The role of cooperative learning with team assisted individualization to improve the students’ self proficiency
The importance of learning mathematics can not be separated from its role in all aspects of life. This research aims to analyze the achievement of the students’ self-proficiency who are taught by using cooperative learning with Team Assisted Individualization (TAI) and conventional learning. Students need to possess self-proficiency ability well so that they could have confidence that they are capable of confronting and of solving their daily life problems in general or mathematical tasks in particular. The population in this research was students of Statistics study program at one of public universities in Makassar. The sampling technique used in this research was purposive sampling, while the instrument used was self-proficiency scale (SPr) which has been validated. The data were analyzed by using parametric and non-parametric statistics. The result of this research is that the achievement of the students’ self-proficiency who are taught by using cooperative learning with TAI is better than students who are taught by using conventional learning.
Heckler, A. F. (2004). Measuring Student Learning by Pre and Post testing: absolute Gain normalized Gain. American Journal of Physics.
Jacobs, G. (1988). Cooperative goal structure: A way to improve group activities. ELT Journal, 42(2), 97–101.
Johnson, D, W., & Johnson, R. T. (1998). Cooperative learning and social interdependence theory. In R. Scott Tindale et al. (Eds.), Theory and Research on Small Groups (pp. 9–35). New York: Plenum Press.
Kilpatrick, J., Swafford, J., & Findell, B. (Eds.). 2001. Adding it up: helping children learn mathematics. Washington, DC: National Academy Press.
Khairani, A. Z., & Nordin, M. S. (2011). The development and construct validation of the mathematics proficiency test for 14-years-old students. Asia Pasific Journal of Educators and Education, 26(1), 33–50.
Tinungki, G. M. (2015). The role of cooperative learning type team assisted individualization to improve the students’ mathematics communication ability in the subject of probability theory. Journal of Education and Practice, 6(32), 2015.