Team Assisted Individualization Research Articles

The Impact of Cooperative Learning Activities using the Team-Assisted Individualization (TAI) Technique Combined with Activity-Based Learning on Problem-Solving Abilities and Mathematical Connections Abilities in the Subject of Congruence

The Impact of Cooperative Learning Activities using the Team-Assisted Individualization (TAI) Technique Combined with Activity-Based Learning on Problem-Solving Abilities and Mathematical Connections Abilities in the Subject of Congruence

Implementation of Cooperative Learning Model Type TAI (Team Assisted Individualization) to the Clothing Sewing Element of a Stand Collar in Class XI SMKN 3 Probolinggo

Implementation of Cooperative Learning Model Type TAI (Team Assisted Individualization) to the Clothing Sewing Element of a Stand Collar in Class XI SMKN 3 Probolinggo

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

Exploring the team-assisted individualization cooperative learning to enhance mathematical problem solving, communication and self-proficiency in teaching non-parametric statistics

Pengaruh Model Tipe Team Assisted Individualization (TAI) Terhadap Hasil Belajar Siswa pada Pembelajaran Pendidikan Pancasila di Kelas IV SD

The research aims to determine the effect of the Team Assisted Individualization learning model on student learning outcomes in Pancasila education learning in class IV SDN 22 Duku. This research uses a quantitative type of research with a quasi-experimental design experimental method in the form of a non-equivalent control group. The sample in this study was all 34 class IV students at SDN 22 Duku, of which 17 class IV A students and 17 class IVB students. The experimental class in this research is class IV A and the control class is class IV B. Based on the data analysis that has been carried out, the t count is 3.18 and the t table is 2.042. so the experimental class in this study was class IV A and the control class was class IV B. This shows that there is a significant influence on the implementation of the Team Assisted Individualization (TAI) type cooperative model on the results of dozens of class IV elementary school students.

Evaluating the Impact of Team-Assisted Individualization and Team Games Tournament Approaches on Student Engagement in Science Learning

This study assesses the efficacy of the Teams Assisted Individualization (TAI) and Teams Games Tournament (TGT) learning models in enhancing academic performance and engagement among Mathematics students. Utilizing a classroom action research approach, the study was conducted over two cycles, each comprising four stages: observation, initial data collection, implementation planning of TAI and TGT, and report preparation. The participants included 72 students from classes VII A and VII B. The research revealed significant improvements in student performance. In class VII A, utilizing TAI, the percentage of students meeting the minimum competency level (KKM) increased from 45% in the pre-action phase to 85% by the end of Cycle II. Similarly, in class VII B, under the TGT model, the percentage of students achieving the KKM rose from 55% to 92%, with completion rates of assigned tasks also showing notable improvements. The findings suggest that both TAI and TGT models are effective in promoting higher academic achievement and greater student engagement in Mathematics. The substantial increase in students meeting the KKM and completing tasks indicates that these collaborative learning strategies significantly enhance learning outcomes. Implementing the TAI and TGT collaborative learning models has proven beneficial in boosting engagement, motivation, and academic performance among seventh-grade students at SMPN 243 Jakarta in their Mathematics coursework.

Empowering English Language Learners: Mitigating Speaking Anxiety through Team Assisted Individualization (TAI) Model in the EFL Junior Highschool Context

This study investigated the efficacy of the Team-Assisted Individualization (TAI) model in reducing speaking anxiety among ninth-grade students at SMPN 30 Makassar. The research utilized a pre-experimental design, collecting data through observations and Likert Scale questionnaires analysed descriptively. Initially, none of the 20 students experienced low levels of anxiety; however, post-treatment results showed a significant reduction in anxiety levels with no students reporting high or very high anxiety, and 80% reporting low anxiety. Significantly, the mean questionnaire score increased from 49.25 before the intervention to 82.10 afterwards, indicating a substantial decrease in anxiety. This outcome aligns with existing literature suggesting that lower anxiety levels facilitate better language performance. Observational data also reflected a decrease in student engagement from 89% in the first session to 57% in the fourth, suggesting varying levels of participation throughout the study. The TAI model's effectiveness in significantly lowering anxiety was confirmed through a t-test showing a significance level of 0.000, which is well below the conventional threshold of 0.05, thereby supporting the acceptance of the hypothesis that TAI reduces speaking anxiety. These findings underscore the potential of interactive and individualized teaching strategies in reducing language learning anxiety. The sustained engagement and active participation fostered by the TAI model suggest that such approaches can significantly enhance language learning environments by reducing anxiety and encouraging more active involvement from students.

PENERAPAN MODEL TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MENINGKATKAN HASIL BELAJAR MATEMATIKA

This study aims to improve the mathematics learning outcomes of tenth-grade students at SMA Negeri 6 Denpasar through the implementation of the Team Assisted Individualization (TAI) model in trigonometry. The research methodology utilized is classroom action research, involving collaboration between teachers and students. The steps of Team Assisted Individualization (TAI) are integrated into the teaching process, where students work in small teams to assist each other in understanding trigonometric concepts. Classroom action research is conducted in two cycles, with each cycle consisting of planning, implementation, observation, and reflection. Student learning outcomes data are obtained through formative tests and observations during the learning process. The research results are expected to provide insights into the effectiveness of the Team Assisted Individualization (TAI) model in enhancing the understanding and academic achievement of tenth-grade students at SMA Negeri 6 Denpasar in trigonometry. The implications of this research are anticipated to contribute positively to the development of innovative and student-oriented mathematics teaching methods.

Burdening or boosting thematic subjects: students’ team-assisted individualization learning model

Team-assisted individualization (TAI) learning accommodates the primary school students’ learning activities through the cooperative and individual learning models. The study aims at investigating students’ TAI cooperative and conventional learning models among third-graders’ thematic subjects two public primary schools in Klaten district, Indonesia. A quasi-experimental research design was applied by involving 20 experiment and 18 control groups respectively. Data collection used the multiple-choice tests of thematics subjects to measure the third-graders’ TAI cooperative and conventional learning in arts, culture, and life skills and Indonesian subjects. Data analysis used a non-parametric statistic to prove the mean difference test in two or more groups, descriptive test, T-tests, Mann Whitney-U test, and N-gain test. The results showed an increase in the experiment group higher than in the control group. However, there was no significant difference between the experiment and control groups after examining the multiple-choice tests. The results supported the thematic subjects of the characteristics of living things in arts, culture, and life skills, and Indonesian teaching since proving the third-graders’ learning improvement naturally and objectively. This study concludes that TAI’s cooperative and conventional learning models accommodate the learning activities although its implication does not contribute significantly.

Penerapan Model Kooperatif Tipe Team Assisted Individualization (TAI) pada Pembelajaran Matematika

The aim of this research is to determine the completeness of the mathematics learning outcomes of fifth grade students at SD Negeri 17 Lubuklinggau after implementing the Team Assisted Individualization (TAI) type cooperative model. This type of research is quasi-experimental research carried out without a comparison class with a pre-test and post-test group design. The population is class V of SD Negeri 17 Lubuklinggau for the 2022-2023 academic year, which consists of 17 students. Data collection was taken using test techniques. The collected data was analyzed using the t-test. Based on the results of the t-test analysis at the significance level α = 0.05, it is obtained (2.600) > (1.75). In conclusion, the mathematics learning outcomes of fifth grade students at SD Negeri 17 Lubuklinggau after implementing the Team Assisted Individualization (TAI) type cooperative model were significantly complete.
 
 Keywords: Cooperative Model, Team Assisted Individualization (TAI), Mathematics Learning

Effectiveness of Team Assisted Individualization as a Teaching Approach

This study aimed to determine the effectiveness of using Team Assisted Individualization (TAI) as cooperative learning teaching approach to improve students’ mathematical cognition. A quantitative research design via experimental design using one group pretest and post-test was employed. This only concentrated on specific students’ processing speed and working memory and included 67 grade 9 students from a public school in the Philippines. The findings showed that the components of TAI were moderately effective under the placement test, effective under the teams, teaching group, student creative, team study, fact test and team score than whole class and highly effective under team recognition, Furthermore, there is a significant difference between the pre-test and post-test scores in each completed stage, and TAI approach is an effective strategy in improving the mathematical cognition of students. This study argues that TAI approach may be utilized in mathematics classrooms to improve the mathematical cognition of students. The gravity of the lessons or topics may be put into consideration to balance the learning and performances of students.

PENERAPAN MODEL PEMBELAJARAN TEAM ASSISTED INDIVIDUALIZATION (TAI) UNTUK MENINGKATKAN HASIL BELAJAR IPAS PADA PESERTA DIDIK KELAS IV SD N CIWAKTU

In efforts to improve student learning outcomes, the teacher must improve the learning process carried out. One of the efforts that teachers can make in improving the learning process to be able to improve student learning outcomes is by applying the Team Assisted Individualization (TAI) learning model. The Team Assisted Individualization (TAI) learning model is an effort to improve the learning process because this learning model emphasizes guidance between group members to understand and solve the problems being studied. This research is a Classroom Action Research (CAR) which aims to improve the learning process so that it can improve student learning outcomes. This Classroom Action Research was conducted in class IV of SD N Ciwaktu in science learning. The results showed that the learning completeness in the pre-cycle was 42.85% of the total number of students. In cycle I the learning outcomes of students increased by 17.86% and the level of completeness of student learning outcomes in cycle I reached 60.71%. Whereas in cycle II the percentage of completeness of student learning outcomes obtained reached 89.28% with the frequency of students completing in cycle II as many as 25 students. Based on the results of the study, it was concluded that the application of the Team Assisted Individualization (TAI) model could improve the learning outcomes of fourth-grade students at SD N Ciwaktu in the Science subject.

Peningkatan Hasil Belajar Siswa pada Materi Adab mengunakan Model Pembelajaran Team Assisted Individualization (TAI) dengan Media Audio Visual di MTsN 1 Kota Lhokseumawe

The lesson on Aqidah (theology) and Akhlak (morality) aimed to enable students to practice the values they learn in their daily lives. This research aimed to determine how the students’ learning outcomes in Aqidah Akhlak lessons can be improved using the Team Assisted Individualization (TAI) method. The type of this research was classroom action research which was conducted in the eighth grade at MTsN 1 Kota Lhokseumawe, with a population of 210 students and a sample of 30 students from class VIII.1. The Classroom Action Research (CAR) consisted of four phases: planning, implementation, observation, and reflection. The research results showed an improvement in learning outcomes in each cycle. In the pre-cycle phase, out of 30 students, only 7 students (23%) completed the learning objectives, while the remaining 23 students (77%) did not. In the first cycle, there was an improvement as 22 students (73%) achieved mastery of the learning material, while 8 students (23%) did not. In the second cycle, 28 students (93%) completed the learning objectives, while the remaining 2 students (7%) did not.

Implementation of Tai-Type Cooperative Learning to Increase Students' Mathematical Representation Based on The Constructivist Approach

This study aims to determine the average increase in the mathematical representation ability of students who are taught using Team Assisted Individualization (TAI) learning and conventional learning and to see the effectiveness of the TAI learning model with a constructivist approach. The subjects in this study were students of class VIII SMP Negeri 3 Samaturu in the even semester. Sampling was carried out using cluster random sampling technique as the experimental unit selected two research classes. Data analysis techniques using descriptive statistics and inferential statistics. Furthermore, the results of inferential statistics on hypothesis testing using the t-test. Based on the results and discussion in this study, several conclusions were obtained, namely: (1) students' mathematical representation abilities before being taught by the TAI model with a constructivism approach consisting of 19 students showed an average of 14.08, with a standard deviation of 5.78615; (2) students' mathematical representation abilities after being taught using TAI learning with a constructivism approach show an average value of 58.72, with a standard deviation of 7.332761; and (3) Learning mathematics through the TAI learning model is more effective than conventional learning.

The Effectiveness of Team-Assisted Individualization (TAI) in Teaching Grammar

The aim of this study is to know the effectiveness of Team Assisted Individualization on English Department students’ English Grammar achievement. Quasi Experimental research using non-randomized pre-test post-test had been applied with the subject of study was the second semester of English departments students who took contemporary English grammar in Adi Buana University of Campus Blitar. Class A was experimental group and class B was control group. In collecting the data, pretest had been given to the two groups before treatment. The treatment given to class A was using Team Assisted Individualization in teaching grammar while class B as control group was using Grammar Translation Method. Then the post test was delivered to the two groups after the treatment. ANCOVA was used to analyze the data by applying SPSS for windows version 20 and the result showed that the students taught by using Team Assisted Individualization had achieved grammar skill better.

Team Assisted Individualization TAI (Team Assisted Individualization) Learning Model on Learning Skills of Private Elementary School Students PAB 29 Manunggal

This study aims to: (1) Know the listening skills of fourth grade students at Sekolah Dasar PAB 29 Manunggal before using the TAI (Team Assisted Individualization) learning model, (2) Know the listening skills of fourth grade students at SD PAB 29 Manunggal Private Elementary School after using the TAI learning model ( Team Assisted Individualization), (3) Knowing the effect of the TAI (Team Assisted Individualization) learning model on the listening skills of grade IV Sekolah Dasar Private PAB 29 Manunggal. This type of research is a quantitative study with a one-group pretest-posttest design. The population of this study was class IV-B of PAB 29 Manunggal Private Elementary School, which consisted of28 people. The sampling technique used is saturated sampling in which all members of the population are used as samples.Data collection techniques using observation sheets. Based on the results of the study: (1) Before using the TAI (Team Assisted Individualization) learning model, the average student score was still low, namely 51.79 and the highest scoreobtained by students before using the TAI (Team Assisted Individualization) learning model was 65, (2 ) After using the TAI (Team Assisted Individualization) learning model the average value of students increased to 79.57, and the highest score obtained by students after using the TAI (Team Assisted Individualization) learning model was 94, (3) Based on this research, the results obtained Hypothesis calculations using the t test (Paired Sample T Test) at a significant level of 0.05 obtained sig. (2-tailed) is 0.000 ≤ 0.05, it can be said that Ha is accepted and H0 is rejected.

Implementation of the cooperative learning model team assisted individualization (TAI) in indonesian language lectures

This study aims to determine the increase in semester 1 student learning outcomes of the UKI Toraja Management study program in the Indonesian language course through the application of the Team Assisted Individualization (TAI) Cooperative Learning Model. The sample of this research is 25 students. Data collection techniques using observation and learning achievement tests. Data were analyzed using descriptive statistical techniques to describe the conditions of each variable. The results showed that the ability of lecturers to manage learning with an average score of 4.57 was in the very good category, student activity during the learning process was classified as active with an average percentage of 74.5% which was in the active category, and student learning outcomes after being taught using the Team Assisted Individualization (TAI) cooperative learning model is classified as high with an average of 80.35. This shows that applying the Team Assisted Individualization (TAI) cooperative learning model can improve student learning outcomes in semester 1 of the UKI Toraja management study program in the Indonesian Language Course.

Application of the Team-Assisted Individualization Learning Model to Improve Students' Critical Thinking Skills in Mathematics in Fourth Grade Elementary Schools

This study describes the improvement of the Team Assisted Individualization learning model in the fourth grade of SD Negeri 028 Kubang Jaya in improving students' mathematical critical thinking skills. This research is classroom action research, which consists of two cycles. The subjects in this study were one teacher and fifteen fourth-grade students at 028 Kubang Jaya Elementary School. Data collection was carried out through observation, testing, and documentation, with qualitative data analysis using percentages. Based on the research results and data analysis, it was shown that before the action, 11 (73%) students were in the less critical category, and 3 (20%) students were in the critical category. 6.6% of students are in the quite critical category. Team-assisted, individualized learning applies remedial actions. After taking corrective action with the team-assisted individualization learning model. Then corrective action is taken with the team-assisted individualization learning model. In cycle I, students' critical thinking skills increased; 6 students, or 40%, were in the critical category, and 9 students, or 60%, were in the moderately critical category. Furthermore, in cycle II, the ability to think critically has increased: 8 students, or 53%, are in the very critical category, 4 students, or 26%, are in the moderately critical category, and 3 students, or 20%, are in the critical category. In cycle II, students' critical thinking skills have achieved the target success of the action set. Thus, it can be concluded that the application of the team-assisted individualization learning model can improve students' critical thinking skills in fourth-grade mathematics at Public Elementary School 028 Kubang Jaya.

Improving Creativity and Learning Outcomes Through Team-Assisted Individualization Learning Islamic Education Lessons

The purpose of this research is to improve the level of creativity and student learning outcomes of Islamic education. This study uses classroom action research to see the success of Team Assisted Individualization learning in increasing the creativity and learning outcomes of students in Islamic education in class VII (Junior High School) Wittayasansuksa School Songkhla Thailand. The research results can be seen from the increase in percentage, in the first cycle, the average student learning creativity is at a score of 42.50%, included in the (creative) category, while in the second cycle, the average student learning creativity has increased to reach a score of 47.50. % category (creative) and 30% category (very creative). Student learning outcomes have also increased. This can be seen from the percentage increase, in the first cycle, the average student learning outcomes were at a score of 25% (good) category, while in the second cycle, the average student learning outcomes experienced an increase in achieving a score by 60% category (good) and 25% category (Very Good).

ANALISIS PENERAPAN MODEL TAI BERBANTUAN MEDIA KONKRET TERHADAP PEMAHAMAN KONSEP MATEMATIKA MATERI SUDUT

Diversity of characters, different levels of learning understanding and difficulties in understanding learning concepts make it difficult for teachers in the teaching and learning process because students are still unfamiliar with the material so that teachers are allowed to provide a real picture so that the learning material is easily understood by students. The learning process requires a learning model that can make students learn optimally by using a cooperative learning model, one of which is the Team Assisted Individualization (TAI) model. The use of learning media that brings students closer to everyday experiences about mathematical concepts realistically by using an experiential approach to real-world situations or concrete objects. The purpose of this study was to determine the application of the Team Assisted Individualization (TAI) learning model using concrete object media to improve students' ability to understand mathematical concepts in angle material. Based on the literacy results obtained from seven relevant journals regarding "Analysis of the Application of the TAI Model Assisted by Concrete Media on Understanding the Mathematical Concepts of Angle Material" it was found that learning the concept of angles with the aid of concrete media using the Team Assisted Individualization (TAI) cooperative learning model can have a positive effect on learning process and improving student learning outcomes so that it can be applied to elementary school level mathematics learning

Meningkatkan Hasil Belajar Shooting dalam Permainan Sepak Bola melalui Model Pembelajaran Team Assisted Individualization (Tai) pada Siswa Kelas X MIA 1 SMA Negeri Ambon

The game of football is one of the PJOK learning materials that is taught at every level of the education unit, both from elementary school to tertiary level. The purpose of this study was to determine the increase in shooting learning outcomes through the TAI learning model. This type of research is Classroom Action Research (CAR). The results of this study indicate that the results of the action in cycle I, there were 11 students who had completed or 74.75% with a total value of 884.5, 6 students did not complete or 25.24% with a total value of 298.7. In Cycle II, there were 17 students who completed with a total score of 1354.3 or 889.36%. There is an increase in learning outcomes of 13.89%, meaning that learning outcomes in shooting in soccer games can be improved through the TAI (Team Assisted Individualization) learning model.