eprintid: 4272
rev_number: 6
eprint_status: archive
userid: 1545
dir: disk0/00/00/42/72
datestamp: 2020-09-08 15:09:00
lastmod: 2020-09-08 15:09:00
status_changed: 2020-09-08 15:09:00
type: article
metadata_visibility: show
creators_name: Syaiful Rohim, Aim
creators_id: aimmacan@gmail.com
title: THE EFFECT OF PROBLEM-POSING AND THINK-PAIR-SHARE LEARNING MODELS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING SKILLS AND MATHEMATICAL COMMUNICATION SKILLS
ispublished: pub
subjects: L
abstract: Abstract. The main purpose of this study was to compare and examine the effectiveness of problem-posing and think- pair-share cooperatives' learning models on mathematical problem-solving skills and mathematical communication skills. This study was experimental research with a quasi-experimental design. The samples of the study were 41 students for classroom experiments and 40 students for classroom control. The instruments employed in this study were pre-test and post-test. The instruments were made in essay forms which design to measure students’ mathematical problem-solving skills. The result of the study showed that problem-posing and think-pair-share are very effective to improve students’ mathematical achievements. However, between the problem-posing and think-pair-share, the think- pair-share is more effective than problem-posing, view from the standards of mathematical problem-solving skills and mathematical communication skills of Junior High School students.
Keywords: Problem-Posing; Think-Pair-Share; Mathematical Problem-Solving; Mathematical Communication Skills
date: 2019-09-02
date_type: published
publisher: STKIP Singkawang
official_url: https://journal.stkipsingkawang.ac.id/index.php/JETL/index
full_text_status: public
publication: Journal of Education, Teaching, and Learning
volume: 4
number: 2
pagerange: 287-291
refereed: TRUE
issn: p-ISSN: 2477-5924 e-ISSN: 2477-4878
citation:   Syaiful Rohim, Aim  (2019) THE EFFECT OF PROBLEM-POSING AND THINK-PAIR-SHARE LEARNING MODELS ON STUDENTS’ MATHEMATICAL PROBLEM-SOLVING SKILLS AND MATHEMATICAL COMMUNICATION SKILLS.  Journal of Education, Teaching, and Learning, 4 (2).  pp. 287-291.  ISSN p-ISSN: 2477-5924 e-ISSN: 2477-4878     
document_url: http://repository.uhamka.ac.id/id/eprint/4272/1/THE%20EFFECT%20OF%20PROBLEM-POSING-JETL.pdf