Implementation of TTW and TPS learning models to mathematics learning outcomes in terms of students' mathematical communication ability

Abstract

The goal of this study was deciding if the learning model has an impact on the achievement of mathematics learning in terms of student communication abilities in mathematics. The models being compared are the Think Talk Write learning model, the Think Pair Share model, and direct learning. The analysis used a quasi-experimental testing procedure. The population is all students of class VIII SMPN Wonosobo Regency in the academic year 2018/2019. The sample consisted of 269 students and was divided into three groups: 90 in the first experimental class, 91 in the second experiment class and 88 as the control class. The data of the study were analyzed using a two-way analysis of variance with unbalanced cells. The TTW learning model produces effective instruction in mathematics than the TPS and direct learning paradigm, and the TPS learning model produces better mathematics learning achievement than the direct learning model. These results show the same results for each group of communication abilities in mathematics. 2) Students with high mathematical communication abilities better math performance than middle and low income student mathematics communication abilities, and students with moderate communication abilities in mathematics have better learning performance as students with poor and intermediate mathematics communication abilities. low communication abilities in mathematics.