EFEKTIVITAS MODEL COOPERATIVE LEARNING TIPE THINK PAIR SHARE (TPS) TERHADAPSELF EFFICACY DAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS

M. ADE, APRIANSYAH MUIS (2026) EFEKTIVITAS MODEL COOPERATIVE LEARNING TIPE THINK PAIR SHARE (TPS) TERHADAPSELF EFFICACY DAN KEMAMPUAN PEMAHAMAN KONSEP MATEMATIS. Diploma thesis, UIN RADEN INTAN LAMPUNG.

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Abstract

ABSTRAK Kemampuan pemahaman konsep matematis dan self efficacy peserta didik masih tergolong rendah. Rendahnya kemampuan tersebut dipengaruhi oleh pembelajaran yang masih berpusat pada guru sehingga peserta didik kurang aktif dalam proses pembelajaran. Salah satu alternatif yang dapat digunakan untuk mengatasi permasalahan tersebut adalah model Cooperative Learning tipe Think Pair Share (TPS). Penelitian ini bertujuan untuk mengetahui efektivitas model Cooperative Learning tipe Think Pair Share (TPS) terhadap self efficacy dan kemampuan pemahaman konsep matematis peserta didik. Penelitian ini menggunakan pendekatan kuantitatif dengan metode eksperimen. Populasi penelitian adalah seluruh peserta didik kelas VIII SMPN 12 Bandar Lampung tahun ajaran 2025/2026. Sampel penelitian dipilih menggunakan teknik cluster random sampling yang terdiri atas kelas eksperimen dan kelas kontrol. Instrumen yang digunakan berupa angket self efficacy dan tes kemampuan pemahaman konsep matematis. Analisis data dilakukan melalui uji normalitas, uji homogenitas, uji-t, dan uji N-Gain. Hasil penelitian menunjukkan bahwa model Cooperative Learning tipe Think Pair Share (TPS) lebih efektif dibandingkan pembelajaran konvensional dalam meningkatkan self efficacy peserta didik. Selain itu, model Think Pair Share (TPS) juga lebih efektif dalam meningkatkan kemampuan pemahaman konsep matematis peserta didik. Hal tersebut ditunjukkan oleh adanya perbedaan hasil posttest yang signifikan serta nilai N-Gain kelas eksperimen yang lebih tinggi dibandingkan kelas kontrol. Berdasarkan hasil penelitian dapat disimpulkan bahwa model Cooperative Learning tipe Think Pair Share (TPS) efektif digunakan dalam pembelajaran matematika untuk meningkatkan self efficacy dan kemampuan pemahaman konsep matematis peserta didik. ABSTRACT Students’ mathematical conceptual understanding and self efficacy are still relatively low. This condition is often associated with teachercentered learning practices that limit students' active participation during the learning process. One alternative learning model that can address this issue is the Think Pair Share (TPS) cooperative learning model. This study aimed to determine the effectiveness of the Think Pair Share (TPS) cooperative learning model on students’ self efficacy and mathematical conceptual understanding ability. This study employed a quantitative approach using an experimental method. The population consisted of all eighth-grade students of SMPN 12 Bandar Lampung in the 2025/2026 academic year. The samples were selected using the cluster random sampling technique and were divided into an experimental class and a control class. The research instruments included a self efficacy questionnaire and a mathematical conceptual understanding test. Data were analyzed using normality tests, homogeneity tests, independent sample t-tests, and N-Gain analysis. The results revealed that the Think Pair Share (TPS) cooperative learning model was more effective than conventional learning in improving students’ self efficacy. Furthermore, the TPS model was also more effective in enhancing students’ mathematical conceptual understanding ability. This was indicated by significant differences in posttest scores and higher N-Gain values in the experimental class compared to the control class. In conclusion, the Think Pair Share (TPS) cooperative learning model is effective in improving students’ self efficacy and mathematical conceptual understanding ability in mathematics learning.

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