EFEKTIVITAS MODEL PEMBELAJARAN KOOPERATIF TIPE THINK  PAIR SHARE TERHADAP KEMAMPUAN PEMECAHAN MASALAH  MATEMATIKA SISWA KELAS V DI SDN 02 BENGKAYANG

Lamria Sitompul; Totok Victor Didik Saputro

doi:10.36989/didaktik.v12i03.16578

Lamria Sitompul Institut Shanti Bhuana
Totok Victor Didik Saputro Institut Shanti Bhuana

DOI: https://doi.org/10.36989/didaktik.v12i03.16578

Keywords: Think Pair Share, Problem-Solving Ability, Mathematics, Elementary School

Abstract

ABSTRACT

This study aims to analyze the effectiveness of the Think Pair Share (TPS) cooperative learning model on the mathematical problem-solving ability of fifth-grade students at SDN 02 Bengkayang on the topic of the perimeter of flat shapes. This study employed a quantitative approach with a quasi-experimental nonequivalent control group pretest-posttest design. The sample consisted of 42 students, namely class VB as the experimental group and class VC as the control group, each comprising 21 students. Data were collected through essay-based story problem tests and observation sheets. The instruments were validated using Aiken's V (V = 0.813) and tested for reliability using the Percentage of Agreement Borich method (PA = 98.25%). Data analysis was conducted using the Shapiro-Wilk test, Levene test, and Independent Sample t-test with SPSS. The results showed that the average posttest score of the experimental class (72.19) was higher than the control class (57.38), with the experimental class improvement (38.76 points) being almost twice as large as the control class (19.67 points). The Independent Sample t-test yielded a significance value of 0.035 (sig. < 0.05), leading to the rejection of H₀ and the acceptance of H₁. Observation results indicated that the experimental class achieved a completion rate of 96.3% (very good) and the control class 81.5% (good). It is concluded that the TPS model is effective in improving the mathematical problem-solving ability of fifth-grade students at SDN 02 Bengkayang.

References

Laila. (2021). Model Problem Solving: Pengertian, Komponen, Manfaat hingga Contohnya! Gramedia Blog. https://www.gramedia.com/literasi/model-problem-solving/#Komponen_Model_Problem_Solving
Laila, I., Pariati, E., & Widyati, E. (2024). Pengembangan Tes-tes Hasil Belajar. 2.
Mardlatillah, Y., Maesaroh, D. L., & Putri, E. O. (2025). Implementasi Think Pair Share untuk Meningkatkan Problem Solving Siswa Kelas 5 SD Universitas Islam Nahdlatul Ulama Jepara , Indonesia. Jurnal Nakula: Pusat Ilmu Pendidikan, Bahasa Dan Ilmu Sosial, 3.
Maulyda, M. A. (2020). Paradigma Pembelajaran Matematika Berbasis NCTM (Issue January).
Meilina, A. (2024). Model dan Metode Pembelajaran Think Pair Share. KejarCita. https://blog.kejarcita.id/model-dan-metode-pembelajaran-think-pair-share/
Hendracita, N. (2021). Model - Model Pembelajaran. Buku Ajar Model Model Pembelajaran SD, 2, 1–124.
Nasaruddin, N. (2018). Karakterisik Dan Ruang Lingkup Pembelajaran Matematika Di Sekolah. Al-Khwarizmi: Jurnal Pendidikan Matematika Dan Ilmu Pengetahuan Alam, 1(2), 63–76. https://doi.org/10.24256/jpmipa.v1i2.93
Nurkaeti, N. (2018). Polya ’ S Strategy : An Analysis Of Mathematical Problem Solving Difficulty In 5 Th Grade Elementary. EduHumaniora: Jurnal Pendidikan Dasar, 10(2), 140–147.
Pratiwi, T. A., & Fitria, Y. (2022). Pengaruh Model Kooperatif Tipe Think Pair Share (Tps) Terhadap Hasil Belajar Peserta Didik Pada Pembelajaran Tematik Terpadu Kelas Iv Sd. Jurnal Cakrawala Pendas, 8(4), 1256–1265. http://dx.doi.org/10.31949/jcp.v8i2.3087
Qotrun, A. (2021). Instrumen Penelitian: Pengertian, Fungsi, Jenis-Jenis, dan Contohnya. https://www.gramedia.com/literasi/instrumen-penelitian/#Pengertian_Instrumen_Penelitian
Rezki, W., & Minarni, A. (2023). Meta Analisis Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share Terhadap Kemampuan Berpikir Matematis. ADIJAYA : Jurnal Multidisplin, 1(1), 112–120.
Riyadi. (2021). Profile of Students’ Problem-Solving Skills Viewed from Polya’s Four-Steps Approach and Elementary School Students. European Journal of Educational Research, 10(4), 1625–1638. https://doi.org/https://doi.org/10.12973/eu-jer.10.4.1625
Rusti, E. R. (2023). Peningkatan Kemampuan Pemahaman Matematis Siswa Kelas V Pada Pembelajaran Kooperatif Tipe Think Pair Share. Journal of Contemporary Issue in Elementary Education ( JCIEE ), 1(2012), 19–28.
Sari, S. P. (2024). Perbedaan kemampuan pemecahan masalah matematika ditinjau dari gaya belajar siswa dengan model pembelajaran kooperatif Tipe Think Pair Share (TPS) dan Tipe Group Investigation (GI) pada materi SPLDV. UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan. https://etd.uinsyahada.ac.id/11143/
Siahaan, E., & Surya, E. (2020). Analisis Pengaruh Kemampuan Pemecahan Masalah Siswa Dalam Pelajaran Matematika. Researchgate Jurnal, 1(2), 1–8.
Silmi Awalyatun Nisa, & Roni Wahyu Wandani. (2023). Strategı Pemecahan Masalah Untuk Mengatası Rendahnya Kemampuan Pemecahan Masalah Sıswa Kelas IV Sekolah Dasar. Jurnal Elementaria Edukasia, 6(2), 242–249. https://doi.org/10.31949/jee.v6i2.5351
Siskawati, E. (2020). Analisis Kesalahan Peserta Didik dalam Menyelesaikan Soal Matematika Problem Solving Berdasar Newman’s Error Analysis (NEA). Panel Nasional Pendidikan Matematika, 19, 401–408. http://www.proceeding.unindra.ac.id/index.php/DPNPMunindra/article/view/4771
Sumiyati, A. H. (2021). Jurnal Keguruan dan Ilmu Pendidikan. Penggunaan Panggung Boneka Interaktif Untuk Meningkatkan Kemampuan Interaksi Sosial Anak Usia Dini, 10(1), 1–5.
Susanti, D. (2024). Analisis Analisis Kemampuan Pemecahan Masalah Peserta Didik dalam Menyelesaikan Masalah Kontekstual: Tinjauan Self Efficacy Tinjauan Self Efficacy. Universitas Muhammadiyah Gresik.
Trisnani, N. (2022). Pembelajaran Matematika Sekolah Dasar: Antara Kepercayaan Vs Realita. AR-RIAYAH : Jurnal Pendidikan Dasar, 6(1), 49. https://doi.org/10.29240/jpd.v6i1.4034
Widianti, E. D., Pratiwi, H. D., & Patmah, P. (2024). Analisis Indikator Kemampuan Pemecahan Masalah Matematika. 4(80), 331–336.