The Effect of Tai (Team Assisted Individualization) Cooperative Learning Model and Expository Model with Open-Ended Approach to Mathematical Connection Ability Reviewed From Initial Mathematical Abilities

Edy Purnomo^1, , Wardani Rahayu¹ and Ajat Sudrajat¹

¹Department of Primary Education, State University of Jakarta, Jakarta, Indonesia

Cite this paper:
Edy Purnomo, Wardani Rahayu and Ajat Sudrajat. The Effect of Tai (Team Assisted Individualization) Cooperative Learning Model and Expository Model with Open-Ended Approach to Mathematical Connection Ability Reviewed From Initial Mathematical Abilities. American Journal of Educational Research. 2019; 7(8):530-536. doi: 10.12691/education-7-8-1

Abstract

This study aims to determine the effect of TAI (Team Assisted Individualization) cooperative learning models and expository learning models with an open-ended approach to mathematical connection skills. This research was conducted at Bendungan Hilir Elementar School 09 and 01 Pagi, Tanah Abang, Central Jakarta in class VI of the first semester of the school year 2018/2019 using cluster random sampling with a total sample of 52 students. Data retrieval was done through tests and analyzed using two-way Variance (ANOVA) analysis with treatment design by level 2 x 2. The results showed that: (1) the mathematical connection ability of students treated using the TAI (Team Assisted Individualization) type cooperative learning model is higher than the students taught using the expository learning model, (2) there is an interaction effect between the learning model and mathematical initial abilities on mathematical connection skills, (3) the mathematical connection ability of students treated using the TAI (Team Assisted Individualization) type of cooperative learning model is higher than students who are treated using the expository learning model for students who have high initial mathematical abilities, (4) the mathematical connection ability of students treated using the cooperative learning type TAI (Team Assisted Individualization) model is lower than students who are treated using the expository learning model for students who have low initial mathematical abilities.

Keywords:
learning model cooperative model type (team assisted individualization) expository model open-ended approach initial mathematical abilities mathematical connection ability

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