on snake and ladder game media which was carried out online on Indonesian Literature material for students of the Indonesian Language Education study program, FKIP UMSU. This research is a type of development research with a 4D model, namely define, design, develop, and disseminate. Data collection techniques in this study were carried out through observation, questionnaires, and tests. The research trial was carried out in Semester IV of the Indonesian Language Education Study Program. The results of the study proved that student learning outcomes reached 100% after being given the application of the team games tournament (TGT) learning model based on the snake and ladder game media. The results of the validity test by the validator show that the use of snake and ladder game media is valid and effective in online learning.

Application of Cooperative Learning Model Assisted Individualization Teams To Improve Student Results In Human Digestive System Material In 11th Grade Science Public High School 14 Tebo Jambi

The problem in this study is whether the cooperative learning model type Teams Assisted Individualization (TAI) can improve student learning outcomes in Biology subjects in 11th Grade Science Public High School 14 Tebo Jambi? This study aims to improve student learning outcomes from the domains of student knowledge, attitudes and skills through the Application of Teams Assisted Individualization (TAI) Cooperative Learning Model in 11th Grade Science Public High School 14 Tebo Jambi. The research was conducted at Public High School 14 Tebo Jambi, involving 30 students consisting of 15 boys and 15 girls who were registered in the 2019/2020 school year. This study used a Classroom Action Research (CAR) design with a Kart Lewin research design consisting of two cycles. Each cycle held two meetings in the classroom and each cycle consists of four stages: planning, implementation, observation, and reflection. The results showed that the learning outcomes in the realm of knowledge obtained a class average score in the first cycle of 63.08 and in the second cycle the class average score was 78.93 with a classical percentage of 78.57%. In the realm of attitude, the class average score for the first cycle was 66.31. Cycle II, with a class average of 74.86. And in the realm of skills, the class average score in the first cycle is 51.73. While in cycle II the class average value was 77.88. So it can be concluded that there is an increase in student learning outcomes in the domains of knowledge, attitudes and skills after the application of the Teams Assisted Individualization (TAI) cooperative learning model in Biology subjects in 11th Grade Science at Public High School 14 Tebo Jambi.

The Improvement of Thematic Learning Outcomes Sub-Themes “Playing in the School Environment” Through Cooperative Learning Model Type Team Assisted Individualization (TAI) in Class II of MI Darul Muta'allimin Sidoarjo

This study aims to investigate the improvement of thematic learning outcomes sub-themes “Playing in the School Environment” through Cooperative Learning Model Type Team Assisted Individualization (TAI) in class II MI Darul Muta'allimin Sidoarjo. The research method was Classroom Action Research that used Kurt Lewin's model with 38 students of class II MI Darul Muta'allimin Sidoarjo as the research subject. This study was conducted in two learning cycles which included four stages: Planning, Acting, Observing, and Reflecting. The data were collected from interviews, tests, observation of teachers and students, and documentations. The results showed that the students’ learning outcomes can improve after the implementation of the Team Assisted Individualization (TAI) learning model with an average score from 50 to 82.

PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM GAMES TOURNAMENT (TGT) DALAM UPAYA PENINGKATAN HASIL BELAJAR FIQIH SISWA DI KELAS II MADRASAH IBTIDAIYAH NEGERI 6 LANGKAT BOHOROK

Student learning outcomes by establishing a Team Games Tournament (TGT) Type Cooperative Learning Model have improved quite well. Before the class action (PTK) was carried out for the initial test, the average score of the Islamic Civilization History class II class II Madrasah Ibtidaiyah Negeri 6 Langkat Bohorok, which amounted to 31 students, was 70 (moderate category) and the standard deviation was 8,116. After the class action was carried out in cycle I for the first final test, the average score of Islamic Civilization History subjects increased to 74 (moderate category) and the standard deviation was 6.825. Followed by class action in cycle II for the second final test, the average value of Islamic Civilization History subjects increased to 80 (high category) and the standard deviation was 4.479 with a minimum completeness criteria value (KKM) of 65. Next, the correlation between the initial test and cycle I was 0.766. (quite significant category) with a t test value of 6.53, and the correlation between cycle I and cycle II was 0.95 (very significant category) with a t test value of 16.578. And before the action was carried out the average attendance rate of students was 80%, after the action was carried out in the first cycle it became 89%, in the second cycle it was 100%. In general, students learn to be more independent. Keywords: Classroom action research (PTK), Cooperative Learning Model Type Team Games Tournament (TGT), Student Islamic Civilization History Learning Outcomes

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAMS GAMES TOURNAMENT TERHADAP HASIL BELAJAR SISWA PADA MATERI HIMPUNAN (Di kelas VII SMPN 1 CibadakKabupatenLebak)

This research is a quasi-experimental research with pretest-posttest control group design. The population of this study were all students of class VII at SMPN 1 CibadakLebak Regency as many as 9 classes with a total of 280 students. The sample in this study was selected 2 classes by purposive sampling, namely class VII-C (experimental class) and VII-B (control class). The data collection technique in this study was carried out through tests, in the form of 5 objective description questions. The research data were analyzed using the Mann Whitney test and SPSS 20.0. The results of the Post Test in the experimental class which were given teaching with the Teams Games Tournament type of cooperative learning model obtained an average student learning outcomes on the set material of 72.31. Meanwhile, the control class taught by conventional learning methods obtained an average result of 59.7. Based on the results of hypothesis testing using the Mann Whitney test, it was found that Z_hitung = 2.21 and Ztable = 1.645 at the significant level a = 0.05, then Z_count>Ztable (2.21> 1.645), then H_0 was rejected and H_1 was accepted. Then according to the test using the SPSS 20.0 Sig (2-tailed) 0.017 <significant level (0.05), then H_0 is rejected and H_1 is accepted. From these two tests, it can be concluded that student learning outcomes on set material using the Teams Games Tournament type of cooperative learning model are higher than student learning outcomes on set material using conventional learning methods. Thus the cooperative learning model type Teams Games Tournament has an effect on student learning outcomes on set material.

The Influence of Cooperative Learning Model Type Team Assisted Individualized of Interactive Media Assistance to Students' Mathematical Communication Ability

Mathematics is a subject that must be mastered by every students because it relates to everyday life. However, many students consider mathematics to be a difficult and scary subject. Students only consider mathematics as a subject that includes numbers into the formula and the process of memorizing lessons. This results in low students' mathematical communication skills, especially in solving math tasks in the form of stories. This study aims to see the mathematical communication skills of students who are taught through the Team Assisted Individualized (TAI) type of cooperative learning model assisted by interactive media that is better than using scientific learning. The approach used in this research is quantitative. This research is a quasi experiment. The population of this study were all students of class VII and students of class VII 1 as the control class and class VII 3 as the experimental class. The samples were selected by purposive sampling. The research design used was the nonequivalent control group posttest-only design. Retrieval of data in the study using students' mathematical communication tests (posttest). Data collected from the results of the analysis test using SPSS 25 to find normality using the One-Sample Kolmogorov-Smirnov Test, and hypothesis testing using the Mann-Whitney U test. Regarding the research objectives, the results obtained from this study are students' mathematical communication skills. through cooperative learning type Team Assisted Individualized (TAI) assisted by interactive media gives an effect compared to students who get scientific learning. Based on the results of the Mann-Whitney U test, it is known that the Asymp value. Sig. (2-tailed), namely 0.001 <α 0.05.

PENGARUH MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM QUIZ TERHADAP HASIL BELAJAR MATEMATIKA SISWA KELAS IV SDN 20 AMPENAN

This study aims to describe the influence of the cooperative learning model team quiz type on the mathematics learning outcomes of fourth-grade students of SD Negeri 20 Ampenan. This type of research is quantitative research. The research method used is Quasi Experiment with research design Nonequivalent Control Group Design. Learning outcomes taken in this study are in three domains, namely cognitive, affective, and psychomotor. The instrument in this study has passed two stages of testing, namely the expert validator test and field testing. The conclusion is drawn by the results of hypothesis testing with pretest and posttest giving questions after being treated with a cooperative learning model type team quiz. Before testing the hypothesis, a prerequisite or parametric test is carried out, namely the Normality Test and the Homogeneity Test. The results of hypothesis testing using the independent sample t-test with the help of SPSS version 16 show the t-count value of 6,979 ≥ t-table 2,021 at a significant level of 5% with df = 67, then Ha is accepted and Ho is rejected, that is, there is an effect on student learning outcomes with the use of cooperative learning model type team quiz. Simple Linear regression test results of 86% with very good interpretation.

Perbandingan Hasil Belajar Menerapkan Model Cooperative Learning Team Assisted Individualization (TAI) dan Course Review Horay dengan Konvensional Pada Mata Pelajaran Ekonomi Kelas XI SMA Negeri 3 Solok

This research aims to: difference learning outcomes using cooperative learning model type Teams Assisted Individualization And Model Type Course Review Horray With Conventional At Class XI SMA N 3 Solok. The research used a quasi-experimental design, the technique is purposive sampling, the instrument trials, gain score, validity, reliability, different test problem, and difficulty levels. Data collection by documentation and test result of learning outcome. The population in this study is XI SMA N 3 Solok and the sample is XI IPA 4 and XI IPA 5 for class experiment and XI IPA 3 for class control. The analytical method used a paired sample t-test and independent sample-test analysis. The result is: there are differences a student learning outcomes using cooperative learning model Team Assisted Individualization and Course Review Horray with conventional economic subjects in class XI SMA N 3 Solok based on calculation with Sig. value of 0,000. Keywords: model team assisted individualization, course review horay learning outcomes

IMPROVING THE STUDENT'S ACTIVENESS IN MATHEMATICS LEARNING THROUGH COOPERATIVE LEARNING MODEL OF ASSISTED INDIVIDUALIZATION TEAM

This research background is active less of VIII grade SMP Muhammadiyah 2 Kalasan Sleman on the semester academic year 2016/2017 in the learning mathematics. This research aims to increase students' activeness in the learning of mathematics using cooperative learning model type Team assisted individualization (TAI) class VIII Junior High School (SMP) Muhammadiyah 2 Kalasan, Sleman semester academic even year 2016/2017. This research is a class act. The setting used is a class VIII SMP Muhammadiyah 2 Kalasan, district Sleman totaling 28 students. The study was conducted in two cycles of the first cycle and the second cycle, each cycle consisting of three meetings. The first cycle and the second cycle using cooperative learning model type TAI. Data collected by observation using observation sheet student learning activeness, and interviews. Analysis instrument using content validity. Analysis of the data used is descriptive qualitative. The result showed that using cooperative learning model type TAI can increase students' activeness in mathematics learning in class VIII student of SMP Muhammadiyah 2 Kalasan the school year 2016/2017. This is evident from the observation of students' learning activities in each cycle. The average percentage of student activity observation on the first cycle, 54,16%, reached sufficient criteria. On the second cycle, it increased to 63,77% that reached both criteria. From interviews with students showed a positive response to the students learning activeness.

Pengaruh Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Terhadap Kemampuan Komunikasi Matematis Siswa SMP

The purpose of this study was to (1) determine the effect of the cooperative learning model type Team Assisted Individualization (TAI) on students' mathematical communication skills; (2) find out whether the mathematical communication skills of students with the cooperative learning model Team Assisted Individualization (TAI) type are higher than the mathematical communication skills of students with conventional learning. This type of research is experimental research using the pretest-posttest control group research design. The study population was all seventh grade students of Pancur Batu 2 Junior High School consisting of eight classes. The research sample was selected using simple random sampling technique, so that class VII3 was obtained as the experimental class and class VII-5 as the control class with each number of students as many as 32 students. The data used in this study are quantitative data. Based on the analysis of research data, the following results were obtained: (1) the results of analysis and regression obtained that the influence of cooperative learning type TAI (Team Assisted Individualization) had a positive effect with a correlation coefficient of 0.741 and a determination coefficient of 54.8%; (2) the results of the t-test analysis with the value of t count = 5.643 and t table = 1.669 which means t count> t table, then the hypothesis Ho is rejected. So that it can be concluded that the mathematical communication skills of students taught by cooperative learning model type TAI (Team Assisted Individualization) are higher than the mathematical communication skills of students who are taught by conventional learning.

THE EFFECT OF COOPERATIVE LEARNING MODELS ON INCREASING LEARNING RESULTS AND STUDENT ACTIVITIES IN MATHEMATIC LESSONS

This study aims to determine the effect of cooperative learning models on improving learning outcomes and student learning activities in mathematics. This type of research is quantitative. The research design used was quasi-experimental by taking three sample classes. Two as the experimental class that received the treatment of cooperative learning model type Team Assisted Individualization (TAI) and Think Pair Share (TPS) type. One control class received conventional method treatment. The sample was taken from class X Kosgoro Vocational School Karawang Regency with a sample size of 90 students. Data was taken by post test by using objective test instruments with 25 multiple choice items for learning mathematics matrix material and for student learning activity data using a questionnaire consisting of 30 items in the Likert point 5. The results of data analysis showed that TAI learning was better than Conventional, can be proved statistically (LSD table) that the mathematics learning outcomes are Sig = 0.002 and for learning activities Sig = 0.000, both are smaller than I± = 0.05. This proves that TAI learning is better than conventional seen from the results of learning and student learning activities. Learning TPS is better than Conventional, can be proven statistically (LSD table) that for mathematics learning outcomes obtained Sig = 0.684 greater than I± = 0.05 and for learning activities obtained Sig = 0.002 smaller than I± = 0.05. This proves that TPS learning is better than Conventional seen from student learning activities even for student learning outcomes there is no difference. Based on the data analysis, it can be concluded that the application of cooperative learning models can influence the increase in mathematics learning outcomes and student learning activities.