Yuni Wulan Dari, Adityawarman Hidayati, Zulfah

Pengaruh Model Pembelajaran Kooperatif Tipe Think Talk Write (TWT) Terhadap Kemampuan Komunikasi Matematis Siswa Di SMAN 1 Kuok

Introduction

Pengaruh model pembelajaran kooperatif tipe think talk write (twt) terhadap kemampuan komunikasi matematis siswa di sman 1 kuok. Penelitian ini mengkaji pengaruh model pembelajaran kooperatif Think Talk Write (TWT) terhadap kemampuan komunikasi matematis siswa SMAN 1 Kuok. Hasil menunjukkan TWT efektif meningkatkan kemampuan komunikasi matematis siswa.

Abstract

This research is motivated by the low mathematical communication skills of class X students of SMA Negeri 1 Kuok which can be seen in the learning outcomes of class X students of SMA Negeri 1 Kuok. This study aims to determine whether or not there is an influence of the Think Talk Write cooperative learning model on the mathematical communication skills of class X students of SMA Negeri 1 Kuok. This research is a quasi-experimental study, with a sample technique used simple random sampling. The population in this study were class X students of SMA Negeri 1 Kuok in the 2024/2025 Academic Year consisting of 2 classes. The samples in this study were class X.1 as the control class and class X.2 as the experimental class. The instruments used in this study were learning implementation sheets and mathematical communication ability test questions. The data analysis technique used was the Independent sample T-Test and the N-Gain test with the help of SPSS 25 software. The results of the Independent sample T-Test obtained sig. (2-tailed) <0.05, namely 0.000, so Ho was rejected and Ha was accepted and it can be concluded that there is an influence of the use of the Think Talk Write type cooperative learning model on mathematical communication skills and is also quite effective to use.

Review

This study investigates the impact of the Think Talk Write (TWT) cooperative learning model on students' mathematical communication skills, a pertinent issue given the acknowledged low performance in this area among Class X students at SMAN 1 Kuok. The research employs a quasi-experimental design, which is suitable for educational interventions in real-world settings, and clearly states its objective to determine the influence of the TWT model. The use of an experimental (X.2) and control (X.1) class allows for a direct comparison, and the application of an Independent Sample T-Test and N-Gain test provides a robust statistical basis for concluding a significant positive effect of the TWT model. The finding that the TWT model not only influences but is also "quite effective" in improving mathematical communication skills is a valuable contribution to pedagogical practice. While the study's design is generally sound, certain methodological aspects could benefit from further elaboration or minor clarification. The population consists of only two classes, making the application of "simple random sampling" to select these two classes as control and experimental somewhat ambiguous; it might be more accurately described as an assignment. Additionally, the mention of the "2024/2025 Academic Year" suggests a future-oriented study, which should be clarified if the research has already been conducted. Although the use of learning implementation sheets and mathematical communication ability tests as instruments is appropriate, a more detailed description of how these skills were operationalized and assessed would enhance the study's transparency and replicability. For instance, specifying the types of mathematical communication skills targeted (e.g., representation, reasoning, explanation) would strengthen the methodological rigor. Overall, this paper presents a clear and concise investigation into a relevant educational problem. The findings strongly support the implementation of the Think Talk Write cooperative learning model to enhance mathematical communication skills, offering practical implications for teachers at SMAN 1 Kuok and potentially other similar contexts. Future research could expand upon these findings by exploring the long-term effects of the TWT model, investigating its impact on various sub-components of mathematical communication, or comparing its effectiveness against other cooperative learning strategies. Despite minor points for clarification, the study provides compelling evidence for the efficacy of the TWT model, making it a valuable contribution to the field of mathematics education.

Full Text

Comments

You need to be logged in to post a comment.