Model pembelajaran TAI pada bahan ajar gamifikasi : Dampak terhadap pemahaman konsep siswa pada materi sistem persamaan linear

Safuatu Ardina Sari, Istihana Istihana, Rizki Wahyu Yunian Putra, Ahmad Sodiq, Riyuzen Praja Tuala

Abstract


The aim of this research is to find out the difference in increasing students' understanding of mathematical concepts in SPLDV material that is given the application of the TAI (Team Assisted Individualization) type of cooperative learning model with gamification teaching material, the TAI type of cooperative learning model (Team Assisted Individualization), and the model conventional. In this study using Quasy Experimental Design. The independent variable (X) used in this study is the TAI (Team Assisted Individualization) learning model with gamification teaching material and the dependent variable (Y) is the understanding of students' mathematical concepts. This study uses a pretest posttest control design. Data collection in this study used test instruments provided in the experimental class and the control class. The hypothesis test used in this study is the one way analysis of variance (anava) test. From the results of anava N-gain test it was found that  and it can be concluded that there is a difference in the increase in students' understanding of the concept of SPLDV between the application of TAI type cooperative learning models with gamification teaching materials, TAI type cooperative learning models, and conventional learning models. From the results of the Scheffe calculation 'it can be concluded that the type of TAI cooperative learning model with gamification teaching material is better quality than the TAI type cooperative learning model and conventional learning model.


Keywords


Gamification Teaching Material; Cooperative Learning Model; SPLDV; Team Assisted Individualization

Full Text:

PDF

References


Achdiyat, M., & Andriyani, F. (2016). Hasil Belajar Matematika Ditinjau dari Model Pembelajaran Team Assisted Individualization (TAI). Formatif: Jurnal Ilmiah Pendidikan MIPA, 6(3).

Aydin, Y. (2014). The Effects of Problem Based Approach on Student’s Conceptual Understanding in a University Mathematics Classroom. Procedia – Social and Behavioral Sciences, 152, 704-707.

Da Rocha Seixas, L., Gomes, A. S., & Filho, I. J. (2016). Effectiviness of Gamification in the engagement of Students. Computers in Human Behavior, 58, 48-63.

Halih, M. (2016). Pengaruh Model Pemebelajaran TAI (Team Assisted Individualization) Terhadap Hasil Belajar Siswa. Buana Matematika: Jurnal Ilmiah Matematika dan Pendidikan Matematika, 6(2), 45-52.

Jusuf, H. (2016). Penggunaan Gamifikasi dalam Proses Pembelajaran. Jurnal TICom, 4(3), 92772

Karyanti, K., & Komarudin, K. (2017). Pengaruh Model Pembelajaran Kumon Terhadap Pemahaman Matematis Ditinjau Dari Gaya Kognitif Peserta Didik Pada Mata Pelajaran Matematika Kelas Viii SMP Negeri Satu Atap 4 Pesawaran. In Prosiding Seminar Nasional Matematika dan Pendidikan Matematika (Vol. 1, No. 1, pp. 89-94).

Pakpahan, S. P., & Sapta, A. (2020). Pengaruh Model Think Pair Share Berbantuan Maple Terhadap Hasil Belajar Fungsi Invers. Aksioma: Jurnal Program Studi Pendidikan Matematika, 9(1).

Priansa, D. J. (2017). Pengembangan Strategi Dan Model Pembelajaran: Inovatif, Kreatif, dan Prestatif dalam memahami peserta didik.

Novalia, M. S., & Syazali, M. (2014). Olah Data Penelitian Pendidikan. Bandar Lampung: Anugrah Utama Rahaja.

Rembulan, A., & Putra, R. W. Y. (2019). Pengembangan Bahan Ajar Gamifikasi pada Materi Statistika Kelas VIII. JMPM: Jurnal Matematika dan Pendidikan Matematika, 3(2), 84-98.

Rismayanti, E., Kartasasmita, B. G., & Supianti, I. I. (2020). Peningkatan Kemampuan Pemahaman Matematis Siswa Melalui Model Pembelajaran Think Pair Share. JNPM (Jurnal Nasional Pendidikan Matematika), 4(1), 154-167.

Tama, A. M., Rinaldi, A., & Andriani, S. (2018). Pemahaman Konsep Peserta Didik dengan Menggunakan Graded Response Models (GRM). Desimal: Jurnal Matematika,1(1), 91-99.

Tinungki, G. M. (2015). The Role of Cooperative Learning Type Team Assisted Individualization to Improve the Students’ Mathematics Communication Ability in the Subject of Probability Theory. Journal of Education and Practice, 6(32), 27-31

Wirawan, Y. M., & Putra, R. W. Y. (2018). Pengembangan Bahan Ajar Gamifikasi pada Materi Himpunan. Desimal: Jurnal Matematika, 1(3), 329-335.


Refbacks

  • There are currently no refbacks.