THE DIFFERENCE OF STUDENT'S MATHEMATICAL COMMUNICATION ABILITY BY USING COOPERATIVE LEARNING THINK PAIR SHARE (TPS) TYPE AND PROBLEM BASED LEARNING

The research is aimed to find out there was a difference of student’s
mathematical communication ability in cooperative learning Think – Pair – Share
(TPS) type with Problem Based Learning. The type of this research was quasi
experiment.
The population of this research was all students at SMP Budi Murni 2
Medan. The sample was two classes which each consist of 37 students, VIII A as
experimental class I which taught by cooperative learning model type TPS and
VIII B as experimental class II which taught by Problem Based Learning. The
sample was taken by random sampling. Collecting data technique of this research
was mathematical communication ability test that was given in the end of learning
either in experimental class I or experimental class II. The type of this test was
essay test.
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 variance. From the data analysis of
each of experimental class were obtained that the average of posttest score in PBL
classroom is higher than in TPS classroom. From the data analysis of posttest
score by using t-test with significance level α = 0.05, then it was obtained that
tcalculated= 3,96 and ttable = 1,666. Consequently tcalculated> ttable, then H0 is rejected
and Ha is accepted.
So, it can be concluded that there is difference of student’s mathematical
communication ability who taught by cooperative learning TPS type with PBL.
Based on research that has been done, mathematics teachers are suggested to use
cooperative learning model type TPS or PBL as learning model alternative in
improving student’s mathematical communication ability.