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Indonesian Journal of Islamic Studies
Published by Universitas Muhammadiyah Sidoarjo
ISSN : -     EISSN : 25988964     DOI : https://doi.org/10.21070/ijis
Core Subject : Religion, Humanities,
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IJIS publishes research articles in the field of “Islamic Studies” with the following scope : Islamic Studies Methods. Teaching Material Development.
Arjuna Subject : Ilmu Sosial - Kajian Budaya
Articles 11 Documents
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Search results for , issue "Vol 12 No 3 (2024): Agustus" : 11 Documents clear
Cooperative Learning Through Team Accelerated Instruction in Grade IV Mathematics Irwanto, Moch; Rindaningsih , Ida
Indonesian Journal of Islamic Studies Vol 12 No 3 (2024): Agustus
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/ijis.v12i3.1758

Abstract

General Background: Cooperative learning methodologies have gained prominence in educational settings for their potential to enhance student engagement and comprehension. Specific Background: Among these, the Teams Accelerated Instruction (TAI) model has shown promise, particularly in mathematics education, yet its specific impacts in the context of Madrasah Ibtidaiyah remain underexplored. Knowledge Gap: Despite existing literature on cooperative learning, there is a lack of qualitative studies that examine TAI's effectiveness from a phenomenological perspective in Indonesian primary education. Aims: This study aims to investigate the teaching practices of a grade IV mathematics teacher using the TAI method and to assess its effectiveness in promoting learning outcomes. Results: Utilizing qualitative research methods, including observation, in-depth interviews, and documentation, findings indicate that TAI significantly enhances student collaboration and understanding of mathematical concepts, fostering a more interactive classroom environment. Novelty: This research contributes a phenomenological perspective to cooperative learning, highlighting the lived experiences of both teacher and students within the TAI framework. Implications: The insights gained underscore the importance of implementing cooperative learning strategies like TAI in Madrasah Ibtidaiyah, offering practical implications for educators aiming to improve pedagogical practices and student learning outcomes in mathematics. This study provides a foundation for further research into cooperative learning methods within diverse educational contexts. Highlights: Effectiveness of TAI: The Teams Accelerated Instruction method significantly improves student engagement and understanding in mathematics. Phenomenological Approach: The study employs a phenomenological perspective, providing insights into the experiences of teachers and students in cooperative learning settings. Practical Implications: Findings highlight the potential for TAI to enhance pedagogical practices in Madrasah Ibtidaiyah, suggesting a need for broader implementation. Keywords: Teams Accelerated Instruction, cooperative learning, phenomenology, mathematics education, Madrasah Ibtidaiyah.

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