The Effect of Team Assisted Individualization (TAI) Cooperative Learning on Mathematics Learning Outcomes
- 10.2991/assehr.k.211211.010How to use a DOI?
- Cooperative Learning Model Type Team Assisted Individualization (TAI); Mathematics Learning Outcomes
This study aims to determine the mathematics learning outcomes of students who are taught using the Team Assisted Individualization (TAI) type of cooperative learning model and the mathematics learning outcomes of students who are taught using conventional learning models. This type of research is quasi-experimental with a non-equivalent control group design. This research was conducted at SMA Negeri 18 Makassar in the 2019/2020 school year. Where is class XI. IPS 1 as the experimental class and class XI. IPS 2 as a control class. Data collection techniques include observation and test learning outcomes. The data analysis technique used descriptive analysis and inferential analysis with the help of the SPSS 20 for the windows program. Descriptive statistical analysis used is N-Gain with an average N-Gain score for mathematics learning outcomes of 0.76 for the experimental class. For the control class, an average N-Gain score for mathematics learning outcomes is 0.59. These results indicate that students who are taught using the Team Assisted Individualization type cooperative learning model (TAI) are higher than the mathematics learning outcomes of students taught using the conventional learning model. As for the analysis of the hypothesis test, used is the t-test (independent samples test) with a significance value of 0.0001 < 0.05, which means reject H0 and accept H1.
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Cite this article
TY - CONF AU - Wahyuningsih Nurmala AU - Saharuddin AU - M. Arif Tiro AU - Wahidah Sanusi PY - 2021 DA - 2021/12/13 TI - The Effect of Team Assisted Individualization (TAI) Cooperative Learning on Mathematics Learning Outcomes BT - Proceedings of the International Conference on Educational Studies in Mathematics (ICoESM 2021) PB - Atlantis Press SP - 57 EP - 61 SN - 2352-5398 UR - https://doi.org/10.2991/assehr.k.211211.010 DO - 10.2991/assehr.k.211211.010 ID - Nurmala2021 ER -