<![CDATA[This study aims to examine the effect of Think Pair Share (TPS) type cooperative learning model and mathematical disposition on students' metacognitive skills in solving mathematical problems on the material of counting operations of small numbers. Using a 2x2 factorial experimental design, this study involved 48 fourth grade elementary school students in Padang City. The results of the two-way analysis of variance showed: (1) there was a significant difference in metacognitive skills between students taught using TPS and expository models (F(1, 44) = 25.432, *p* < 0.001, η² = 0.366); (2) there was no significant interaction between learning model and mathematical disposition (F(1, 44) = 0.021, *p* = 0. 886); (3) in the high mathematical disposition group, students taught with the TPS model showed better metacognitive skills compared to the expository model (*t*(22) = 7.12, *p* < 0.001, *d* = 2. 93); (4) in the low mathematical disposition group, students taught with the TPS model also showed better metacognitive skills compared to the expository model (*t*(22) = 4.23, *p* < 0.001, *d* = 1.66). These findings indicate that the TPS learning model is effective in improving students' metacognitive skills, both for students with high and low mathematical disposition.]]>
Copyrights © 2025
