Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Tps Berbantuan Esmatika Terhadap Kemampuan Pemahaman SPLDV
DOI:
https://doi.org/10.30605/proximal.v9i4.9806Keywords:
Cooperative Learning, Think Pair Share, Esmatika, Conceptual Understanding, Systems of Linear Equations in Two VariablesAbstract
Kemampuan memahami konsep Sistem Persamaan Linear Dua Variabel (SPLDV) penting bagi siswa untuk menjelaskan hubungan antarkonsep dan menyelesaikan masalah kontekstual secara bermakna. Karena itu, pembelajaran perlu memberi ruang bagi siswa untuk berpikir mandiri, berdiskusi, dan mengomunikasikan pemahamannya dengan dukungan media yang relevan. Penelitian ini bertujuan menganalisis pengaruh model pembelajaran kooperatif tipe Think Pair Share (TPS) berbantuan aplikasi Esmatika terhadap kemampuan pemahaman konsep matematis siswa pada materi Sistem Persamaan Linear Dua Variabel (SPLDV). Penelitian kuantitatif ini menggunakan metode pre-experimental dengan desain One Group Pretest–Posttest. Sampel penelitian terdiri atas 29 siswa kelas VIII B SMP Negeri 1 Enrekang yang dipilih melalui cluster random sampling. Data dikumpulkan menggunakan tes, lembar observasi keterlaksanaan pembelajaran, dan angket respons siswa, kemudian dianalisis secara deskriptif dan inferensial. Rata-rata nilai siswa meningkat dari 20,93 pada pretest menjadi 76,38 pada posttest, dan uji paired-sample t-test menunjukkan perbedaan yang signifikan (p < 0,001). Rata-rata N-Gain sebesar 0,740 termasuk kategori tinggi; 55,17% siswa berada pada kategori peningkatan tinggi dan 44,83% pada kategori sedang. Ketuntasan belajar secara deskriptif mencapai 82,76%, sedangkan hasil uji proporsi belum menunjukkan bahwa ketuntasan tersebut secara statistik melampaui target 80% (p = 0,463). Keterlaksanaan pembelajaran mencapai rata-rata 92,96%, dan 83% siswa memberikan respons positif. Dengan demikian, model TPS berbantuan Esmatika berpengaruh positif terhadap kemampuan pemahaman konsep matematis siswa.
References
Aminah, S. (2022). Pengaruh Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) terhadap Komunikasi Matematika pada Pokok Bahasan Sistem Persamaan Linear Dua Variabel (SPLDV) untuk Siswa Kelas VIII di UPT SMPN Kotanopan Kab. Mandaling Natal.
Arianti, P., & Wahyuni, S. (2024). Pengaruh Penerapan Model Pembelajaran Cooperative Learning Tipe Think Pair Share (TPS) terhadap Hasil Belajar Tematik. PENDASI Jurnal Pendidikan Dasar Indonesia, 8(2), 232-240. https://ejournal2.undiksha.ac.id/index.php/jurnal_pendas/article/view/3481
Atmaja, I. M. (2021). Koneksi Indikator Pemahaman Konsep Matematika dan Keterampilan Metakognisi. Nusantara: Jurnal Ilmu Pengetahuan Sosial, 8(7), 2048-2056. http://dx.doi.org/10.31604/jips.v8i7.2021.2048-2056
Cahyani, N. I., & Azizah, U. (2019). Penerapan Model Pembelajaran Inkuiri Terbimbing untuk Melatihkan Keterampilan Berfikir Kritis Siswa pada Materi Laju Reaksi Kelas IX SMA. UNESA Jurnal of Chemical Education, 8(3).
Djam’an, N., Mariana, N., & Simanjorang, M. M. (2023). Trends in mathematics education research in Indonesia. In B. Atweh, L. Fan, & C. P. Vistro-Yu (Eds.), Asian research in mathematics education (Mathematics Education—An Asian Perspective, pp. 153–174). Springer. https://doi.org/10.1007/978-981-99-0643-7_8
Djam’an, N., Nasir, N. A., & Sahid. (2025). The impact of the Think-Pair-Share (TPS) cooperative learning model on students’ engagement and mathematics achievement in powers and roots topics. Daya Matematis: Jurnal Inovasi Pendidikan Matematika, 13(2), 105–114.
Fajrah, M., Jalinus, N., Jama, J., & Dakhi , O. (2020). Pengembangan Model Kurikulum Sekolah Inklusi Berdasarkan Kebutuhan Perseorangan Anak Didik. Jurnal Pendidikan, 51-63. https://www.academia.edu/download/95373426/751.pdf.
Indaryani, U. (2023). Pengaruh Penerapan Model Think Pair Share Berbantuan Geogebra Terhadap Kemampuan Pemahaman Konsep Matematis Siswa. (Doctoral dissertation, UIN Ar-Raniry). https://repository.ar-raniry.ac.id/id/eprint/29573/
Julhadi. (2020). Hasil belajar peserta didik ditinjau dari media komputer dan motivasi. Edu Publisher.
Kurniawan, H. S., & Khotimah, R. P. (2022). Propil Kemampuan Literasi Matematis Siswa dalam Menyelesaikan Soal Hight Order Thinking Skill. AKSIOMA: Jurnal Program Studi Pendidikan Matematika, 11(3), 1966. https://pdfs.semanticscholar.org/70a7/39b97cc45e9b7ba5aa1fb79cd602f95e5a10.pdf.
Laresia, R. S., Edriati, S., & Handayani, S. (2020). Pengaruh Penerapan Model Pembelajaran Kooperatif Tipe Think Pair Share (TPS) terhadap Pemahaman Konsep Matematis Siswa SMP. Jurnal Pelangi, 12(1), 24-28. https://ejournal.upgrisba.ac.id/index.php/pelangi/article/view/3323
Nur, T. Z., & Kumala, F. Z. (2023). engaruh model pembelajaran kooperatif tipe team assisted individualization (TAI) dengan teknik make a match terhadap kemampuan pemahaman konsep matematis siswa kelas X. Journal for Research in Mathematics Learning, 6(1), 11–18.
Prasasti, D., Awalina, F. M., & Hasana, U. U. (2020). Permasalahan Pemahaman Konsep Siswa pada Pelajaran Matematika Kelas 3 Semester 1. Manazhim, 2(1), 45-53. https://ejournal.stitpn.ac.id/index.php/manazhim/article/view/659
Prastiwi, D., Sugiman, & Listyani, E. (2019). The Effectiveness Of Contextual Learning In The Cooperative Learning Of Think Pair Share Based On Mathematics Concept Understanding Of The 7th Grade Junior High School. Journal of Physics: Conference Series, 1320 (1).
Rukmini, A. (2020). Model Kooperatif Tipe Think Pair Share (TPS) Dalam Pembelajaran Pkn SD. In Social, Humanities, and Education Studies (SHEs): Conference Series, 3(3), 2176-2181. https://jurnal.uns.ac.id/SHES/article/view/57088.
Wawan, Talib, A., & Djam’an, N. (2017). Analisis pemahaman konseptual dan prosedural siswa dalam menyelesaikan soal matematika berdasarkan gaya belajar. Issues in Mathematics Education, 1(2), 101–106.
Downloads
Published
Issue
Section
License
Copyright (c) 2026 Nurwati Djam'an, Ahmad Zaki, Mar’ah Mutaaliah, Sudirman
This work is licensed under a Creative Commons Attribution 4.0 International License.
In submitting the manuscript to the journal, the authors certify that:
- They are authorized by their co-authors to enter into these arrangements.
- The work described has not been formally published before, except in the form of an abstract or as part of a published lecture, review, thesis, or overlay journal.
- That it is not under consideration for publication elsewhere,
- That its publication has been approved by all the author(s) and by the responsible authorities – tacitly or explicitly – of the institutes where the work has been carried out.
- They secure the right to reproduce any material that has already been published or copyrighted elsewhere.
- They agree to the following license and copyright agreement.
License and Copyright Agreement
Authors who publish with this journal agree to the following terms:
- Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under Creative Commons Attribution License (CC BY 4.0) that allows others to share the work with an acknowledgment of the work's authorship and initial publication in this journal.
- Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgment of its initial publication in this journal.
- Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work.
