Concept Understanding Ability and Students Belief through Think Talk Write Learning Model Using Cube Origami Media

Indah Suryawati; Khairul Asri; Nur Ainun; Rahmani Rahmani; Rifaatul Mahmuzah

doi:10.25217/numerical.v5i2.1830

Authors

Indah Suryawati Elementary School Teacher Education, Serambi Mekkah University, Banda Aceh
Khairul Asri Mathematics Education, Serambi Mekkah University Banda Aceh
Nur Ainun Mathematics Education, Serambi Mekkah University Banda Aceh
Rahmani Rahmani Elementary School Teacher Education, Serambi Mekkah University, Banda Aceh
Rifaatul Mahmuzah Elementary School Teacher Education, Serambi Mekkah University, Banda Aceh

DOI:

https://doi.org/10.25217/numerical.v5i2.1830

Keywords:

Belief, Concept Understanding Ability, Cube Origami Media, Mathematics Learning, Think Talk Write (TTW)

Abstract

Elementary school is the main foundation in developing an understanding of mathematical concepts. If the basic understanding of students' concepts is not good or weak, students cannot solve math problems. Therefore, understanding the concept is essential to help students in learning mathematics. The teacher does not optimize the methods, strategies, or learning models in the learning process. So far, the learning process is only guided by explanations or examples of questions. As a result, when students are faced with different questions, students have difficulty solving problems. It happens because of the lack of students' conceptual understanding skills. The purpose of this study was to determine the increase in the ability to understand the concept by using origami media through the Think Talk Write (TTW) learning model. This study uses a quantitative approach, while the design used in this study is the Pre-Experiment One group pre-test and post-test design. The population in the study were all fifth-grade students at SD Negeri 42 Banda Aceh, totaling 50 students, consisting of students in class VA-1 as the Experiment class, while in class VA-2 as the Control class. Based on the analysis of research data, it is stated that the significant value (2-tailed) N-Gain score is 0.000 less than 0.05, so H₀ is rejected, and Ha is accepted. Thus, it can be concluded that there is an increase in the concept understanding ability and belief taught with origami media and through the TTW model with using conventional learning.

References

K. Adbo and C. V. Carulla, “Learning About Science in Preschool: Play-Based Activities to Support Children’s Understanding of Chemistry Concepts,” IJEC, vol. 52, no. 1, Art. no. 1, Apr. 2020, doi: https://doi.org/10.1007/s13158-020-00259-3.

Eriana, Kartono, and Sugianto, “Understanding Ability of Mathematical Concepts and Students’ Self-reliance towards Learning by Implementing Manipulative Props (APM) on Jigsaw Technique,” Journal of Primary Education, vol. 8, no. 2, Art. no. 2, 2019.

M. Hariyono and N. Ulia, “Development Teaching Materials of Mathematics Basic Concepts Based on Internalization of Islamic Value to Increasing Concept Understanding Ability,” Jurnal Pendidikan Dasar : Jurnal Tunas Nusantara, vol. 2, no. 1, 2020.

E. Suyanto, “Pembelajaran Matematika Dengan Strategi TTW Berbasis Learning Journal untuk Meningkatkan Kemampuan Menulis Matematis,” Kreano, Jurnal Matematika Kreatif-Inovatif, vol. 7, no. 1, pp. 58–65, 2016, doi: https://doi.org/10.15294/kreano.v7i1.5001.

D. Aswita, S. Putu, and S. Suyanto, “Local Wisdom of Sabang Island Society (Aceh, Indonesia) in Building Ecological Intelligence to Support Sustainable Tourism,” GeoJournal of Tourism and Geosites, vol. 22, p. 393, Jan. 2018, doi: https://doi.org/10.30892/gtg.22210-297.

Kardoyo, Ahmad Nurkhin, Muhsin, and Hengky Pramusinto, “Problem-Based Learning Strategy: Its Impact on Students’ Critical and Creative Thinking Skills,” European Journal of Educational Research, vol. 9, no. 3, Art. no. 3, Jul. 2020.

E. Bekteshi, “The ’Fours Cs - Collaboration, Communication, Critical Thinking And Creativity At The Faculty Of Arts (FLUP), University Of Porto, Porto, Portugal,” Journal of International Social Research, vol. 10, pp. 56–62, Jun. 2017, doi: https://doi.org/10.17719/jisr.2017.1638.

S. Rejeki, R. Riyadi, and S. Siswanto, “Problem Based Learning and Guided Inquiry Learning Model on Critical Thinking Ability,” International Journal on Emerging Mathematics Education, vol. 5, no. 1, Art. no. 1, Mar. 2021, doi: https://doi.org/10.12928/ijeme.v5i1.19939.

Choirudin, M. S. Anwar, I. N. Azizah, Wawan, and A. Wahyudi, “Pengembangan LKPD Matematika Berbasis Kaligrafi dengan Pendekatan Guided Discovery Learning,” Jurnal Pendidikan Matematika (JPM), vol. 7, no. 1, Art. no. 1, Jan. 2021, doi: https://doi.org/10.33474/jpm.v7i1.6738.

S. Abramovich, A. Z. Grinshpan, and D. L. Milligan, “Teaching Mathematics through Concept Motivation and Action Learning,” Education Research International, vol. 2019, p. e3745406, Apr. 2019, doi: https://doi.org/10.1155/2019/3745406.

M. Bafadal, “The Use of Origami in Teaching Writing Procedure text of the Second Grade at SMA Muhammadiyah Mataram,” Linguistics and Elt Journal, vol. 9, p. 31, Mar. 2019, doi: https://doi.org/10.31764/leltj.v9i1.734.

M. Toyib and N. Ishartono, “An Analysis of the Possibility of Origami Implementation in Mathematics Learning Process in Indonesia,” Advances in Social Science, Education and Humanities Research, vol. 212, no. 2, Dec. 2018, doi: https://doi.org/10.2991/icei-18.2018.32.

D. Kö, “Use of Origami in Mathematics Teaching: An Exemplary Activity,” Asian Journal of Education and Training, vol. 6, no. 2, p. 13, 2020, doi: 10.20448/journal.522.2020.62.284.296.

L. Darling-Hammond, L. Flook, C. Cook-Harvey, B. Barron, and D. Osher, “Implications for educational practice of the science of learning and development,” Applied Developmental Science, vol. 24, no. 2, Art. no. 2, Apr. 2020, doi: https://doi.org/10.1080/10888691.2018.1537791.

L. S. Keiler, “Teachers’ roles and identities in student-centered classrooms,” International Journal of STEM Education, vol. 5, no. 1, p. 34, Sep. 2018, doi: 10.1186/s40594-018-0131-6.

M. M. L. Siahaan and E. E. Napitupulu, “The Difference of Students’ Mathematical Communication Ability Taught by Cooperative Learning Model Think Talk Write Type and Numbered Head Together Type,” 1, vol. 8, no. 3, Art. no. 3, Sep. 2018, doi: https://doi.org/10.24246/j.js.2018.v8.i3.p231-242.

N. Ainin, “Analisis Kesalahan Siswa Dalam Menyelesaikan Soal Matriks dan Kaitannya dengan Motivasi Belajar Matematika Pada Kelas XI,” Euclid, vol. 7, no. 2, Art. no. 2, Jul. 2020, doi: https://doi.org/10.33603/e.v7i2.3122.

Q. Ainin, M. Mulyono, and E. Syahputra, “Development of Cooperative Learning Think-Talk-Write (TTW) Models Based on Batak Culture to Improve Students’ Mathematical Critical Thinking Ability,” Al-Jabar : Jurnal Pendidikan Matematika, vol. 11, pp. 287–298, Dec. 2020, doi: https://doi.org/10.24042/ajpm.v11i2.7289.

E. Setiyaningrum and I. Istiqomah, “Efektivitas Penerapan Model Pembelajaran Think - Talk - Write Terhadap Prestasi Belajar Matematika Siswa Kelas VII SMP Negeri 3 Magelang,” UNION: Jurnal Ilmiah Pendidikan Matematika, vol. 3, no. 1, Art. no. 1, Mar. 2015, doi: https://doi.org/10.30738/.v3i1.270.

R. Sundayana, Statistika Penelitian Pendidikan. Bandung: Alfabeta, 2019.

S. Indrayani, “Model Pembelajaran Kooperatif Tipe Think Talk Write dan Pengaruhnya Terhadap Pemahaman Konsep Matematika Peserta Didik,” Jurnal Edukasi dan Penelitian Matematika, vol. 7, no. 2, Art. no. 2, Jun. 2018.

A. Sabrina, S. Suyono, and W. Rahayu, “The Influence Of Thinking Styles and Mathematical Beliefs On The Elementary Mathematics Teacher’s Communication Ability,” Jurnal Cendekia : Jurnal Pendidikan Matematika, vol. 3, no. 2, pp. 238–248, Aug. 2019, doi: https://doi.org/10.31004/cendekia.v3i2.101.

M. Y. Mazana, C. S. Montero, and R. O. Casmir, “Investigating Students’ Attitude towards Learning Mathematics,” Int Elect J Math Ed, vol. 14, no. 1, Dec. 2018, doi: https://doi.org/10.29333/iejme/3997.