The effectiveness of Team Assisted Individualization (TAI) based Assessment for Learning (AfL) in Student's Mathematical Reasoning Ability of Junior High School

Abstract

This research aims (1) to examine the completeness of classical learning classroom with learning model Team Assisted Individualization based Assessment for Learning, and (2) to examine the comparison of the ability of student's mathematical reasoning with learning model Assisted Individualization based on Assessment for Learning and direct learning model. This research uses a quasi experimental design method with posttest-control-group design. The population in this study was the regular students of grade VIII SMP Negeri 3 Pati in academic year 2016/2017. By cluster random sampling technique, VIII D and VIII E were selected as a sample. The data collection techniques used observation, tests, and documentation. Quantitative data analysis uses z-test and t-test. The result of the research shows that (1) student's mathematical reasoning ability with learning model Team Assessed Individualization based on Assessment for Learning model achieves classical completeness, and (2) the student's mathematical reasoning ability with the Assessed Individualization based on Assessment for Learning is better than the direct learning model.