THE DIFFERENCE OF STUDENTS’ PROBLEM SOLVING ABILITY THAT TAUGHT USING COOPERATIVE TYPE THINK – PAIR – SHARE (TPS) AND STUDENT TEAMS – ACHIEVEMENT DIVISIONS (STAD) IN GRADE XI SMA NEGERI 5 MEDAN A.Y 2016/ 2017

The aim of this research is to know whether there is difference of student’s
Mathematics Problem Solving Ability taught by using Cooperative Learning model
TPS and Cooperative Learning model STAD type for Grade XI in SMA N 5 Medan.
The population is all students of grade XI in SMA N 5 Medan Academic Year.
2016/2017. Sampling Techniques that is used in this research is random sampling.
There are two samples in this research namely, Experiment Class I is XI MIPA 1
taught by cooperative learning model TPS and Class B is XI MIPA 4 taught by
cooperative learning model STAD. Each of class consist of 40 students. Technique
of analyzing data is consisted of normality, homogeneity, and hypothesis test.
Based on normality and homogeneity test, the data was taken from normal
distribution and homogeneous population. . Hypothesis test is done by using
analysis of T-test. The result of T-test show that tcalculated = 0.100 and t(0.5)(78) = 1.99.
Consequently tcalculate < ttable, then H0 is accepted. The result of research is different
with the research hypothesis where in the research hypothesis is said there is no
difference of Cooperative model type Think – pair – Share (TPS) and Student
Teams – Achievement Division (STAD) towards students’ problem solving ability
but in the research result there is difference of Cooperative model type Think – pair
– Share (TPS) and Student Teams – Achievement Division (STAD) towards
students’ problem solving ability. It is because even though both of the classroom
accept different treatment where class Experiment I taught using TPS which make
them work alone and then get in pair and Class Experiment II taught using STAD
which make them work in group but because the research done in almost the same
time and also because in learning model TPS and STAD, the learning process is
almost same and both of the class have the same initial capabilities which can be
seen in the result of Pre – test so that once this model is applied there is no
significant difference in problem solving ability. So, we can conclude that there is
no difference of students’ mathematics problem solving ability taught by using
cooperative learning model TPS type and cooperative learning model STAD type.