THE IMPLEMENTATION OF TEAM ASSISTED INDIVIDUALIZATION (TAI) LEARNING MODEL TO INCREASE STUDENTS MATHEMATICAL PROBLEM SOLVING ABILITY ON THE TOPIC OF DISTANCE IN 3D SPACE IN X GRADE OF SMAN 8 MEDAN.
THE IMPLEMENTATION OF TEAM ASSISTED INDIVIDUALIZATION (TAI) LEARNING MODEL TO INCREASE STUDENT’S MATHEMATICAL
PROBLEM SOLVING ABILITY ON THE TOPIC OF DISTANCE IN 3D-SPACE IN X GRADE OF SMAN 8 MEDAN
By:
Fahrozy Andinur Pradana ID 4113111030
Mathematics Education Study Program
THESIS
Submitted to Fulfill the Requirement for Getting the Degree of Sarjana Pendidikan
MATHEMATICS DEPARTMENT
FACULTY OF MATHEMATICS AND NATURAL SCIENCES STATE UNIVERSITY OF MEDAN
MEDAN 2015
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ACKNOWLEDGEMENT
This thesis could not be accomplished without Allah SWT grace, love, guidance, suggestions and comments from lecturers and several people.
Praise to Allah SWT for His amazing grace, His wonderful love, the strength and the health which have been given so the writer could finish this thesis. The writer’s special sincerest thanks are expressed to:
1. Mr. Prof. Dr. Mukhtar, M.Pd as his thesis supervisor for his advice, encouragements, suggestions and knowledge that have been contributed to help the writer in compiling this thesis so that this thesis could be finished. May Allah SWT always bless him and his family now and forever.
2. Mr. Prof. Dr. Edi Syahputra, M.Pd., Mr. Dr. Edy Surya, M.Si, Mr. Prof. Dr. Pargaulan Siagian, M.Pd as his thesis consultants for their advice, encouragements, suggestions and knowledge that have been contributed to help the writer in compiling this thesis.
3. Mr. Prof. Dr. Motlan, M.Sc., Ph.D. as the Dean of FMIPA, and Mr. Prof. Dr. Herbert Sipahutar, M.Sc as the Vice Dean of FMIPA in State University of Medan.
4. Mr. Dr. Edy Surya, M.Si as the head of Mathematics Department for his management department and valuable guidance in the arrangement of this thesis, and also for Mr. Drs. Yasifati Hia, M.Si as the secretary of Mathematics Department for his guidance given.
5. Mr. Prof. Dr.rer.nat Binari Manurung, M.Si as the coordinator of Bilingual Program for his contribution to help the writer in compiling this thesis.
6. All the lectures of Mathematics Department and administrative staff at the faculty, department and bilingual program for their guidance and administrative assistance given.
7. His beloved parents, Mr. Suwandi and Mrs. Nur Hidayah Damanik for everlasting love and pray. His thanks are also for his beloved brothers and sisters, and also for his cousins who gives the support.
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8. Mr. Drs. Sudirman, S.Pd., M.Si. the headmaster of SMAN 8 Medan for the permission to conduct the research in the school, and for all teachers there, especially for mathematics teacher, Mr. Herbin Manurung, S.Pd, M.Si. for motivating in many times and also to the students in class X-I for their generous helps to the writer.
9. All his best friends in 3 Idiot, Mahendra Galang Pratama and Evan D. K. Simarmata for the strength, spirit, and endless friendship ever and also thanks to my special best friend Ratih Oktaviani Ginting for her generous motivation, the strength, the fussiness and endless friendship ever.
10.All his classmates in bilmath10, Anna, Debby, Galang, Jo, Wawa, Acy, Sifa, Sapta, Dwi, Dewi, Kris, Rony, Sam, Evan, Widi, Vera, Leni, Tari, Nelly, Tika, Lita and Elvi for the togetherness, spirit, and our friendship. 11.All his PPLmate in SMAN 1 Matauli, Haposan, Galang, Elvi, Yohana,
Kristin, Evi, Thofa, Evina, Intan, Fatma, Diyah, Dini, Fatimah, Amel and Lina for the motivation given to compile this thesis.
The writer should give a big effort to prepare this thesis, and the writer knows that this thesis has so many weaknesses. The writer needs some suggestions to make it better. At last, may this thesis can be helpful and improve our knowledge.
Medan, June 2015 The writer,
Fahrozy A. Pradana 4113111030
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THE IMPLEMENTATION OF TEAM ASSISTED INDIVIDUALIZATION (TAI) LEARNING MODEL TO INCREASE STUDENT’S
MATHEMATICAL PROBLEM SOLVING ABILITY ON THE TOPIC OF DISTANCE IN 3D-SPACE
IN X GRADE OF SMAN 8 MEDAN FAHROZY ANDINUR PRADANA (4113111030)
ABSTRACT
The aim of this research is to improve or increase student’s mathematical problem solving ability through the implementation of cooperative learning Team Assisted Individualization model on the topic of Distance in 3D-Space which is conducted to tenth-graders of SMAN 8 Medan especially for class X-1 as the subject of this research.
The type of this research is classroom action research. The instrument used to collect the data are essay test and observation sheet. Before given the action in intial test to 42 students, obtained the average score is 54,67 with the classical completeness is 33,33% or only 14 students achieve the completeness criteria. The completeness criteria is the standard point that must be reached by students namely at least 65 and classical completeness is the standart percentage that must be reached by the class namely at least 85%. After given the action in first cycle to 42 students, obtained the average score is 64,76 with the classical completeness 52,38% or 22 students achieve the completeness criteria. And also after given the same action as the first cycle namely the action in second cycle, obtaine the average score is 77,48 with the classical completeness 88,10% or 37 students achieve the completeness criteria. Based on the observation done by teacher obtained that the point of second cycle is higher than the point of first cycle, and also based on the average gain score between Initial Test – Cycle I Test and Cycle I Test – Cycle II Test obtained that the average gain score in Cycle I Test – Cycle II Test is higher than Initial Test – Cycle I Test.
From the result of research, it can be concluded that by the implementation of Team Assisted Individualization Learning Model, the mathematical problem solving ability of students can be increased or improved especially on the topic of Distance in 3D-Space.
Keywords :Cooperative Learning, Team Assisted Individualization, Mathematical Problem Solving Ability.
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LIST OF CONTENT
Pages
Ratification Sheet i
Biography ii
Abstract iii
Acknowledgement iv
List of Content vi
List of Tables ix
List of Figures x
List of Appendix xi
CHAPTER I INTRODUCTION
1.1. Background 1
1.2. Problem Identification 7
1.3. Problem Limitation 8
1.4. Problem Formulation 8
1.5. Objective of Research 8
1.6. Benefit of Research 8
1.7. Operational Definition 9
CHAPTER II RELATED LITERATURE 10
2.1. The Theoretical Framework 10
2.1.1. Mathematics Learning 10
2.1.2. Definition of Problem 12
2.1.3. Mathematical Problem Solving Ability 14
2.1.4. Cooperative Learning Model 17
2.1.5. Model of Team Assisted Individualization 19
2.2. Research Materials 22
2.3. The Conceptual Framework 26
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2.5. Hypothesis 27
CHAPTER III RESEARCH METHODOLOGY
3.1. Location and Time of Research 28
3.2. Subject and Object of Research 28
3.3. Design of Research 28
3.4. Procedure of Research 28
3.4.1 Cycle I 30
3.4.2 Cycle II 31
3.5. The Instruments of Research 32
3.5.1 Test 32
3.5.2 Observation 33
3.6. Analysis of Data 33
3.6.1. Mathematical Problem Solving Ability Level 33
3.6.2. Student’s Learning Completeness 34
3.6.3. Average Normalized Gain 35
3.6.4. Analysis of Observation 35
3.6.5. Analysis of Instrument Validity and Reliability 35
3.7. Taking Conclusion 37
CHAPTER IV RESULT AND EXPLANATION OF RESEARCH
4.1. Description of Research Result 38
4.1.1. Description of Initial Test Result 38
4.1.2. Description of Test Result in Cycle I 39
4.1.2.1. Problem I 39
4.1.2.2. Action Plan I 40
4.1.2.3. Action Implementation I 40
4.1.2.4. Observation I 41
4.1.2.5. Data Analysis I 42
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4.1.3. Description of Test Result in Cycle II 45
4.1.3.1. Problem II 45
4.1.3.2. Action Plan II 46
4.1.3.3. Action Implementation II 47
4.1.3.4. Observation II 48
4.1.3.5. Data Analysis II 49
4.1.3.6. Reflection II 49
4.2. Explanation of Research Result 50
CHAPTER V CONCLUSION AND SUGGESTION
5.1. Conclusion 52
5.2. Suggestion 52
REFFERENCES 53
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LIST OF TABLES
Pages Table 3.1. Criteria of Student Problem Solving Ability Level 34
Table 3.2. Normalized Gain Criteria 35
Table 3.3. Interpretation of r11 36
Table 4.1. Description of Problem Solving Ability Level in Intial Test 39 Table 4.2. Description of Problem Solving Ability Level in Cycle I 42 Table 4.3. Description of Teacher Observation in Cycle I 43 Table 4.4. Description of Problem Solving Ability Level in Cycle II 48 Table 4.5. Description of Teacher Observation in Cycle II 49 Table 4.6. The Comparison Of Average Score, Classical Completeness,
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LIST OF FIGURES
Pages Figure 1.1. The elements of a model of mathematics pedagogy 4 Figure 1.2. The weakness of student’s answer in determining the
Distance between two points 5
Figure 2.1. The relation of learning element 10 Figure 3.1. The implementation procedures of action research 32 Figure 4.1. The diagram of Intial Test result 39 Figure 4.2. The diagram of Problem Solving Test I 43 Figure 4.3. The diagram of Problem Solving Test II 48
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LIST OF APPENDIX
Page
Appendix 1. Lesson Plan I 57
Appendix 2. Lesson Plan II 60
Appendix 3. Lesson Plan III 63
Appendix 4. Lesson Plan IV 66
Appendix 5. Student Activity Sheet I 69
Appendix 6. Student Activity Sheet II 71
Appendix 7. Student Activity Sheet III 72
Appendix 8. Student Activity Sheet IV 74
Appendix 9. Alternative Solution of Student Activity Sheet I 75 Appendix 10. Alternative Solution of Student Activity Sheet II 77 Appendix 11. Alternative Solution of Student Activity Sheet III 78 Appendix 12. Alternative Solution of Student Activity Sheet IV 80
Appendix 13. Initial Test 81
Appendix 14. Alternative Solution of Initial Test 82
Appendix 15. Blueprint of Initial Test 84
Appendix 16. Validity and Reability of Initial Test 85
Appendix 17. Problem Solving Ability Test I 88
Appendix 18. Alternative Solution of Problem Solving Ability Test I 89 Appendix 19. Blueprint of Problem Solving Ability Test I 93 Appendix 20. Validity Sheet of Problem Solving Ability Test I 94 Appendix 21. Validity and Reliability of Problem Solving Ability Test I 96
Appendix 22. Problem Solving Ability Test II 99
Appendix 23. Alternative Solution of Problem Solving Ability Test II 100 Appendix 24. Blueprint of Problem Solving Ability Test II 104 Appendix 25. Validity Sheet of Problem Solving Ability Test II 105 Appendix 26. Validity and Reliability of Problem Solving Ability Test II 107
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Appendix 28. Score List, Individual Completeness, Classical Completeness and Problem Solving Ability Criteria
of Initial Test 111
Appendix 29. Score List, Individual Completeness, Classical Completeness and Problem Solving Ability Criteria
of Problem Solving Ability Test I 113
Appendix 30. Score List, Individual Completeness, Classical Completeness and Problem Solving Ability Criteria
of Problem Solving Ability Test II 115
Appendix 31. Comparison of Student’s Score in Each Test 117
Appendix 32. Gain Criteria of Each Students 119
Appendix 33. Observation Sheet of Teacher Activity (1st Meeting) 121 Appendix 34. Observation Sheet of Teacher Activity (2nd Meeting) 123 Appendix 35. Observation Sheet of Teacher Activity (3rd Meeting) 125 Appendix 36. Observation Sheet of Teacher Activity (4th Meeting) 127
Appendix 37. Analysis of Teacher Observation 129
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CHAPTER I INTRODUCTION
1.1. Background
In the history of human civilization, the role of mathematics is very important because mathematics is a basic science related to other sciences. All knowledge learned contains elements of mathematics, both of numbers and operations that involve mathematics itself. Because it is a basic science, the mathematics has to be learned and mastered to learn other sciences easier.
In mathematics there are several things that need to be considered so that the material can be conveyed and understood by students, namely as a teacher should be able to master the subject matter well and according to plan as well as the latest curriculum. Mastery of course material for mathematics is closely related to how the efforts components influence each other in education to understand the math, then improving the quality of mathematics teaching should always be sought so as to overcome the problems of education in line with the demands of time.
Parents assume that mathematics is the most severe lesson and as a frightening specter for students. Even parents also complained about this math lesson, so many parents seeking child to be tutoring or extra lessons in mathematics.
According to UNESCO (1982), there are several reasons why math is so important that (1) Means to solve everyday problems; (2) Means to recognize patterns of relationship and generalization of experience; (3) Means to develop creativity; (4) Means to raise awareness of cultural development.
Learning math is not only requires that students understand the material studied than at the time, but also learn with understanding and actively building new knowledge from experience and prior knowledge that the learning more meaningful. For this to be realized, the National Council of Teachers of Mathematics (2000) defined five processes necessary skills of the students
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through the learning of mathematics are included in the standard process, namely: (1) Problem solving; (2) Reasoning and proof; (3) Communication; (4) Connection; and (5) Representation.
One of the goals of learning mathematics for students is that they have the ability or skills to solve a problem or question about mathematics, as a means for him to hone careful reasoning, logical, critical, and creative. Therefore, problem solving ability become focus in mathematics learning at all levels.
In the United States, the investigations about problem solving has been done decades ago. Which was commissioned by Dodson and Hollander (in Budhi, 2005: 3). According to them the problem solving abilities that should be grown are :
1. The ability to understand concepts and mathematical terms 2. The ability to note the similarities, differences, and analogies
3. The ability to identify the most important element and choose the correct procedure.
4. The ability to see things that are not related 5. The ability to assess and analyze
6. The ability to visualize and interpret quality and space 7. The ability to generalize by some examples
8. The ability to change the method known
9. Having enough confidence and feel good against the material
Based on the abilities above that problem solving have very good impact in life application. In addition to the above abilities, the students have certain stituation for the future so confidencely can develop those abilities. NCTM (2000: 52) states:
"By learning problem solving in mathematics, the student should acquaire ways of thinking, habits of persistence and curiousity, and confidence in unfamiliar Situations that will serve them well outside the mathematics classroom. In everyday life and in the workplace, being a good problem solver can lead to great advantage. "
It is also disclosed by Dogru (2008) he asserted:
"In modern science, for training the students, methods should be used for improving their thinking skills, make connections with events and concepts and scientific operations skills rather than giving information and definition. One of these methods are problems solving.With this study, it is shown that problem solving is not just solving a movement problem like in
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the physics as it is understood by most of the science teachers but it can be used also in social problems like environmental problems. "
So to solve the problem is not just a goal of learning mathematics, but it is also the main tool to learn it. Therefore, problem solving ability become focus in mathematics learning at all levels, from elementary school to college. By studying problem solving in mathematics, students will find ways of thinking, industrious habits, and curiosity, as well as confidence in unusual situations, as they will face a situation outside the mathematics classroom. In everyday life and the world of work, be a good problem solver can bring great benefits.
Based on mathematical purposes as the main focus, the ability to mathematical problem solving in mathematics is a very basic and very important. But in reality, mathematical problem solving abilities of students in Indonesia is still very low, it can be seen from the results of the four-yearly TIMSS survey coordinated by the IEA (The International Association for the Evaluation of Educational Achievement), one of the cognitive measures assessed is the ability of students to solve non-routine problems. At first participation in 1999 Indonesia obtained the average value of 403 and ranked 34th out of 38 countries, in 2003 Indonesia obtained the average value of 411 and ranked 35 th out of 46 countries, in 2007 Indonesia obtained the average value of 397 and ranked 36 th out of 49 countries and in 2011 obtained the average value of 386 and ranked 38 th out of 42 countries. Average standard value set by the TIMSS is 500, it means that the position of Indonesia in each of its participation always received grades below average set.
Low ability of Indonesian students in mathematical problem solving can also be seen from the results of the PISA’s survey (in OECD, 2014) in 2012 which showed that Indonesia is ranked 64th out of 65 countries where the average value of Indonesian mathematical ability is 375. It is below of standard values set by PISA namely 494. In one of the indicators of cognitive measures assessed were problem-solving abilities.
Based on the facts that have been discovered, this suggests that mathematical competence especially mathematical problem solving ability of
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Mathematical Content
Teacher’s Beliefs
Student Performance Classroom
Actions Plans
Figure 1.1 The elements of a model of mathematics pedagogy
students is low. Lack of mathematical problem solving ability of students will affect the quality of student learning that will result in low student achievement in school. Efforts should be made to address this problem. One of them is to select and use appropriate learning models.
Romberg (in Anderson, Sullivan & White, 2005) shows the relationship of elements in the teaching of mathematics as follows :
The model above is a linear representation of the relationship between teachers' beliefs and practices and does not allow the possibility that actions and student performance could in turn impact on teachers' beliefs and future planning of mathematics lessons. However, it does recognise that teachers may teach different mathematics content in different ways.
Thus, the problem can arise from mathematics content or material, educator beliefs, plans are made, the conditions in the classroom implementation, and performance of learners. As expressed by Widjaja & Heck (2003) :
"Indonesian mathematics education faces another problem: most pupils' attitudes towards mathematics are negative. Most of them perceive mathematics as difficult, and boring. This is not surprising when we look closely at the common practice of teaching and learning mathematics in Indonesian classrooms. "
And also Mullins (in Widjaja & Heck, 2003) he stated :
"Although mathematics is considered important in all stages of education, Indonesian pupils' performances in this subject is generally still poor: for instance, Indonesian 8th graders ranked 34th among 38 participating countries in the TIMMS-R assessment."
It means to carry out reforms in teaching methods, namely the change of teacher-centered activities to a situation where students are the center of attention
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or student-centered activity. Teachers as facilitators and mentors while students build their math for theirselves, do not just copy and follow the examples without understanding mathematical concepts.
The observation conducted by the researcher at SMAN 8 Medan in tenth graders in order to give the initial test where 42 students who follow the test, it is obtained that the average score is 54,67. Based on the mastery level in problem solving ability, there is none get very high level (0%), 4 person (9,52%) who has high ability, 10 person (23,81%) who has medium ability, 6 person (14,29%) who have low ability, and 22 persons (52,38%) who have a very low ability. There are only 14 persons (33,33%) who achieve the learning completeness.
Figure 1.2 The weakness of student’s answer in determining the distance between two points
From the description above it can be concluded that the students are not able to solve the problem due to the lack of meaningful learning process resulting low ability to solve mathematical problems. In addition, this may occur because of the level of concentration of students who are not optimal because it may be the method used does not match, the previous method may not make students motivated so that most students do not understand the material presented by teachers, especially material of three-dimensional space.
The another problems that might cause students are the problems given are non-routine and the problems given might be abstract or unreal condition. According to Lester (1987) there are a few reasons why mathematical problem solving are difficult for students :
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"The first reason why students are often unable to solve any problems but the most routine problem is that solving a mathematics problem requires the individual to engage in a variety of cognitive actions, each of which requires some knowledge and skills, and some of which are not routine. Furthermore, these cognitive reviews actions are influenced by a number of noncognitive factors. A second reason why so many students have trouble becoming proficient problem solvers is that they are given too few opportunities to engage in real problem solving. "
On previous research conducted by Edenita (2008) that the initial problem solving average score is 53.3 with 8 students or 23.52% of students reached the learning completeness. In the first cycle obtained the problem solving average score is 72.3 with 24 students or 70.6% of students reached a learning completeness. In the second cycle obtained the problem solving average score is 80.9 with 30 students or 88.2% of students reached learning completeness.
Poor teaching methods can occur for example due to lack of teacher preparation and the lack of control of materials presenting a lesson so that the teacher is not clear or the attitude of teachers towards students or to subject itself is not good, so students are less happy about the subject or the teacher, as a result of students lazy to learn.
Learning mathematics should not only emphasize the students to understand the material being taught but also learn with understanding and seek new knowledge from experience and prior knowledge. Approach in learning mathematics usually done at school are tends to: (1) Teachers explain the definition of concept; (2) give and discuss examples from the concept; (3) convey and discuss application matters from concepts; (4) making summary and; (5) give homework. Through reviews such an approach above, the creativity of students is less developed. As a result, student achievement in mathematics lower and less student enjoys math. It also led to learning conditions in the classroom becomes monotonous and then make students become passive.
The learning approach becomes a very important thing, because from the perspective of psychology every child has different abilities to absorb the lessons, it is necessary for the appropriate approach to potential students.
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One alternative to improve student learning outcomes is to develop cooperative learning model assissted Team Individualization (TAI), active students to find their own knowledge and competencies, or anything else that is needed to develop their own abilities. Slavin (1989) stated that TAI was developed to apply cooperative learning techniques to solve many of the problems of individualized instruction. This is consistent with the constructivism learning theory as proposed by Taber (2011) states that students have to find their own and transform complex information, check the new information with old rules and revising it if the rules do not apply anymore.
In the experiment of Slavin (1983) done by Slavin and friends in 504 students, they got the fact that the experiment evaluating Team Assisted Individualization (TAI) clearly indicate that this method increase of student's mathematics achievement more than traditional instruction method. The TAI students gained more than their control counterparts on every achievement measure in every study, although the differences were not statistically significant on some subsclaes at some grade levels.
Based on the background described above, the researchers interested in conducting the research entitle "The Implementation of Team Assisted Individualization (TAI) Learning Model To Increase Student’s Mathematical Problem Solving Ability On The Topic Of Distance In Three-Dimensional Space In Tenth Grade Of SMA Negeri 8 Medan".
1.2. Problem Identification
Based on the background of the problems described above, the problem can be identified as follows:
1. Problem solving ability at tenth grader of SMAN 8 Medan especially on the topic related to the distance in 3D-Space is still low.
2. The learning model often used by teachers is only conventional learning model which is less effective and less efficient.
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4. Problem solving ability of Indonesian student is below the standard of International criteria.
5. Most learning activities done is by teacher oriented instead of student oriented.
1.3. Problem Limitation
Based on the problem identification above then the researchers limit the problem on the implementation of Team Assisted Individualization (TAI) learning model to increase student’s mathematical problem solving ability on the topic of distance in Three-Dimensional Space in tenth grade of SMA Negeri 8 Medan.
1.4.Problem Formulation
Based on the problem limitation above, then the problem formulation in this research is “Is Team Assisted Individualization learning model able to increase the mathematical problem solving ability on topic of Distance in Three-Dimensional Space at tenth grader of SMA Negeri 8 Medan?”.
1.5. Research Objectives
The objective of this research is to know the increasement of mathematical problem solving ability through the implementation of Team Assisted Individualization (TAI) learning model to increase student’s mathematical problem solving ability on the topic of distance in Three-Dimensional Space in tenth grade of SMA Negeri 8 Medan.
1.6. Benefits of Research
The results of this study are expected to be useful for the study of information users. The benefits of this research are:
1. Increase the knowledge or insight to author about the cooperative learning model of Team Assisted Individualization in improving students' mathematical problem solving ability.
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2. As an alternative teaching model for teachers and schools in order to improve learning in school.
3. For the next researchers, the results of this research can be input or suggestion for other researchers to develop a research in the future.
1.7. Operational Definitions
1. The mathematical problem solving ability is a way to solve mathematical problems using a special strategies or mathematical concepts that had previously dominated.
2. Cooperative learning model is a learning model that emphasize collaboration among students to achieve the learning objectives.
3. Team Assisted Individualization (TAI) is a cooperative learning model where students are placed in small heterogeneous groups and followed by individual assistance to students who need it.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of research from the analysis of data, then can be concluded some conclusions as follows :
1. The level of problem solving ability in the initial test is averagely very low. It can be seen from the average score which is below the completeness criteria. After given the action in the cycle I with the cooperative learning model of Team Assisted Individualization, the level of problem solving ability increase become medium level but has not reached yet the classical completeness. It can be seen from the average score increasing compared to initial test. Furthermore, after the action in the cycle II with the same action, the level of problem solving ability increase become high level and has reached the classical completeness. 2. Based on the analysis of data, it indicates that there is the change of
learning outcome increasement namely mathematical problem solving ability of students after using learning model of Team Assisted Individualization (TAI) which is done in tenth graders at SMA Negeri 8 Medan on the topic of Distance in 3D-Space.
5.2. Suggestion
1. To mathematics teacher especially the teachers of SMAN 8 Medan, is suggested to involve students in doing the cooperative learning model especially Team Assisted Individualization as an alternative to increase student’s mathematical problem solving ability.
2. To the other researchers, is suggested to apply this learning model to other topic so it can be developed for further research.
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or student-centered activity. Teachers as facilitators and mentors while students build their math for theirselves, do not just copy and follow the examples without understanding mathematical concepts.
The observation conducted by the researcher at SMAN 8 Medan in tenth graders in order to give the initial test where 42 students who follow the test, it is obtained that the average score is 54,67. Based on the mastery level in problem solving ability, there is none get very high level (0%), 4 person (9,52%) who has high ability, 10 person (23,81%) who has medium ability, 6 person (14,29%) who have low ability, and 22 persons (52,38%) who have a very low ability. There are only 14 persons (33,33%) who achieve the learning completeness.
Figure 1.2 The weakness of student’s answer in determining the distance between two points
From the description above it can be concluded that the students are not able to solve the problem due to the lack of meaningful learning process resulting low ability to solve mathematical problems. In addition, this may occur because of the level of concentration of students who are not optimal because it may be the method used does not match, the previous method may not make students motivated so that most students do not understand the material presented by teachers, especially material of three-dimensional space.
The another problems that might cause students are the problems given are non-routine and the problems given might be abstract or unreal condition. According to Lester (1987) there are a few reasons why mathematical problem solving are difficult for students :
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"The first reason why students are often unable to solve any problems but the most routine problem is that solving a mathematics problem requires the individual to engage in a variety of cognitive actions, each of which requires some knowledge and skills, and some of which are not routine. Furthermore, these cognitive reviews actions are influenced by a number of noncognitive factors. A second reason why so many students have trouble becoming proficient problem solvers is that they are given too few opportunities to engage in real problem solving. "
On previous research conducted by Edenita (2008) that the initial problem solving average score is 53.3 with 8 students or 23.52% of students reached the learning completeness. In the first cycle obtained the problem solving average score is 72.3 with 24 students or 70.6% of students reached a learning completeness. In the second cycle obtained the problem solving average score is 80.9 with 30 students or 88.2% of students reached learning completeness.
Poor teaching methods can occur for example due to lack of teacher preparation and the lack of control of materials presenting a lesson so that the teacher is not clear or the attitude of teachers towards students or to subject itself is not good, so students are less happy about the subject or the teacher, as a result of students lazy to learn.
Learning mathematics should not only emphasize the students to understand the material being taught but also learn with understanding and seek new knowledge from experience and prior knowledge. Approach in learning mathematics usually done at school are tends to: (1) Teachers explain the definition of concept; (2) give and discuss examples from the concept; (3) convey and discuss application matters from concepts; (4) making summary and; (5) give homework. Through reviews such an approach above, the creativity of students is less developed. As a result, student achievement in mathematics lower and less student enjoys math. It also led to learning conditions in the classroom becomes monotonous and then make students become passive.
The learning approach becomes a very important thing, because from the perspective of psychology every child has different abilities to absorb the lessons, it is necessary for the appropriate approach to potential students.
(3)
One alternative to improve student learning outcomes is to develop cooperative learning model assissted Team Individualization (TAI), active students to find their own knowledge and competencies, or anything else that is needed to develop their own abilities. Slavin (1989) stated that TAI was developed to apply cooperative learning techniques to solve many of the problems of individualized instruction. This is consistent with the constructivism learning theory as proposed by Taber (2011) states that students have to find their own and transform complex information, check the new information with old rules and revising it if the rules do not apply anymore.
In the experiment of Slavin (1983) done by Slavin and friends in 504 students, they got the fact that the experiment evaluating Team Assisted Individualization (TAI) clearly indicate that this method increase of student's mathematics achievement more than traditional instruction method. The TAI students gained more than their control counterparts on every achievement measure in every study, although the differences were not statistically significant on some subsclaes at some grade levels.
Based on the background described above, the researchers interested in conducting the research entitle "The Implementation of Team Assisted Individualization (TAI) Learning Model To Increase Student’s Mathematical Problem Solving Ability On The Topic Of Distance In Three-Dimensional Space In Tenth Grade Of SMA Negeri 8 Medan".
1.2. Problem Identification
Based on the background of the problems described above, the problem can be identified as follows:
1. Problem solving ability at tenth grader of SMAN 8 Medan especially on the topic related to the distance in 3D-Space is still low.
2. The learning model often used by teachers is only conventional learning model which is less effective and less efficient.
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4. Problem solving ability of Indonesian student is below the standard of International criteria.
5. Most learning activities done is by teacher oriented instead of student oriented.
1.3. Problem Limitation
Based on the problem identification above then the researchers limit the problem on the implementation of Team Assisted Individualization (TAI) learning model to increase student’s mathematical problem solving ability on the topic of distance in Three-Dimensional Space in tenth grade of SMA Negeri 8 Medan.
1.4.Problem Formulation
Based on the problem limitation above, then the problem formulation in this research is “Is Team Assisted Individualization learning model able to increase the mathematical problem solving ability on topic of Distance in Three-Dimensional Space at tenth grader of SMA Negeri 8 Medan?”.
1.5. Research Objectives
The objective of this research is to know the increasement of mathematical problem solving ability through the implementation of Team Assisted Individualization (TAI) learning model to increase student’s mathematical problem solving ability on the topic of distance in Three-Dimensional Space in tenth grade of SMA Negeri 8 Medan.
1.6. Benefits of Research
The results of this study are expected to be useful for the study of information users. The benefits of this research are:
1. Increase the knowledge or insight to author about the cooperative learning model of Team Assisted Individualization in improving students' mathematical problem solving ability.
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2. As an alternative teaching model for teachers and schools in order to improve learning in school.
3. For the next researchers, the results of this research can be input or suggestion for other researchers to develop a research in the future.
1.7. Operational Definitions
1. The mathematical problem solving ability is a way to solve mathematical problems using a special strategies or mathematical concepts that had previously dominated.
2. Cooperative learning model is a learning model that emphasize collaboration among students to achieve the learning objectives.
3. Team Assisted Individualization (TAI) is a cooperative learning model where students are placed in small heterogeneous groups and followed by individual assistance to students who need it.
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CHAPTER V
CONCLUSION AND SUGGESTION
5.1. Conclusion
Based on the result of research from the analysis of data, then can be concluded some conclusions as follows :
1. The level of problem solving ability in the initial test is averagely very low. It can be seen from the average score which is below the completeness criteria. After given the action in the cycle I with the cooperative learning model of Team Assisted Individualization, the level of problem solving ability increase become medium level but has not reached yet the classical completeness. It can be seen from the average score increasing compared to initial test. Furthermore, after the action in the cycle II with the same action, the level of problem solving ability increase become high level and has reached the classical completeness. 2. Based on the analysis of data, it indicates that there is the change of
learning outcome increasement namely mathematical problem solving ability of students after using learning model of Team Assisted Individualization (TAI) which is done in tenth graders at SMA Negeri 8 Medan on the topic of Distance in 3D-Space.
5.2. Suggestion
1. To mathematics teacher especially the teachers of SMAN 8 Medan, is suggested to involve students in doing the cooperative learning model especially Team Assisted Individualization as an alternative to increase student’s mathematical problem solving ability.
2. To the other researchers, is suggested to apply this learning model to other topic so it can be developed for further research.