Team Assisted Individualization Research Articles

Application of the Team Assisted Individualization (TAI) Learning Model in Improving Understanding of Mathematical Concepts

Purpose of the study: Research This done with objective For analyze understanding draft mathematics competence number with using the Learning Model Team Assisted Individualization (TAI) for students class IV Madrasah Ibtidaiyah Al-Hidayah Kebon IX Muaro Jambi.
 Methodology: Deep data study This in the form of quantitative and qualitative data which is analyzed in a manner descriptive and data obtained through stages observation as much as 2 cycles with sample as many as 18 students.
 Main Findings: After done 2 cycles obtained happen enhancement understanding draft improved mathematic using learning models Team Assisted Individualization (TAI). enhancement results from understanding draft mathematics competence number student by 26.73%.
 Novelty/Originality of this study: Updating from study This is related research with enhancement understanding draft mathematics competence number with using the Learning Model The previous Team Assisted Individualization (TAI).

Team Assisted Individualization: Improving Number Competency Students' Understanding of Mathematical Concepts

Purpose of the study: This research aims to improve students' understanding of mathematical concepts in number competency by using the Team Assisted Individualization (TAI) Learning Model in class IV B SDN No. 64/1 Muara Bulian.
 Methodology: This research is a study that consists of 2 cycles. This type of research uses a mixed method, namely a combination of quantitative and qualitative research. The research subjects were students of class IV B at SD Negeri 64/1 Muara Bulian. The data obtained are quantitative data and qualitative data. Data collection techniques were obtained through observation and interviews. Then the data were analyzed based on the type of data obtained.
 Main Findings: The study's findings showed that students' understanding of concepts increased from 60.35% in cycle I to 84.86% in cycle II. So that the use of the Team Assisted Individualization (TAI) learning model can help improve students' conceptual understanding of number competence in class IV B SDN NO. 64/1 Muara Bulian.
 Novelty/Originality of this study: The update in this research is contained in the results of this research, where the studies in this article are the latest results in the field of science, especially mathematics education. With this research, readers and other researchers can determine the impact of using the Team Assisted Individualization (TAI) learning model on students' understanding of mathematical concepts in elementary schools, especially in number competency material.

IMPROVING LEARNING OUTCOMES THROUGH TEAM ASSISTED INDIVIDUALIZATION (TAI) COOPERATIVE LEARNING MODELS

The use of the Team Assisted Individualization (TAI) cooperative learning model can improve learning outcomes in students at SMA Muhammadiyah 5 Makassar. Classroom action research consisting of two cycles, where each cycle consists of two meetings, with activity stages including planning, implementing, observing, and reflecting. The subjects of this study were all fourth grade students at SMA Muhammadiyah 5 Makassar, Makassar, a total of 41 students consisting of 21 male students and 20 female students. The increase in learning outcomes through the Team Assisted Individualization (TAI) type cooperative learning model in students of SMA Muhammadiyah 5 Makassar is seen by the increasing average value of student learning outcomes in cycle I which is in the low category and is in the high category in cycle II. The results showed that the application of the Team Assisted Individualization (TAI) cooperative learning model could improve the learning outcomes of students at SMA Muhammadiyah 5 Makassar .

Kemampuan Pemecahan Masalah Matematika Menggunakan Model Pembelajaran Kooperatif Tipe Team Assisted Individualization (TAI) Pada Siswa

The purpose of this study was to determine whether the ability to solve mathematical problems using the Team Assisted Individualization (TAI) type cooperative learning model is better than conventional learning in class VIII of MTs Negeri 12 Agam in the 2021/2022 academic year. This type of research is a pre-experimental research with the research design of The Static Group Comparison Design. The study used two classes, namely the experimental class which was given treatment using a Team Assisted Individualization (TAI) cooperative learning model and the control class using conventional learning. The population in this study is class VIII MTs Negeri 12 Agam. The research samples were students of class VIII A as the experimental class and class VIII B of the control class. The research instrument used a mathematical problem solving ability test in the form of a description test. Based on the results of data analysis, the student's mathematical problem solving ability test is calculated by using the t-test, it is obtained and because , meaning that and are accepted, while using Minitab software, and . Thus, it can be concluded that students' mathematical problem solving skills using the Team Assisted Individualization (TAI) type cooperative learning model are better than conventional learning in class VIII of MTs Negeri 12 Agam in the 2021/2022 academic year.Keyword : Mathematical Problem Solving, Team Assisted Individualization (TAI) Model.

Team-Assisted Individualization Type of the Cooperative Learning Model for Improving Mathematical Problem Solving, Communication, and Self-Proficiency: Evidence from Operations Research Teaching

The purpose of this study is to analyze the increase in the mathematical problem-solving (MPS), mathematical communication (MC), and self-proficiency (SPr) abilities of students by applying the team-assisted individualization type (TAI) of the cooperative and conventional learning models for the experimental and control classes. This is a quasi-experimental study comprising a sample of 50 and 42 students studying for an undergraduate degree in statistics for the experimental and control classes, respectively. Students’ mathematical prior knowledge (MPK) is grouped into three levels, namely high, medium, and low. The instruments used are the MPS test, the MC test, the self-proficiency scale, and observation sheets. Statistical analysis instruments used are parametric and non-parametric statistics, such as prerequisite tests for normality and homogeneity of variance, mean difference tests in two or more groups, the post hoc test, and description and interaction tests. The results showed an increase in MPS, MC, and SPr in the experimental class, which is higher than in the control class. Furthermore, there is no interaction between the experimental and control classes despite a significant correlation between MPS, MC, and MPS. These findings are relevant to mathematics and statistics teaching because it has been proven to improve students’ MPS, MC, and SPr; hence, learning outputs can be achieved objectively, specifically for operations research teaching.

Development of Electronic Module Using TAI to Improve HOTS of High School Students in Fluid Dynamic Materials

This research aims to produce independent learning materials in the form of an electronic module using a cooperative model the Assisted Individualization Team (TAI) type equipped with HOTS questions in a dynamic fluid material. The method used in this study is the development research with developmental stages of ADDIE (Analyze, Design, Development, Implementation, and Evaluation). The cooperative model type Assisted Individualization Team (TAI) has five learning stages: team formation, initial test, group learning, final test, and scoring. This electronic module is equipped with HOTS questions, where HOTS is a high-level thinking skill that includes three indicators, including analyzing skills (C4), evaluating (C5), and creating (C6). The results of the validation of the due diligence of the electronic module by media experts gained a score of 82.60%, the validation in the material aspect by the material experts gained score of 79.92%, the learning experts obtained 87.92%, and the calculation of n-gain test was 0.48 which means moderate category. These scores mean that the electronic physics module using cooperative model Team Assisted Individualization (TAI) type is equipped with HOTS questions in dynamic fluid materials as independent teaching material.

Pengaruh Model Teams Games Tournament (TGT) Dan Team Assisted Individualization (TAI) Berbasis Flashcard Terhadap Hasil Belajar Siswa Kelas VI SD Materi Sistem Tata Surya

The aims of this study were (1) to analyze the effect of flashcard-based Teams Games Tournament (TGT) on student learning outcomes in grade VI material on the solar system in the Nusa Indah cluster, Mranggen sub-district. 2) to analyze the effect of flashcard-based Team Assisted Individualization (TAI) on student learning outcomes. VI matter of the solar system. 3) analyze the difference in the effect of the TGT flashcard model and TAI flashcard learning on the learning outcomes of class VI students on the solar system material. This research is a quantitative type, with this research method is a quasi-experimental design with nonequivalent control group design. The population in this study were students of class VI SD Negeri in the Nusa Indah cluster, Mranggen District, Demak Regency as many as 223 students. The results showed that there were differences in the statistical group in the TAI class and the control class. Because sig 0.001 < 0.05. and t count > t table then the decision is Ho is rejected and Ha. received. Ha accepted means that there is an effect of the TAI model on student learning outcomes. There are differences in the statistical group in the TGT class and the control class. Because sig 0.00 < 0.05. and t count > t table then it means Ho is rejected and Ha is accepted. This means that there is an influence of the TGT learning model on student learning outcomes. The average value for the two classes there is a difference in the statistical group in the TGT class and TAI class. Because sig 0.000 < 0.05 While the t count value is 3.910 with df = 60 then the t table is 1.9990 so that t count > t table (3.910 > 1.9990), because sig 0.000 < 0.05. and tcount > t table then the decision is Ho is rejected and Ha is accepted. Ha accepted. it means that there is a difference in the effect of the TGT model and the TAI model on the learning outcomes of class VI students on the solar system material.

Meningkatkan Hasil Belajar Siswa Melalui Model Pembelajaran Kooperatif Tipe Team Assisted Individualization

This study aims to improve student learning outcomes by using the Team Assisted Individualization (TAI) cooperative learning model in statistical material in class X ATPH-1 SMK Gotong Royong. This type of research is Classroom Action Research (CAR). The research design used is the design of Kemmis and Mc. Taggart. The data collected in each research activity were analyzed descriptively using the percentage technique. The data includes student activity data, student learning outcomes, and teaching activities in implementing the TAI-type cooperative learning model. The results showed that there was an increase in student activity in learning with a percentage of 87.5%, teacher activity also increased by a percentage of 89.46% and student learning outcomes also experienced an increase which scored above 75 as many as 15 people with an average percentage of 85 % while those who scored below 75 or incomplete were 2 people with an average percentage of 15%. So in the first cycle of student activity and the average student learning outcomes have met the indicators of the success of the action.

EFFECT OF COOPERATIVE LEARNING ON COGNITIVE ENGAGEMENT OF SECONDARY SCHOOL STUDENTS

Cooperative learning is a strategy to teach students by adopting different teaching methods. It affects different aspects of students learning process. Cognitive engagement is one of the most important aspects of students learning process which is greatly affected by this strategy. This study finds the effect of this strategy on cognitive engagement of the secondary school students. It was an experimental study in nature. 50 students of 10th class were selected as the sample of the study by using convenient sampling. Control group was comprised of twenty-five (25) students. Experimental group was also comprised of twenty-five (25) students. Team Assisted Individualization (TAI) method of cooperative learning and traditional method were used to teach the students of experimental group and control group respectively. This experiment was lasted for six weeks. Pretest and posttest control group design was used. The cognitive engagement scale developed by Kong Wong and Lam (2003) was employed. Independent Sample t-test was used to make analysis of the collected data. This study claimed that cooperative learning had significant effect on cognitive engagement. Experimental group learnt significantly higher than control group. Keywords: Cooperative learning, engagement, cognitive engagement

MENINGKATKAN KEMAMPUAN MENULIS PUISI BALI MODERN DENGAN MENERAPKAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) PADA SISWA KELAS VII H SMP DHARMA WIWEKA DENPASAR TAHUN PELAJARAN 2021/2022”

The ability to write modern Balinese poetry in class VII H SMP Dharma Wiweka Denpasar is still low. To overcome this, the researcher offers to apply the Team Assisted Individualization type of cooperative learning model. The formulation of the problem in this study are: (1) Can the application of the Team Assisted Individualization (TAI) learning model improve the ability to write modern Balinese poetry for students of class VII H SMP Dharma Wiweka Denpasar ? (2) How are the students of class VII H SMP Dharma Wiweka Denpasar responding to the application of the Team Assisted Individualization (TAI) learning model? The application of the Team Assisted Individualization (TAI) learning model can improve the ability to write modern Balinese poetry in class VII H SMP Dharma Wiweka Denpasar . This can be seen from the test results of students in the first cycle obtaining an average score of 76.19 with a total percentage of 71.79%. In the second cycle there was an increase with an average score of 83.14 with a total percentage of 89.74%, besides that an increase also occurred in student responses with an average score of 12.43 in the first cycle to 16.76 in the second cycle from a maximum score of 20 with a very positive category. It is recommended that Balinese language teachers apply the Team Assisted Individualization (TAI) learning model in learning to write modern Balinese poetry, students are advised to improve their abilities by practicing more in writing modern Balinese poetry, for the school the Team Assisted Individualization (TAI) learning model can be used as a learning model. material for consideration to be applied to other lessons. Keywords: Team Assisted Individualization (TAI) model, writing modern Balinese poetry.

THE APPLICATION OF THE TEAM ASSISTED INDIVIDUALIZATION (TAI) TYPE OF COOPERATIVE MODEL IN THE STUDENTS' IPA LEARNING IN CLASS V SD NEGERI 49 LUBUKLINGGAU

This research by Nurhudha NPM 5018077 entitled the application of the Team Assisted Individualization (TAI) type cooperative learning model in science learning for fifth grade students of SD Negeri 49 Lubuklinggau with the main supervisor Yeni Asmara, M.pd and the assistant supervisor Eka Lokaria, M.pd, Si. The purpose of this study was to determine the completeness of science learning outcomes for fifth grade students of SD Negeri 49 Lubuklinggau after the cooperative model of Team Assisted Individualization (TAI) was applied. This type of research is a pre-experimental design research that was carried out without a comparison class with a pre-test and post-test group design. The population is the entire fifth grade of SD Negeri 49 Lubuklinggau for the academic year 2021/2022, which consists of 47 students consisting of two classes and as the sample is class V.A which is taken at random by 23 students. data collection was taken by test technique. The collected data were analyzed using t-test. based on the results of the t-test analysis at a significant level = 0.05, obtained t_count (20.11) t_table (1.717), so it can be concluded that the learning outcomes of science learning for fifth graders at SD Negeri 49 Lubuklinggau after the implementation of the Team Assisted Individualization cooperative model (TAI) significantly completed.

Comparison of Mathematics Learning Outcomes with Student Team Achievement Divisions and Team Assisted Individualization Model

The purpose of this study was to determine the difference between student learning outcomes in mathematics using the Student Team Achievement Divisions (STAD) learning model and the Team Assisted Individualization (TAI) learning model. The research method is descriptive quantitative with a quasi-experimental approach, and a two-group posttest only control design. Samples were taken by means of convenience sampling. The data collection technique is a test instrument by looking at the learning outcomes. The results and findings, based on the results of hypothesis testing using the t-test, obtained that t count is greater than t table of 3.179> 1.995 with a significance level of 0.05. These findings are supported by the calculation of learning outcomes for experimental class I using the Student Team Achievement Divisions method with the average value is 70.01, this shows a higher value than the experimental class II which uses the Team Assisted Individualization method which averages 66.90. The conclusion is that there are differences in the learning outcomes of students who are taught using the Student Team Achievement Divisions model with students who are taught using the Team Assisted Individualization learning model. The Student Team Achievement Divisions learning model produces higher learning outcomes and is recommended to be used in teaching all mathematics materials at all levels

PENINGKATAN KEMAMPUAN PEMAHAMAN DAN PEMECAHAN MASALAH MATEMATIS SISWA SEKOLAH MENENGAH ATAS DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION

Up to now the mathematical ability of students is still relatively low, it is characterized from the low mathematics learning outcomes. Low ability students 'mathematical understanding and abilities among students' mathematical problem solving so we need a model of learning that can improve both the mathematical ability. Team Assisted Individualization (TAI) is one type of cooperative learning is expected to increase both these capabilities. This type combines the advantages of cooperative learning and individual learning. This study aims to assess about upgrading the understanding and solving mathematical problems high school students with cooperative learning model Team Assisted Individualization. This study is an experiment that is true experimental research with a quantitative approach. Design research is pretest-posttest control group design. The population in this study were all tenth grade students in the academic year 2013/2014. The sample in this study was 2 classes, X1 (control group) and X2 class (class experiment). Data collection using the test. Data analysis was conducted to gain a score normalized using ANOVA test with the help of SPSS 17.0 software and Microsoft Office Excel 2010. The results showed that: 1) Increased understanding of the mathematical ability of students who obtained using a model of cooperative learning type Team Assisted Individualization better than students which gained overall in terms of conventional learning and student level (high, medium and low), 2) There is no interaction between learning model and student level (high, medium, and low) to increase the capability of understanding, 3) Improving students' mathematical problem solving ability the learning gained by using the cooperative model of Team Assisted Individualization better than students who received conventional learning is reviewed overall and student level (high, medium and low), 4) There is interaction between the learning model and student level (high, medium, and low ) to increase problem-solving ability.Keywords: Understanding Mathematical Ability, Mathematica lProblem Solving Ability, type Cooperative Team Assisted Individualization

PENINGKATAN HASIL BELAJAR PRAKTIKUM FISIKA ‎DENGAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ‎ASSISTED INDIVIDUALIZATION (TAI)‎

This classroom action research was conducted with the aim of knowing the improvement of students' physics practicum learning outcomes on light wave material using the Team Assisted Individualization (TAI) type of cooperative learning model. The research subjects were students of class XI IPA.6 MAN 2 Kota Padang in the 2020/2021 academic year. The research was carried out in two cycles, each cycle consisting of planning, implementation, observation, and reflection stages. Cycle I was carried out on the practical material of parallel plan glass refraction and the second cycle on the practical material of the diffraction grating. Students' practicum activity data is extracted with Student Activity Observation Sheets, teacher practicum learning management data is extracted with Learning Management Observation Sheets, while students' practicum learning outcomes data are excavated using Formative Tests in the form of practice. The results showed that: (1) Cycle I involving students with high initial abilities obtained an average learning outcome of 78.56 and a percentage of completeness 41%; (2) Cycle II involving students with high initial abilities and being given material and skill reinforcement obtained an average learning outcome of 87.78 and a 95% completeness percentage; (3) The learning outcomes of students' physics practicum in the second cycle have increased from the first cycle, both on average and the percentage of completeness. In conclusion, the Team Assisted Individualization (TAI) learning model can improve students' physics practicum learning outcomes.

The Application of The Teams Assisted Individualization (TAI) Learning Model to Improve Learning Outcome of The Starter Motor Electrical System in VHS

The objectives of the study were: to determine (1) the application of the TAI (Team Assisted Individualization) learning model to the Motor Starter Electrical System learning in SMK; (2) whether there is an increase in learning outcomes and the percentage of student graduation in the Motor Stater Electrical System learning with the application of the TAI (Team Assisted Individualization) learning model in SMK; (3) how much is the increase in learning outcomes and the percentage of student graduation in the Motor Stater Electrical System learning after the application of the TAI (Team Assisted Individualization) learning model in SMK. The type of research used is Classroom Action Research. The subjects of this study were students of SMK. Data was collected using observation methods and test instruments. After the data was obtained, it was analyzed using descriptive analysis techniques. From the results of the research, it shows that: (1) The application of learning using a Team Assisted Individualization (TAI) cooperative model is carried out in the planning, action and closing stages. (2) The implementation of learning using the Team Assisted Individualization (TAI) type cooperative model can improve student learning outcomes, (3) in the initial conditions the percentage of student graduation is 33.33% with an average score of 60.55 to 58.33% in the first cycle with an average value of 69.02 and 94.44% in the second cycle with an average value of 78.47. So there is an increase in the average value of student learning outcomes by 9.45 and there is an increase in the percentage of student graduation by 36.11%.

Efektivitas model kooperatif tipe Team Assisted Individualization (TAI) terhadap pembelajaran matematika

This study aims to determine the effectiveness of the application of mathematics learning through the Team Assisted Individualization (TAI) type of cooperative learning model. This type of research is an experiment involving one class as an experimental class without a control class, and the research design used is One Group Pretest Posttest Design. The sample in this study was grade IV students for the 2021/2022 academic year as many as 20 people. This study refers to two of the four aspects of learning effectiveness criteria, namely; student learning outcomes and activities. A learning can be said to be effective if two of these aspects are met with the condition that aspects of learning outcomes are learning mastery taken from the difference between learning outcomes before and after treatment. The instrument used is a test of learning outcomes to observe student activities. The results showed that: (1) the average score of students' mathematics learning outcomes after the TAI type cooperative learning model was applied was 78.00 and was in the medium category with a standard deviation of 5.71 where the highest score was 90.00 and the lowest score was 70.00. from the ideal score of 100. From these results, 16 students or 80% achieved individual mastery, 4 students or 20% did not achieve individual mastery and that means classical mastery was achieved. (2) the average percentage of student activity frequency, which is 88 of the indicators for student activity criteria, has reached the active criteria. From the results of this study, it can be concluded that the Team Assisted Individualization (TAI) type of cooperative learning model is effectively applied in learning mathematics for fourth grade students.

Evaluation of E-Module Assisted Tai Cooperative Learning Model in Improving Student's Mathematics Literature

The purpose of this study was to evaluate, identify and categorize the level of mathematical literacy of class VII students at MTs Husnul Khotimah 2 Kuningan before and after the implementation of the Team Assisted Individualization (TAI) learning model assisted by e-modules. This research method is quantitative with One Group Pretest-Posttest design. The data collection technique used a mathematical literacy test for pretest and posttest with number content. While the data analysis technique used the average difference test (Paired Sample T-Test) and the Gain test. The results showed that based on the results of the average difference test, there were differences in scores before and after the application of the Team Assisted Individualization (TAI) model with the help of e-modules and the application of the TAI model could also improve mathematical literacy with an average score of each before and after the application of the model is 47.07 and 70.33 with categorization of improvement based on the Gain test after the application of the TAI model assisted by e-modules, namely 7 students of low improvement, 18 students of moderate improvement, and 5 students of high improvement and the average increase of students after the application of the model TAI assisted by e-module is 0.481 and is included in the moderate criteria. Thus, one way to improve students' mathematical literacy is to use the TAI learning model.

PENGARUH PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TEAM ASSISTED INDIVIDUALIZATION (TAI) TERHADAP PEMAHAMAN KONSEP PESERTA DIDIK DI KELAS VII SMP NEGERI 1 PADANG GANTING KABUPATEN TANAH DATAR

The first step in learning mathematics is to understand mathematical concepts.Understanding mathematical concepts provides students with a solid foundation for developing other fundamental skills such as reasoning, communication, connections, and problem solving. In fact, students at SMP Negeri 1 Padang Ganting continue to have a poor understanding ofmathematical concepts.This can be seen during observation and in the low scores of students' daily tests, which contain indicators of mathematical concept understanding.The Team Assisted Individualization (TAI) cooperative learning model is used to solve this problem.The goal of this study is to describe the understanding of students' as well as to compare the understanding of mathematical concepts of students who study with the TAI.The research design is quasi-experimental and descriptive, utilizing a Static Group Design.The study's participants were SMP Negeri 1 Padang Ganting class students in the 2021/2022 academic year.Class VII.A served as the experimental class, whereas class VII.B served as the control class.The instrument used in this study is a test of mathematical comprehension.During the study, the outcomes of quizzes were used to describe the growth of mathematical concepts, while the final test was analyzed using the t-test.The final test analysis P-value of 0.046 less than , indicating that students who study using the TAI type cooperative learning model have a greater knowledge of mathematical topics than students who learn using direct learning models. Keywords–team assisted individual, Pembelajaran Langsung, Pemahaman Konsep Matematis

Cooperative Learning on The Academic Achievement of Middle-School Students Based on Learning Style

The goals of this study are to (1) see if students who are taught using the Teams Assisted Individualization (TAI) cooperative learning model learn mathematics better than students who are taught using the Student Team Achievement Division (STAD) model, and (2) see if the results of learning mathematics with visual learning styles are better than those with auditory and kinesthetic learning styles. As a result, this sort of study is an experiment. The experimental class I was class VIII students from Public Junior High School 1 North Sinjai. The findings revealed that: (1) students who were taught using the TAI type had better mathematics learning outcomes than students who were taught using the STAD type; (2) the inferential analysis revealed that it was not true that students with visual learning styles had better mathematics learning outcomes than students with auditory and kinesthetic learning styles.

Pengaruh Model Team Assisted Indvidualization (TAI) Terhadap hasil Belajar IPA Siswa Kelas IV SDN 08 Nan Sabaris

The purpose of this study was to determine whether there was an Influence of the Team Assisted Individualization (TAI) Learning Model on Science Learning Outcomes for Class IV SDN 08 Nan Sabaris. This type of research is quasi-experimental using a comparisson's static group design model. The population of the study was the fourthgrade students at SDN 08 Nan Sabaris and the fourth grade students at SDN 12 Nan ​​Sabaris. Sampling of research is saturated sampling technique. So the sample used is class IV SDN 08 Nan Sabaris and class IV SDN12 Nan ​​Sabaris. Data collection techniques were tests. Data analysis techniques used were normality, homogeneity, and hypothesis testing. The results of the final test of the two sample classes showed that the average value in the experimental class was 81.17 with the highest score of 100 and the lowest being 50, and the final test score of the control class was 72.47 with the highest score of 100 and the lowest 37. After testing the hypothesis using t test, obtained the value of tcount = 2.63 while the value of ttable = 2.39. So it can be concluded that there is an effect of the Team Assisted Individualization (TAI) model on student learning outcomes in science learning IPA for Class IV SDN 08 Nan Sabaris