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Mardiyana Mardiyana
Post Graduate Program of Mathematics Education, Sebelas Maret University
Education Languange, Linguistic, Communication & Media

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THE COMPARISON OF TEAM ASSISTED INDIVIDUALIZATION AND THINK PAIR SHARE WITH GUIDED NOTE TAKING ON RELATION AND FUNCTION VIEWED FROM ADVERSITY QUOTIENT STUDENT Rizky Anggar Kusuma Wardani; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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The research was a quasi-experimental research with a factorial design 2 x 3 aims to determine the comparison of Team Assisted Individualization – Guided Note Taking (TAI-GNT) and Think Pair Share - Guided Note Taking (TPS-GNT) viewed from Adversity Quotient for students’ mathematics achievement. The population of this research were all of Junior High School Students 8th grade in Magetan Regency schools in academic year 2016/2017 whom applied KTSP curriculum. The sampling techniques was taken by using stratified cluster random sampling. The data was collected by using methods of documentation, questionnaires on students AQ, and mathematics achievement test. The analysis data technique used two-ways analysis of variance with unbalanced cells, with significance level was 0.05. Based on the study result, it could be concluded that : (1) TAI-GNT learning model made better mathematics learning achievement than TPS-GNT learning model, (2) Climber students got better mathematics learning achievement than Camper students and Quitter students, while Camper students got better mathematics learning achievement than Quitter students, (3) for every learning model, climber student got better mathematic learning achievement than Camper students and Quitter students, while Camper student got better mathematic learning achievement than Quitter student, (4) for every categories AQ, TAI-GNT learning model made better mathematics learning achievement than TPS-GNT learning model.Keywords: Adversity Quotient (AQ), Guided Note Taking (GNT), Mathematics Learning Achievement, Relation and Function, Team Assisted Individualization (TAI), Think Pair Share (TPS)
THE COMPARISON OF THINK TALK WRITE AND THINK PAIR SHARE WITH TALKING STICK VIEWED FROM STUDENTS' INDEPENDENT LEARNING EIGHTH GRADE STUDENTS OF JUNIOR HIGH SCHOOL Doni Susanto; Mardiyana Mardiyana; Dewi Retno Sari Saputro
Proceedings Education and Language International Conference Vol 1, No 1 (2017): Proceedings of Education and Language International Conference
Publisher : Proceedings Education and Language International Conference

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This research was a quasi-experimental research with 2×3 factorial design. It aimed to determine the learning model between Think Talk Write with Talking Stick (TTW-TS) and Think Pair Share with Talking Stick (TPS-TS) that gave the best achievement on mathematics subject viewed from students' independent learning. The population of this research were all of Junior High School students at the 8th grade in Ngawi Regency, East Java, Indonesia in academic year 2016/2017 which applied KTSP curriculum. The sample was taken by using stratified cluster random sampling. The data were collected by using methods of documentation, students' independent learning questionnaires, and mathematics achievement test. Data analysis technique used two ways analysis of variance (ANOVA) with unequal cell. According to the research findings, it could be concluded that: (1) students' mathematics achievement which were taught by using TTW-TS is as good as students' mathematics achievement which were taught by using TPS-TS in relation and function material, (2) mathematics achievement of students with high independent learning is better than students with medium and low independent learning, and mathematics achievement of students with medium independent learning is as good as students with low independent learning in relation and function material, (3) in each learning model, mathematics achievement of students with high independent learning is better than students with medium and low independent learning, and mathematics achievement of students with medium independent learning is as good as students with low independent learning in relation and function material (4) in each category of high and medium independent learning, student’s mathematics achievement which were taught by using TTW-TS is better than student’s mathematics achievement which were taught by using TPS-TS and in low independent learning student’s mathematics achievement which were taught by using TTW-TS is as good as student’s mathematics achievement which were taught by using TPS-TS in relation and function material. Keywords: Think talk write, think pair share, talking stick, independent learning, relation and function
Co-Authors Dewi Retno Sari Saputro, Dewi Retno Doni Susanto Rizky Anggar Kusuma Wardani