The effect cooperative learning model resolution of mathematics problem solving and students’ mathematics communication

 

Supardi U.S.^* and Ihwan Zukarnain

 

Research Article | Published June 2015

Journal of Educational Research and Reviews, Vol. 3(4), pp. 44-53

 

 

Universitas Indraprasta PGRI (UNINDRA) of Jakarta, Jl. Raya Tengah Kelurahan Gedong, Pasar Rebo – Jakarta Timur 13760, Indonesia.

 

*Corresponding author. Email: supardiuki@yahoo.com.  

 

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This research is aimed to analyze the influence of cooperative learning model toward the ability of problem solving in mathematics and students’ ability in mathematics communication. This research uses experiment method. Data analysis uses MANOVA (Multivariate Analysis of Variants). Result shows that: there is influence of cooperative learning model to the ability of mathematics problem solving and the ability of mathematics communication multivariately. It shows that there is difference between matrices of ability of Mathematics problem solving and mathematics communication to the given cooperative learning model type STAD (Student Team Achievement Division) and type TPS (think, pair, share). By univariate, the result shows: (a) there is no difference in the ability of mathematics problem solving to those who were given cooperative learning model type STAD and type TPS. It indicates the influence cooperative learning model to the ability of students’ mathematics problem solving. (b) there is difference in terms of students’ ability of mathematics communication to who were given cooperative learning model type STAD with type TPS. It shows that there is an influence of cooperative learning model to the ability of mathematics communication. Result of this research recommends improving the ability of mathematics problem solving and the ability of students’ mathematics communication can be done in the same time using cooperative learning model type STAD.